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Assessment


ISAT Physical Development and Health Performance Definitions
Grade 4

Exceeds StandardsMeets StandardsBelow StandardsAcademic Warning

EXCEEDS STANDARDS

Standards 19A, 19B, 19C
Students at the Exceeds Standards level are able to consistently demonstrate mastery of movement skills in physical activity. These students regularly display control when performing locomotor (e.g., running, jumping, skipping) and nonlocomotor (e.g., balancing, bending, twisting) skills. Students at the Exceeds Standards level are able to combine and sequence complex movement patterns (e.g., jump rope routine). Fourth grade students are able to consistently manipulate a variety of objects using various motor patterns (e.g., throwing a frisbee, juggling, kicking a soccer ball).

Students consistently demonstrate an awareness of the fundamental principles of movement during physical activity (e.g., stopping, starting). These students regularly move through space in a variety of directions using different levels, pathways and ranges. Students customarily display an awareness of human movement concepts such as traveling in space, body awareness, and qualities of movement (e.g., time, force, flow, balance). They consistently apply these concepts through description and demonstration. Students participate in sports related fitness activities and games constantly applying concepts of force, absorption, speed and flow in relation to human movement skills. They are continually able to manipulate objects through space applying concepts such as changing direction and/or distance.

Students consistently identify and apply a knowledge of rules used during physical activity. They consistently identify that safety practices are a prime concern for themselves and others. Students are able to distinguish between offensive and defensive strategies used during game play. They are able to consistently identify cooperative strategies used in daily activity ensuring a safe environment to participate in and promoting good sportsmanship. They regularly use necessary precautions to avoid injury in group or individual activities.

Standards 20A, 20B, 20C
Students at the Exceeds Standards level know the importance of regular participation in health-related fitness activities. They are able to accurately match a variety of physical activities to the health-related fitness components (e.g., running/cardiorespiratory). Students can consistently distinguish which physical activities improve health-related fitness and how the activities benefit fitness levels. They also accurately identify risk factors associated with these activities. These students regularly relate the importance of a proper warm-up and cool-down phase to all physical activities.

Students are consistently able to monitor physiological changes that occur in the body before, during, and after moderate physical activity. They regularly show the proper way to take heart-rate using conventional and technological assisted methodologies. Students consistently use this data to analyze if they are performing at the intensity level needed to obtain health-related fitness benefits. They can regularly describe immediate effects of exercise on their bodies and tell what happens when intensity levels change. Students are familiar with health-related fitness testing used in class to monitor fitness levels. They are able to accurately identify which part of the test is used to measure the corresponding health-related component of fitness (e.g., mile run/cardiorespiratory).

Students are familiar with the fitness components identified in health-related fitness testing. They are constantly aware of physical activities and exercises used to work these components. Students are capable of matching these activities and exercises to health-related fitness components. Using the information obtained from health-related fitness testing, students can consistently relate strengths and weaknesses in their fitness profile. By analyzing these strengths and weaknesses, a fourth grade student at this level can accurately set a personal fitness goal.

Standards 21A, 21B
Students are capable of successfully participating in a variety of group and/or individual activities. They are consistently able to follow rules and safety procedures with limited intervention by the instructor or fellow classmates. Students consistently recognize their abilities and skill levels. They are consistently capable of assisting classmates with skill mastery when needed. Students are always familiar with individual roles in a group physical activity and fill this role to make the activity successful. When the group dynamics are not working, students are continually capable of identifying what personal behaviors need to be changed.

Students are consistently able to complete assigned tasks with a partner or group within a specific time frame. Students at the Exceeds Standards level recognize the need for goal-setting to accomplish partner and group activities. They are able to set individual and group goals to accomplish these tasks. Students are also able to work cooperatively with a partner or other group’s members when participating in physical activities to accomplish desired outcomes.

Standards 22A, 22B, 22C
Students are aware of the signs and symptoms of disease that suggest a need for professional medical help and know how to get the needed help. Students know that there are community agencies and where they are located and that they can provide personal and family assistance for the prevention and reduction of communicable and non-communicable diseases. These students are not only aware of the benefits of a proper diet and its benefit to their physical development and total well-being they also have the knowledge to develop good nutritional habits that promote physical development and total well-being. Students can consistently demonstrate the basic skills needed for their own personal safety, including appropriate methods that reduce the risk of injuries (e.g., helmets, knee pads, seat belts, sunscreen). Students are able to describe factors that influence health such as peer pressure and the media. Students are able to identify and explain interrelationships between the environment and their health (e.g., pollution-asthma, sun-skin cancer) and actively demonstrate their knowledge by the choices they make.

Standards 23A, 23B, 23C
Students consistently use appropriate vocabulary to describe basic body systems such as the circulatory, respiratory, and muscular systems and communicate their functions. Students at this level understand the immediate effects of both positive (e.g., exercise and healthy diet) and negative (e.g., drug abuse and alcohol) actions on the body systems and use their free time to work toward personal fitness goals. Students are able to quickly identify various life styles that illustrate physical, mental, social, and cultural factors that affect a person’s growth and development. Students are able to use appropriate vocabulary and give examples when discussing the stages of growth and development.

Standards 24A, 24B, 24C
Students are able to consistently identify the causes and consequences of conflict. They are able to demonstrate verbal and nonverbal skills that both prevent and defuse a hostile situation. Students consistently recognize that choices affect health and demonstrate how and when to use refusal skills.

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MEETS STANDARDS

Standards 19A, 19B, 19C
Students at the Meets Standards level are usually able to demonstrate mastery of movement skills in physical activity. They usually display control when performing locomotor (e.g., running, jumping, skipping) and nonlocomotor (e.g., balancing, bending, twisting) skills. Students at the Meets level are frequently able to combine and sequence complex movement patterns (e.g., jump rope routine). Fourth grade students at this level are often able to manipulate a variety of objects using various motor patterns (e.g., throwing a frisbee, juggling, kicking a soccer ball).

Students usually demonstrate an awareness of the fundamental principles of movement during physical activity (e.g., stopping, starting). These students accurately move through space in a variety of directions using different levels, pathways and ranges. Meets students frequently display an awareness of human movement concepts such as traveling in space, body awareness and qualities of movement (e.g., time, force, flow, balance). They ordinarily apply these concepts through description and demonstration. Students participate in sports related fitness activities and games often applying concepts of force, absorption, speed, and flow in relation to human movement skills. They are usually able to manipulate objects through space applying concepts such as changing direction and/or distance.

During physical activity, these students are usually able to identify and apply the knowledge of rules used in classroom activities. These students often demonstrate that safety practices are a prime concern for themselves and others. Students usually are able to distinguish offensive and defensive strategies used during game play. They frequently select cooperative strategies to use in daily activity ensuring a safe environment to participate in and promoting good sportsmanship. They usually use necessary precautions to avoid injury in group or individual activities.

Standards 20A, 20B, 20C
Students at the Meets Standards level usually know the importance of regular participation in health-related fitness activities. They are frequently able to match a variety of physical activities to health-related fitness components. Students can usually distinguish which physical activities improve health-related fitness and how the activities benefit fitness levels. They also usually identify risk factors associated with these activities. Students generally relate the importance of a proper warm-up and cool-down phase to all physical activities.

Students are usually able to monitor physiological changes that occur in the body before, during, and after moderate physical activity. They generally show the proper way to take heart rate using conventional and technological assisted methodologies. Students frequently use this data to analyze if they are performing at the intensity level needed to obtain health-related fitness benefits. These students can usually describe immediate effects of exercise on their bodies and tell what happens when intensity levels change. Students are commonly familiar with health-related fitness testing used in class to monitor fitness levels. They are usually able to identify which part of the test is used to measure the corresponding health-related component, of fitness (e.g., mile run/cardiorespiratory).

Students are generally familiar with the fitness components identified in health-related fitness testing. They are ordinarily aware of physical activities and exercises used to work these components. Students are usually capable of matching these activities and exercises to the health-related fitness components. Using the information obtained from health-related fitness testing, students can frequently relate strengths and weaknesses in their fitness profile. By analyzing these strengths and weaknesses, a fourth grade student at this level can usually set a personal fitness goal.

Standards 21A, 21B
Students at this level are usually capable of participating in a variety of group and/or individual activities. They are usually able to follow rules and safety procedures with limited intervention by the instructor or fellow classmates. Students often recognize their abilities and skill levels. They generally show respect and tolerance for the skill levels and abilities of fellow classmates. They frequently are capable of assisting classmates with skill mastery when needed. Students often are familiar with individual roles in a group physical activity and fill this role to make the activity successful. When the group dynamics are not working, students usually are capable of identifying what personal behaviors need to be changed. Students are commonly able to work on individually assigned tasks independently until completion.

Students are generally able to complete assigned tasks with a partner or group within a specific time frame. Students at this level frequently recognize the need for goal-setting to accomplish partner and group activities. They are usually able to set individual and group goals to accomplish these tasks. Students often are able to work cooperatively with a partner or other groups’ members when participating in physical activities to accomplish desired outcomes.

Standards 22A, 22B, 22C
Students are usually aware of the signs and symptoms of diseases that suggest a need for professional medical help. Students frequently know that there are community agencies that can provide personal and family assistance for the prevention and reduction of communicable and non-communicable diseases. These students are usually aware of the benefits of a proper diet and its benefit to their physical development and total well-being. Students can usually demonstrate the basic skills needed for their own personal safety, including methods that reduce the risk of injuries (e.g., helmets, knee pads, seat belts, sunscreen). Students are often able to describe factors that influence health factors such as peer pressure and the media. Students are frequently able to identify several interrelationships between the environment and their health (e.g., pollution-asthma, sun-skin cancer).

Standards 23A, 23B, 23C
Students often use appropriate vocabulary to describe basic body systems such as the circulatory, respiratory and muscular system and their functions. Students at this level usually understand the immediate effects of both positive (e.g., exercise and healthy diet) and negative (e.g., drug abuse and alcohol) actions on the body systems. Students are able to identify many physical, mental, social, and cultural factors that affect a person’s growth and development. Students are able to use appropriate vocabulary when discussing the stages of growth and development.

Standards 24A, 24B, 24C
Students are usually able to identify the causes and consequences of conflict. They are usually able to demonstrate verbal and nonverbal skills that both prevent and defuse a hostile situation. Students are able to identify and describe several key elements of the decision-making process. Students usually recognize that choices affect health and demonstrate how and when to use refusal skills.

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BELOW STANDARDS

Standards 19A, 19B, 19C
Students are randomly able to demonstrate mastery of movement skills in physical activity. A student who is below the Standards irregularly displays control moving in general space while performing advanced locomotor and non-locomotor skills. Students at the Below Standards level have difficulty attempting to combine and sequence together complex movement patterns used in physical activity and games. They are occasionally able to accurately manipulate a variety of objects through various motor patterns using proper mechanics.

Students sometimes demonstrate an awareness of the fundamental principles of movement used during physical activity. These students sporadically move through space in a variety of directions using different levels, pathways and ranges. Students at the Below Standards level occasionally display an awareness of human movement concepts such as traveling in space, body awareness and qualities of movement (e.g., time, force, flow, balance). They occasionally apply these concepts through description and demonstration. Students participate in sports related fitness activities and games sometimes applying concepts of force, absorption, speed and flow in relation to human movement skills. They are occasionally able to manipulate objects through space applying concepts such as changing direction and/or distance.

During physical activity, these students are sometimes able to identify and apply a knowledge of rules used in classroom activities. These students occasionally demonstrate that safety practices are a prime concern for themselves and others. Students at this level irregularly recognize offense and defense used during a game play. They randomly select cooperative strategies to use in daily activity ensuring a safe environment to participate in and promoting good sportsmanship. They sometimes use necessary precautions to avoid injury in group or individual activities.

Standards 20A, 20B, 20C
Students at the Below Standards level sometimes know the importance of regular participation in health-related fitness activities. They are able to occasionally match a variety of physical activities to the health-related fitness component they are working (e.g., running/cardiorespiratory). Students can sometimes distinguish which physical activities improve health-related fitness and how the activities benefit fitness levels. They also randomly identify risks factors associated with these activities. Students sometimes relate the importance of a proper warm-up and cool-down phase to all physical activities.

Students at this level are able to occasionally monitor physiological changes that occur in the body before, during and after moderate physical activity. They irregularly show the proper way to take heart rate using conventional and technological assisted methodologies. Students on occasion use this data to analyze if they are performing at the intensity level needed to obtain health-related fitness benefits. Students can randomly describe immediate effects of exercise on their bodies and tell what happens when intensity levels change. Students are irregularly familiar with health-related fitness testing used in class to monitor fitness levels. They are sometimes able to identify which part of the test is used to measure the corresponding health-related component of fitness (e.g., mile run/cardiorespiratory).

Students at the Below Standards level are irregularly familiar with the health-related fitness components identified in health-related fitness testing. They are sometimes aware of physical activities and exercises used to work these components. From time to time, students are capable of matching these activities and exercises to the health-related fitness components. Using the information obtained from health-related fitness testing, students can randomly relate strengths and weaknesses in their fitness profile. By analyzing these strengths and weaknesses, a fourth grade student at this level can occasionally set a personal fitness goal.

Standards 21A, 21B
Students are sometimes capable of participating in a variety of group and/or individual activities. They are occasionally able to follow rules and safety procedures with limited intervention by the instructor or fellow classmates. Students randomly recognize their abilities and skill levels. They irregularly show respect and tolerance for the skill levels and abilities of fellow classmates. They sometimes are capable of assisting classmates with skill mastery when needed. Students from time to time are familiar with individual roles in a group physical activity and fill this role to make the activity successful. When the group dynamics are not working, students occasionally are capable of identifying what personal behaviors need to be changed. Students, on occasion, are able to work on individually assigned tasks independently until completion.

Students are irregularly able to complete assigned tasks with a partner or group within a specific time frame. Students occasionally recognize the need for goal-setting to accomplish partner and group activities. They are sometimes able to set individual and group goals to accomplish these tasks. Students randomly are also able to work cooperatively with a partner or other groups members when participating in physical activities to accomplish desired outcomes.

Standards 22A, 22B, 22C
Students are aware of some signs and symptoms of diseases that suggest a need for professional medical help. Students know that there are community agencies that can provide personal and family assistance, but don’t know the extent of what these agencies can do for them. These students know that a good diet is important but don’t really understand how it affects their body and well-being. Students are aware and demonstrate some of the basic skills needed for their own personal safety, including methods that reduce the risk of injuries (e.g., helmets, knee pads, seat belts, sunscreen). Students are able to describe factors that influence health factors such as peer pressure and the media. Students are sometimes able to identify interrelationships between the environment and their health (e.g., pollution-asthma, sun-skin cancer).

Standards 23A, 23B, 23C
Students inconsistently use appropriate vocabulary when describing basic body systems such as the circulatory, respiratory and muscular system and their functions. Students at this level understand some of the immediate effects of both positive (e.g., exercise and healthy diet) and negative (e.g., drug abuse and alcohol) actions on the body systems. Students are able to identify some physical, mental, social, and cultural factors that affect a person’s growth and development, but may not understand the reason behind the effect. Students are starting to use appropriate vocabulary when discussing the stages of growth and development.

Standards 24A, 24B, 24C
Students are sometimes able to identify the causes and consequences of conflict. They are able to demonstrate verbal and nonverbal skills for a given situation. Students are able to identify most dangerous situations. They sometimes recognize that choices affect health and sometimes demonstrate how and when to use refusal skills.

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ACADEMIC WARNING

Standards 19A, 19B, 19C
Students are rarely able to demonstrate mastery of movement skills in physical activity. A student at the Academic Warning level seldom displays control moving in general space while performing advanced locomotor and non-locomotor skills. Students at this level are inconsistently able to combine and sequence together complex movement patterns used in physical activities and games. They are hardly ever able to accurately manipulate a variety of objects through various motor patterns using proper mechanics.

Students seldom demonstrate an awareness of the fundamental principles of movement used during physical activity. These students have difficulty moving through space in a variety of directions using different levels, pathways and ranges. At this level students rarely display an awareness of human movement concepts such as traveling in space, body awareness and qualities of movement (e.g., time, force, flow, balance). They infrequently apply these concepts through description and demonstration. Students participate in sports-related fitness activities and games inconsistently applying concepts of force, absorption, speed, and flow in relation to human movement skills. They are occasionally able to manipulate objects through space applying concepts such as changing direction and/or distance.

During physical activity, these students are inconsistently able to identify and apply a knowledge of rules used in classroom activities. These students seldom demonstrate that safety practices are a prime concern for themselves and others. They rarely recognize offense and defense used during a game play. They seldom select cooperative strategies to use in daily activity ensuring a safe environment to participate in and promoting good sportsmanship. They inconsistently use necessary precautions to avoid injury in group or individual activities.

Standards 20A, 20B, 20C
Students at the Academic Warning level rarely know the importance of regular participation in health-related fitness activities. They inconsistently match a variety of physical activities to the health-related fitness components (e.g., running/cardiorespiratory). Students seldom can distinguish which physical activities improve health-related fitness and how the activities benefit fitness levels. They also infrequently identify risks factors associated with these activities. Students rarely relate the importance of a proper warm-up and cool-down phase to all physical activity.

These students are seldom able to monitor physiological changes that occur in the body before, during, and after moderate physical activity. They rarely show the proper way to take heart rate using conventional and technological assisted methodologies. Students inconsistently use to this data to analyze their performance based on the intensity level needed to obtain health-related fitness benefits. Students can rarely describe immediate effects of exercise on their bodies and tell what happens when intensity levels change. Students are seldom familiar with health-related fitness testing used in class to monitor fitness levels. They inconsistently identify which part of the test is used to measure the corresponding health-related component of fitness (e.g., mile run/cardiorespiratory).

Students are seldom familiar with the health-related fitness components identified in health-related fitness testing. They are infrequently aware of physical activities and exercises used to work these components. Students are rarely capable of matching these activities and exercises to health-related fitness components. Using the information obtained from health-related fitness testing, students can rarely relate strengths and weaknesses in their fitness profile. By analyzing these strengths and weaknesses, a fourth grade student at this level can seldom set a personal fitness goal.

Standards 21A, 21B
Students are rarely capable of participating in a variety of group and/or individual activities. They are infrequently able to follow rules and safety procedures with limited intervention by the instructor or fellow classmates. Students inconsistently recognize their abilities and skill levels. They rarely show respect and tolerance for the skill levels and abilities of fellow classmates. They infrequently are capable of assisting classmates with skill mastery when needed. Students are seldom familiar with individual roles in a group physical activity and fill this role to make the activity successful. When the group dynamics are not working, students rarely are capable of identifying what personal behaviors need to be changed. Students inconsistently are able to work on individually assigned tasks independently until completion.

Students are rarely able to complete assigned tasks with a partner or group within a specific time frame. Students at this level seldom recognize the need for goal-setting to accomplish partner and group activities. They are hardly ever able to set individual and group goals to accomplish these tasks. Students are inconsistently able to work cooperatively with a partner or other groups members when participating in physical activities to accomplish desired outcomes.

Standards 22A, 22B, 22C
Students have trouble identifying the signs and symptoms of common diseases that suggest a need for professional medical help. Students know that there are community agencies yet are unclear about their role in the community. These students have limited knowledge and don’t fully understand the benefits of proper diet. Students are aware of basic skills needed for their personal safety but are not clear on the methods that reduce the risk of injuries (e.g., helmets, knee pads, seat belts, sunscreen). Students are aware of pressures from the outside such as peers and media. Students have difficulty identifying interrelationships between the environment and their health (e.g., pollution-asthma, sun-skin cancer).

Standards 23A, 23B, 23C
Student’s vocabulary is extremely limited in describing basic body systems such as the circulatory, respiratory, and muscular system and their functions.

Students at this level have difficulty recognizing effects of both positive (e.g., exercise and healthy diet) and negative (e.g., drug abuse and alcohol) actions on the body systems. Students are able to identify a physical, mental, social, or cultural factor that affect a person’s growth and development, but may not understand the reason behind the effect. Students have trouble using appropriate vocabulary when discussing the stages of growth and development and often use slang terms.

Standards 24A, 24B, 24C
Students are rarely able to identify the causes and consequences of conflict. They have trouble demonstrating appropriate verbal and nonverbal skills. Students' knowledge of the decision-making process is very limited. Students at this level are rarely able to recognize that choices affect health and have difficulty demonstrating how and when to use refusal skills.

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