Category: ________________________________________ Movement Variable(s) ________________________________________ Assessment Criteria: ________________________________________ ________________________________________ ________________________________________ ________________________________________
Student Names	(scale, date)	(scale, date)	(scale, date)	(scale, date)
Scale: 5 = Almost always 4 = Most of the time 3 = About 1/2 the time 2 = About 1/3 of the time 1 = Rarely

Assessing Knowledge and Understanding of the Movement Variables

Student's Name
Movement skill(s): Front Support		Illustration of a front support (may be drawn by students)
Movement Variables
Body Part(s) (e.g., that support the weight of the body) Action(s) of the body Shape(s) of the body	Both hands and both feet None Narrow; angular (angle at the shoulder)
Space Area(s) or Location(s) Direction(s) Level(s) Orientation(s) Pathway(s) Range(s)	In self (personal) space None Low The body as a whole is inclined; the arms are vertical None Medium
Effort Force (e.g., percent of body weight supported by the arms) Time (e.g., length of time the position is held) Flow	A scale placed under the hands could be used to determine this percentage None
Relationships Of body parts (e.g., to each other, to equipment, to other persons) To a partner or a group To equipment Other relationships	Arms parallel, arms at an 80-degree angle to the trunk None None

The above is an example of how the template on the following page can be completed.

Assessing Knowledge and Understanding of the Movement Variables

Student's Name
Movement skill(s): ______________________
Movement Variables
Body Part(s) Action(s) of the body Shape(s) of the body
Space Area(s) or Location(s) Direction(s) Level(s) Orientation(s) Pathway(s) Range(s)
Effort Force Time Flow
Relationships Of body parts To a partner or a group To equipment Other relationships

Instructions: Fill in the chart with the information you know about the Movement Variables for the given movement skill(s).

Assessment Criteria for the Basic Movement Patterns

The critical cues for movement skills associated with a particular Basic Movement Pattern may be used as criteria for assessment. Some examples appear below.

Basic Movement Pattern: Locomotions

Key movement skill: Walk

• Head neutral (not extended forward or backward)
• Body erect
• Arms swing in opposition to legs
• toes point straight ahead (not turned inward or outward)

Key movement skill: Run

• Head neutral
• Body leans forward
• Support foot contacts ground close to body's centre of gravity
• Arms swing in opposition to legs
• Toes point forward

Key movement skill: Slide

• Head neutral
• Body erect
• Step-together-step (sideward)
• One foot pushes the other foot sideways

Key movement skill: Gallop

• Slide performed in a forward direction
• Toe-to-heel
• One foot always chases the other

Key movement skill: Skip

• Head neutral
• Body erect
• Step-hop
• Bring opposite foot forward for next step
• Arms swing in opposition to legs

Key movement skill: Leap

• Body leans forward
• Push off one foot, land on the other
• Big step (travel a long distance during the flight phase)
• Keep legs stretched (extended, straight) while in the air
• Land softly (absorb force by flexing hip, knee and ankle)

Key movement skill: Jump

(2-foot take-off and landing)

• Crouch (flex hips, knees, ankles)
• Push the ground away ( produce force by extending hips, knee and ankle)
• Swing arms upward in time with push-off from legs
• Land softly (absorb force by flexing hip, knee and ankle)

Key movement skill: Hop

(1-foot take-off and landing)

• Push off and land on the same foot
• Land toe-ball-heel

Basic Movement Pattern: Landings

Key movement skill: Landing on the feet

• Feet shoulder-width apart
• Feet parallel
• Heels stay down
• Toe-ball-heel-knees-hips
• Arms out like a beach ball (air bag)
• Stick landing (not moving)
• Quiet
Finish in a position like a motorcycle ride

Assessing Personal and Social Responsibility

Levels of Personal and Social Responsibility	Names of students who are at this level most of the time
Level I: Respect (Self-control) Students at Level 1 are able to control their behaviour enough so that they don't interfere with other students' right to learn or the teacher's right to teach. They do this without much prompting from the teacher and without constant supervision.
Level II: Participation (Involvement) Students at Level II not only show respect for others but also participate willingly, even enthusiastically, in the learning experiences. They display a better understanding of the role of effort and persistence in improving, and an increased willingness to try new things and to participate in a variety of activities.
Level III: Self-Direction (Self-Responsibility) Students at Level III not only show respect and participation, but they also work without direct supervision and take on more responsibility for their well-being. They are able to begin to develop and carry out a personal physical activity action plan in accordance with their own needs and interests.
Level IV: Caring Students at Level IV, in addition to respecting others, participating, and being self-directed, are motivated to extend their sense of responsibility beyond themselves by cooperating, giving support, showing concern and helping others.

Student Self-Assessment of Individual/Group Projects

and/or Performance Station Tasks

Name		Date
Task or Project
Who worked with me?
What did I do?
How well did I do?
How do I feel now?
What was the best part?
What would I like to do next?

Teacher Assessment of Performance Tasks/Projects

Student	Rating Scale 1 (Poor) · 5 (Excellent)
Project and Date	Participation	Cooperation	Use of time	Completion Of tasks	Understanding Of concepts	Product or Presentation	Peer/self - Assessment	Group Members	Total
1.
2.
3.
4.
5.
Comments 1. 2. 3. 4. 5.

Note: This is for tasks over a reporting period/year.