6th Grade

Other Wisconsin Physical Education sets

• Grades Pre-K, K, 1, 2
• Kindergarten
• 1st Grade
• 2nd Grade
• 3rd Grade
• Grades 3, 4, 5
• 4th Grade
• 5th Grade
• Grades 6, 7, 8
• 7th Grade
• 8th Grade
• Grades 9, 10, 11, 12
• HS 1
• HS 2
• HS 3

Create open space by using locomotor patterns using width and length of the playing area (e.g., walking, running, jumping, and landing) in combination with movement (e.g., varying pathways, change of speed, direction, or pace).PE.S2.M1.6

Identify and perform at least one of the following offensive tactics to create open space: move to open space without the object; use a variety of passes, pivots, and fakes; give and go.PE.S2.M2.6

Reduce open space on defense by making the body larger and reducing passing angles.PE.S2.M3.6

Reduce open space by not allowing the catch (denial) or by allowing the catch but not the return pass.PE.S2.M4.6

Transition from offense to defense or defense to offense by recovering quickly.PE.S2.M5.6

Create open space in net/wall games with either a long- or short-handled implement by varying force and direction.PE.S2.M6.6

Reduce offensive options for opponents by returning to home position while maintaining proper court positioning by limiting opponent’s offensive opportunities in varying practice tasks.PE.S2.M7.6

Select appropriate shot and club based on location of the object in relation to the target (e.g., appropriate disc or throw in disc golf, appropriate club in golf.PE.S2.M8.6

Identify open spaces and attempt to use a variety of shots to strike the object into that space. PE.S2.M9.6

Identify and perform a defensive play based on the situation (e.g., number of outs).PE.S2.M10.6

Identify Newton’s Three Laws of Motion and how they impact movement in physical activity.PE.S2.M11.6

Students for grades 6-8 will demonstrate knowledge of all water safety concepts as outlined by the American Red Cross or any other nationally recognized swim program.PE.S2.M12.6

Identify barriers related to maintaining a physically active lifestyle and seek solutions for eliminating those barriers.PE.S3.M1.6

Provide examples of health-related and skill-related fitness physical activities.PE.S3.M2.6

Set and monitor a self-selected physical activity S.M.A.R.T. goal for aerobic and muscle- and bone-strengthening activity based on current fitness level. PE.S3.M3.6

Describe and demonstrate a variety of appropriate static stretching techniques for all major muscle groups.PE.S3.M4.6

Define aerobic and anaerobic capacity and muscular strength and muscular endurance.PE.S3.M5.6

Identify each of the components of the overload principle (FITT formula: frequency, intensity, time, and type) for different types of physical activity (aerobic, muscular fitness and flexibility).PE.S3.M6.6

Describe the role of warm-ups and cooldowns before and after physical activity.PE.S3.M7.6

Determine the correlation between target heart rate zones to the Borg Scale rate of perceived exertion (RPE) to create and implement a basic plan for improvement.PE.S3.M8.6

Identify major muscles used in selected physical activities.PE.S3.M9.6

Design and implement a program of remediation for an area of improvement based on the results of health-related fitness assessment.PE.S3.M10.6

Maintain a physical activity log for at least two weeks and reflect on activity levels as documented in the log.PE.S3.M11.6

Describe the relationship between poor nutrition and health risk factors.PE.S3.M12.6

Identify positive and negative results of stress and appropriate ways of dealing with each.PE.S3.M13A.6

Explain the connections between fitness and overall physical and mental health.PE.S3.M13B.6

Engage in a variety of aerobic fitness activities using technology to monitor progress.PE.S3.M14A.6

Develop an inventory of physical fitness activities for each of the components of fitness.PE.S3.M14B.6

Identify and list various types of lifetime physical activity opportunities (e.g., recreational team or dual sports, outdoor pursuits, martial arts, dance/rhythms, aquatic activities, etc.).PE.S3.M15.6

Participate in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes a day.PE.S3.M16.6

Identify safety concerns and protocols within the learning environment.PE.S4.M1.6

Identify procedures and protocols for activities in a variety of learning environments (e.g., small-sided games, individual performance activities).PE.S4.M2.6

Identify and define discrimination and stereotyping. PE.S4.M3.6

Set attainable and realistic short-term (S.M.A.R.T) goals. (WSELC 10)PE.S4.M4.6

Identify ways to improve performance using teacher-generated criteria.PE.S4.M5.6

Identify negotiation skills and conflict resolution strategies to resolve differences with teacher guidance.PE.S4.M6.6

Identify how choices can impact others in a positive and negative way.PE.S4.M7.6

Describe how being physically active leads to increased health and well-being. PE.S5.M1.6

Identify when challenged personal strengths with teacher guidance.PE.S5.M2.6

Identify why self-selected physical activities create enjoyment.PE.S5.M3.6

Identify how self-expression and physical activity are related.PE.S5.M4.6

Demonstrate respect for self and others in physical activities and games by following the rules, encouraging others, and playing in the spirit of the game. PE.S5.M5.6

Identify and explain how physical activity provides opportunities for increasing social interaction.PE.S5.M6.6