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PPL Participation Rubric
Updated automatically every 5 minutes

Colonel By Daily Participation Rubric

Expectation

Level 1

Level 2

Level 3

Level 4

Active Living:  Active Participation

1

2

3

4

5

6

7

8

  • Seldom have any of the required clothing

  • enter the gym late half of the time
  • rarely works hard (e.g., goes through motions
  • easily distracted from task and often distracts others
  • seldom follows the rules of fair play  (e.g. seldom doesn’t cheat)
  • hesitantly plays or interacts with students outside peer group
  • with encouragement,  offers positive comments to others

  • seldom takes on leadership role / shows initiative
  • usually have most of the required clothing (forget 3-5 x / term)
  • usually ready to participate on time (late 3-5 x / term)
  • work hard with encouragement
  • sometimes needs cues to  stay on task
  • mostly follow the rules of fair play

  • with encouragement, partners with those outside peer group
  • occasionally offers positive comments to others

  • with encouragement, leads the class in an activity
  • mostly have required clothing (forget 1-2 x / term)

  • mostly ready to participate on time (late 1-2 x / term)
  • consistently demonstrate a determined effort
  • stays on task

  • follows the rules of fair play

  • participates with anyone in class

  • frequently encourages others with positive comments (e.g.,  fabulous, great work)
  • occasionally takes on a leadership role in class / sometimes shows initiative
  • always have required clothing

  • always ready to participate on time
  • consistently strive for personal best
  • encourages others to stay on task
  • independently follows the rules of fair & encourages others to do so
  • initiates change in partners or groups to solve conflict or address an imbalance
  • consistently encourages others with positive comments

  • asks to play a leadership role in class / frequently shows initiative

Active Living:  Safety / Living Skills

9

10

11

12

  • with encouragement participates safely
  • rarely communicates respectfully and with appropriate language

  • with encouragement respect the decisions made by officials
  • rarely interacts positively with others, and is an effective group/team member
  • occasionally participates safely
  • sometimes communicates respectfully and uses appropriate language
  • usually respect the decisions made by officials
  • sometimes interacts positively with others, and is an effective group/team member
  • consistently participates safely
  • consistently communicates respectfully and uses appropriate language
  • respects the decisions made by officials

  • mostly interacts positively with others, and is an effective group/team member
  • promotes safe play

  • encourages others to communicate respectfully and with  appropriate language
  • consistently respects the decisions made by officials
  • always interacts positively with others, and is an effective group/team member

Movement competence

13

14

15

  • shows  low level of personal competence in performing movement skills

  • shows  little understanding of sport-specific rules, guidelines and structures

  • rarely identifies and implements tactical solutions to increase chances for success
  • shows moderate level of personal competence in performing movement skills
  • shows  some understanding of sport-specific rules, guidelines and structures

  • sometimes identifies and implements tactical solutions to increase chances for success
  • shows proficient  level of personal competence in performing movement skills
  • shows  understanding & application of sport-specific rules, guidelines and structures

  • identifies and implements tactical solutions to increase chances for success
  •  shows high level of personal competence in performing movement skills
  • shows high degree of understanding and application of sport-specific rules, guidelines and structures
  • always identifies and implements tactical solutions to increase chances for success

Learning Skills

16

17

  • frequently disregards teacher

  • relies on others to begin physical activities
  • sometimes listens and follows teacher instructions
  • begins activities with some teacher intervention
  • listens and follows teacher instructions

  • always begins activities independently
  • encourages others to  listen and follow teacher instructions
  • self-starts and provides opportunities for others to participate

18

  • little engagement in skill acquisition and refinement
  • some engagement in skill acquisition and refinement
  • engage in skill acquisition and refinement
  • high engagement and helps others acquire and refine skills

Participation Rubric Assignment

1.  By circling the arrowhead in the appropriate column, self-evaluate your participation in Phys. Ed. class over the past term.

2.  Pick three (3)  “look-fors” for which you are most proud of your achievement.  For each one, provide three concrete examples showing how your demonstrated that behaviour… ex:

        #14 Initiate change in partners or groups:  I frequently try to work with peers outside my peer group.  During the touch football game, there was clearly going to be an imbalance of skill, so I changed teams to even things out and give the other team some help.  Also, during the basketball unit, when you asked us to make our own teams, I asked  Jimmy Smith, a weaker player, to join our team.

a)

i)

ii)

iii)

3.  .  Pick three (3)  “look-fors” for which you feel you could have achieved a higher level of competence.  Explain in detail why you did not achieve a higher level.

a)

b)

c)

4.  Why did you sign up for Phys Ed this year?

5.  Based on your answer for #4, did you meet your expectations (goals) for this course?  Give at least two reasons why or why not.