Download Assessment Interpersonal Skills in Secondary Physical Education

Example activities
Moonball:
Resources needed: beach ball, stopwatch, hand counter
Student Instructions:
● The goal of Moonball is to get as many hits as possible of the beach ball before it hits the ground.
● Use only your hands to hit the ball. No fists, no feet.
● No double hits (the same person cannot hit the ball twice in a row).
● You may stand in any formation.
● Everyone must be included.
● Once the ball hits the floor, the round ends.
Football Playbook:
During the football unit, students will work in teams to create a team playbook. Before students design the
books, they will have learned basic skills and positions. Students need to work together to place people based
on their strengths and weaknesses, and learn the plays and understand their part. The students will then use
these playbooks during tournament play where they will be graded on their skills in positions and basic skills
ability. It is during the creation of the playbook that students may be observed using this DDM’s rubric.
Student Instructions:
● In your teams, create a playbook that includes five plays (two running, two passing, and one
option).
● Each play must consist of at least these five positions: quarterback, center, guard/tackle (depending
on # of students), wide receiver, and running back.
● If you have more than five students in your group, plays may also include a tight end, another
wide receiver, or running/full back.
● The plays you design should give all students in your group an opportunity to play in each position
at least once.
● Each play will be graded on neatness, creativity, and feasibility.
● Your playbook must have a title page.
Dance:
Students participate in a generational dance unit. They learn dances or moves from different time periods from
1920’s to today. At the end of the unit they create a group dance in groups of three to six. The students will
have two class periods to work on a dance to meet all the requirements listed below. During the creation of the
dance students may be observed on their teamwork using the rubric, such as how they work together, respect
others ideas or suggestions, problem solved to make the routine flow, time it to music, understand the ability
levels of everyone in the group, and create confidence to perform on stage in front of the class.
Student Instructions:
● Name your dance troupe.
● Choose music from any period between the 1920s and today and create a group dance that meets the
following requirements:
The dance faces all four walls.
The group chose its own song.
The dance is at least two minutes long.
The dance is original.
● If your song has lyrics, submit them to your teacher when you perform.
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Working with others and demonstrating leadership
● Rarely shows a
desire to work
together with others
● A loner
● Very independent
● Some of the
time is willing to work
with others
BUT
● Wants to work
with only one or two
friends.
● Willing to work with
others.
● Will work with just
about anyone.
● Collaboration is
evident.
● Typically only
willing to follow
along.
● Does not
demonstrate
leadership skills.
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● Works very well
with everyone.
● Seeks out those
whom others ignore
and encourages them.
● Demonstrates
leadership skills (e.g.,
attempts to resolve
conflicts, motivates
others).
Using communication skills that promote positive team/group dynamics
● Doesn’t share ideas
● often negative
● Behavior/
actions work
against team
building.
● Few ideas
shared and/or are
off-topic,
● Rarely encourages
others.
● Shares some
ideas
● Most ideas
are on topic
● Positive most
of the time
● Encourages
others.
● Offers great
ideas, all on topic.
● Uses strong
communication skills
(e.g. verbal/nonverbal
active listening with
an appropriate tone)
to promote positive
team/group
dynamics.
Listening to, responding to, and using feedback to improve performance
● Not willing to work to
improve performance
based on feedback.
● Often talks over
others
● Not willing to give
● Receptive to
some specific
corrective feedback
from the teacher.
● Willing to work
to improve individual
performance.
● Listens to others
occasionally, but
highly selective
● Independently
(without prompting
from the teacher)
● Respects/accepts
accepts and seeks out
others’ ideas/feedback
feedback
to improve performance
of self and group/team ● Acts on
feedback to improve
(often needs prompting
performance of self
by teacher).
and group/team.
● Is a good listener
● Is a very good
listener
● others air time
or listen to their
ideas.
● Not willing to
listen to everyone’s
feedback/ideas.
● Rarely dismisses
others’
ideas
● Accepts/respects
all points of view.