Physical Education Curriculum Framework
Strand: Skilled Movement
Grade Level 6
DEMONSTRATE COMPETENCE IN SKILLED MOVEMENT ACTIVITIES
Standard: 6.1
The student will demonstrate competence in locomotor, non-locomotor, and manipulative skill combinations and sequences in
dynamic game, rhythmic, and fitness activities.
a. Combine locomotor and manipulative skills into specialized sequences, and apply sequences to partner and small-group
game-play.
c. Demonstrate skill in a variety of individual and team activities representative of different countries.
Essential Knowledge and Skills
Indicators for Success/ Opportunities for
Assessment
The student will be able to:
The student will identify and demonstrate the
critical elements of basic locomotor, nonmanipulative, and manipulative skills in isolation
and in dynamic small game situations modified
game play.

Perform critical elements of all
basic locomotor, nonmanipulative, and manipulative
skills.

Use manipulative skills in dynamic The student will demonstrate skill in a variety of
individual and team activities representative of
situations.
different countries.
Use locomotor, non-manipulative,
The student will describe the
and manipulative skills to
participate in games and rhythmic contribution/influence of other cultures and/or
populations on a sport, rhythmic or other physical
activities that are representative
activity.
of a variety of cultures and
populations.

Assessments: performance rubrics for skill
elements (rubrics may be used for self, peer, and
summative assessments), cognitive/knowledge
assessment to assess knowledge and concepts
Understanding the Standard/Essential
Understanding
The intent of this standard is to use combinations of
locomotor, non-manipulative, and manipulative
skills in a variety of cooperative and competitive
modified small-group games (throwing, catching,
and shooting for a goal while on the move).
Students will perform rhythmic sequences that
combine various locomotor and non-manipulative
movements with the use of manipulative objects
(scarves, balls, jump ropes, hoops).
Locomotor movement is when you actually move
from one place to another and non-locomotor
movement is moving on the spot without going
anywhere.
Locomotor skills may include walk, jog, run, gallop,
skip, slide, jump, hop, leap
Nonlocomotor skills may include twisting, bending,
swaying, stretching, turning, swinging
Non-manipulative skills involve the ability of the
body to balance and transfer weight from one body
part to another and may include movements of
rotation, transferring weight, and stationary
balancing
Physical Education Grade 6
Demonstrate Movement Sequences in Rhythmic Activity
Standard: 6.1
The student will demonstrate competence in locomotor, non-locomotor, and manipulative skill combinations and sequences in
dynamic game, rhythmic, and fitness activities.
b. Demonstrate incorporating movement sequences into a rhythmic activity.
Essential Knowledge and Skills
The student will be able to:

Combine locomotor, nonmanipulative, and manipulative
movements into teacher and student
created rhythmic sequences.
Indicators for Success/ Opportunities for
Assessment
The student will perform combinations of
locomotor, non-manipulative, and/or manipulative
movements in teacher created rhythmic
sequences.
The student will create and perform combinations
of locomotor, non-manipulative, and/or
manipulative movements in rhythmic sequences.
The student will describe and demonstrate
movement patterns that include use of basic
elements of movement such as shape, motion,
time, space, flow.
Assessments: dance performance rubric; rubric to
evaluate student created dance plan
Understanding the Standard/Essential
Understanding
The intent of this standard is to use combinations
of locomotor, non-manipulative, and manipulative
skills in a variety of cooperative and competitive
modified small-group games (throwing, catching,
and shooting for a goal while on the move).
Students will perform rhythmic sequences that
combine various locomotor and non-manipulative
movements with the use of manipulative objects
(scarves, balls, jump ropes, hoops).
Dance/rhythmic sequences are usually
performed in counts of 8.
Music for student performances should be preapproved for appropriate lyrics.
Dance/rhythmic sequences may be done in small
groups, partners, or by individuals.
It is recommended that students be exposed to a
variety of experiences from which to create
dance sequences (ex. Folk dance, line dances,
swing dance, using implements to create beats,
rhythms, and movements)
Physical Education Grade 6
Physical Education Curriculum Framework
Strand: Movement Principles and Concepts
Grade Level 6
APPLY MOVEMENT PRINCIPLES AND CONCEPTS TO PERFORMANCE
Standard: 6.2 The student will apply movement principles and concepts to movement-skill performance.
a. Refine and adapt individual and group activity skills by applying concepts of relationships, effort, spatial awareness, speed, and
pathways.
b. Use feedback, including available technology, to improve skill performance.
c. Initiate skill practice to improve movement performance, and apply principles of learning (e.g., whole/part/whole, many short
practices vs. one long practice, practice in game-like situations).
Essential Knowledge and Skills
The student will be able to:

Refine and adapt individual and group
activity skills by applying concepts of
relationships, effort, spatial
awareness, speed, and pathways.
Indicators for Success / Opportunities for
Assessment
The student will describe and demonstrate how to
apply relationships, effort, spatial awareness,
speed, pathways to improve skill performance.
The student will describe and demonstrate skillrelated fitness concepts.

The student will use feedback from teacher, peers,
Describe and demonstrate skill-related or technology aids to improve skill performance.
fitness concepts.

Use tools, techniques, and technology
resources to improve skill
performance.

Apply principles of learning to refine
skills in modified versions of physical
activities.

Use skill practice, games, and
activities to improve movement
performance.
The student will create and implement a skill
practice plan that includes principles of learning to
improve movement performance.
Understanding the Standard/Essential
Understanding
The intent of this standard is to improve
performance through the application of
movement principles and concepts. Students use
feedback (including technology) to refine, assess
and improve movement skill. Concepts of basic
offense and defense need to be explained with
the activities.
Skill-related fitness concepts may include agility,
balance, coordination, power, reaction, speed
Technology may include video analysis of skills.
Principles of learning may include feedback,
whole/part/whole, practices of short and longer
duration, and “scrimmage” situations.
Assessments: performance application rubrics,
cognitive assessment for concepts, rubric to
evaluate practice plan
Physical Education Grade 6
Apply Basic Offensive and Defensive Tactics
Standard: 6.2 The student will apply movement principles and concepts to movement-skill performance.
d. Understand and apply basic offensive and defensive tactics in noncomplex, modified activities (e.g., partner or small-group
cooperative or competitive activities).
Essential Knowledge and Skills
The student will be able to:

Demonstrate basic offensive and
defensive tactics while playing a
modified version of a game/sport.
Indicators for Success/ Opportunities for
Assessment
The student will describe and demonstrate basic
offensive tactics and strategies to include ball
control, movement with or without the ball, and
movement of the ball to gain a scoring advantage.
The student will describe and demonstrate basic
defensive tactics and strategies specific to zone
defense and player-to-player defense.
Understanding the Standard/Essential
Understanding
The intent of this standard is to improve
performance through the application of
movement principles and concepts. Students
use feedback (including technology) to refine,
assess, and improve movement skill. Concepts
of basic offense and defense need to be
explained with the activities.
The student will describe and demonstrate use of
basic offensive positioning while playing modified
versions of team and individual activities.
Assessments: performance rubrics for application
of strategies; cognitive assessments for knowledge
and use of strategies
Physical Education Grade 6
Physical Education Curriculum Framework
Strand: Personal Fitness
Grade Level 6
Use Personal Fitness Data and Tools To Improve Physical Fitness
Standard: 6.3 The student will use personal fitness tools and data to improve physical fitness.
a. Use measurement and assessment tools and data (e.g., criterion-referenced health-related fitness standards, Internet, software
data-management systems, heart-rate monitors, pedometers, skinfold calipers) to develop goals for improvement in at least two
fitness components.
b. Describe and apply basic principles of training (e.g., FITT [Frequency, Intensity, Time, Type], overload, progression) and their
relationship to implementing safe and progressive personal fitness programs.
Essential Knowledge and Skills
The student will be able to:




Examine available resources for
measuring fitness.
Indicators for Success/ Opportunities for
Assessment
The student will use measurement and assessment
tools and data to develop goals for at least two fitness
components.
The student will describe components of health-related
fitness and list associated measurements.
Define short-term and long-term goals
and discuss their relationship to
improving personal fitness.
The student will complete a self-assessment of healthrelated fitness, including Virginia Wellness Tests and
Body Mass Index
Develop a plan for improving at least
two areas of health-related fitness.
The student will interpret fitness data comparing
individual scores to established Virginia Wellness fitness
standards.
Incorporate principles of training in the
personal fitness program.
The student will develop a personal fitness plan using
baseline data to address two components of healthrelated fitness to improve or maintain personal fitness
levels.
The student will describe and demonstrate the purpose
and importance of warm-up and cool-down activities.
The student will apply the F.I.T.T. principle to a personal
fitness plan.
Assessments: cognitive assessments for knowledge and
skills (goal setting), rubric to evaluate personal fitness
plan
Understanding the Standard/Essential
Understanding
The intent of the standard is to interpret health-related
fitness data and use that information to develop a plan
to improve in at least two areas of fitness. Included in
this plan for improvement should be strategies
incorporating various principles in training.
Virginia Wellness testing is required. Other tests are
optional and are not to supplant the VA Wellness
testing.
Health-related components of fitness include
cardiorespiratory endurance, muscular strength and
endurance, flexibility, and body composition
Virginia Wellness Tests should include: PACER,
cadence curl ups, cadence push-ups, trunk extensor,
backsaver sit and reach, shoulder stretch
Body Mass Index (BMI) calculation should use the
Centers for Disease Control and Prevention algorithm
for children
Fitness plan elements may include SMART goals,
action plan, documentation of activities to meet the
plan, plan for reassessment, and reflection.
SMART is an acronym for specific, measurable,
attainable/appropriate, result-based, time-bound
Physical Education Grade 6
Physical Education Curriculum Framework
Strand: Responsible Behaviors
Grade Level 6
Demonstrate Essential Life Skills In Physical Activity Settings
Standard: 6.4 The student will work independently and with others in physical activity settings.
a. Acknowledge and understand the positive and negative influence of peer pressure on decisions and actions in physical activity
settings.
b. Solve problems, accept challenges, resolve conflicts, and accept decisions with reason and skill.
Essential Knowledge and Skills
The student will be able to:


Identify the positive and negative
influences of peer pressure on
decisions and actions in physical
activity settings.
Solve problems, accept challenges,
resolve conflicts, and accept decisions
with reason and skill.
Indicators for Success/ Opportunities for
Assessment
The student will Identify the positive and negative
influence of peer pressure on decisions and actions in
physical activity settings.
The student will describe and apply effective positive
verbal and nonverbal communication strategies in
physical activity settings.
The student will describe and demonstrate cooperative
skills in team-building or cooperative activities.
The student will demonstrate a problem solving skill set:

Demonstrate how to work together in
small groups or as a class to achieve
a goal or play successfully as a team.

Describe the importance of accepting
decisions in activities/play even when
they may not agree.

Demonstrate problem-solving skills in
physical activity settings.
The student will define the term fair play as conduct that
adheres to the rules or is just and equitable.
The student will identify and demonstrate strategies for
conflict resolution as appropriate for conflict arising from
game play, including a conflict resolution skill set.
Assessments: performance rubric for application of
skills; cognitive assessment for skills and knowledge
Understanding the Standard/Essential
Understanding
The intent of the standard is to introduce situations
where more than one solution exists, and make the
appropriate choice, which solves the problem in a safe
and time-efficient manner resulting in improved
performance. The students develop their decisionmaking skills and learn how to benefit from that
feedback.
Cooperative skills set:

Taking turns

Active listening

Ask clarifying questions

Consider all opinions

Everyone participates
Problem solving skill set:

Clarify problem

Analyze causes

Identify alternatives

Assess alternatives

Choose and implement an alternative

Evaluate choice
Conflict Resolution skill set:

Talk about problem without assigning blame

Use active listening

Identify and clarify issues and needs

Brainstorm solutions

Choose and apply solution

Evaluate solution
Physical Education Grade 6
Physical Education Curriculum Framework
Strand: Responsible Behaviors
Grade Level 6
Demonstrate Essential Life Skills In Physical Activity Settings
Standard: 6.4 The student will work independently and with others in physical activity settings.
c. Follow rules and safety procedures.
d. Use practice time to improve performance.
Essential Knowledge and Skills
Indicators for Success/ Opportunities for
Assessment
The student will be able to:
The student will identify safety rules and procedures.

Identify classroom rules and safety
procedures according to selected.
The student will describe how rules define safe behavior
during physical activities in order to prevent injuries.

Describe the importance of skill
practice to the improve performance.
The student will describe how safety inspections of
equipment before, during, and after physical activity are
necessary to prevent injuries.
The student will demonstrate safety inspection of
equipment in one team and one individual sport/activity.
The student will explain why students are responsible
for immediately reporting any potentially unsafe
situation(s) to the teacher or other adult.
The student will describe why performance of a skill for
which a person is not properly trained is dangerous.
The student will use practice time to improve
performance and demonstrate safe, independent and
group practice.
Assessments: performance rubric for application of
skills; cognitive assessment for skills and knowledge
Understanding the Standard/Essential
Understanding
The intent of the standard is to introduce
situations where more than one solution exists,
and make the appropriate choice which solves
the problem in a safe and time-efficient manner
resulting in improved performance. The students
develop their decision-making skills and learn
how to benefit from that feedback.
This standard is to be explicitly instructed and
assessed as skills; not limited to being used as
behavioral expectations.
Problem solving skill set:

Clarify problem

Analyze causes

Identify alternatives

Assess alternatives

Choose and implement an alternative

Evaluate choice
Conflict Resolution skill set:

Talk about problem without assigning
blame

Use active listening

Identify and clarify issues and needs

Brainstorm solutions

Choose and apply solution

Evaluate solution
Physical Education Grade 6
Physical Education Curriculum Framework
Strand: Physically Active Lifestyle
Grade Level 6
Identify And Seek Opportunities To Be Physically Active
Standard: 6.5
The student will identify and seek opportunities to participate in regular physical activity at school, at home, and in the community.
Essential Knowledge and Skills
The student will be able to:



Identify community groups, classes,
and facilities available for participating
in physical activity.
Identify opportunities available for
physical activity within the school
program both during and outside of
school hours.
Identify activities that can be done as
a family.
Indicators for Success/ Opportunities for
Assessment
The student will identify opportunities to participate
in regular physical activity at school, at home, and
in the community.
Understanding the Standard/Essential
Understanding
The student will identify and seek opportunities to
participate in regular physical activity at school, at
home, and in the community.
The student will Identify opportunities available for
physical activity within school programs.
The student will conduct a community audit to
identify community groups, classes, and facilities
available for participating in physical activity in their
community.
The student will identify activities that can be done
with family member.
Assessments: informal assessment of activity log
(check local division policy on homework); student
plan for physical activity participation outside of
school; rubric to evaluate community audit project
Physical Education Grade 6