Striking Grading Rubric-Kindergarten
Kindergarten Objectives K.1.3 Perform basic manipulative skills.
The student should be able to:
 Strike a ball off of a batting tee with an implement.*
Sample Test: Student will strike a ball off of a batting tee 5 times.
Grade
Level
A
4
B
3
C
2
D
F
1
0
Form
Uses correct technique below all of the time.
Swing is smooth and fluid at all times.
Uses all essential elements most of the time. Swing may not
be smooth and fluid at all times.
 Correct Grip (touching hands-dominant hand on top)
 Arms come back in preparation with non-dominant
side facing the target.
 Swing is level and full.
Consistently lacks one of the elements of correct technique
listed above.
Consistently lacks 2 or all three elements of correct technique
listed above.
Student refused to attempt skill.
Not Assessed.
71

Consistency
Strikes ball off of tee repeatedly without a miss.

Strikes ball off of tee repeatedly without a miss.

Strikes ball off of tee most of the time with
infrequent miss.


Swing often results in a hit that is not solid.
Lacks two or more elements of correct
technique.

A lack of efficient, fluid movement results in
frequent misses or mishits.
Striking Grading Rubric-First Grade
First Grade Objectives 1.1.3 Perform manipulative skills with developmentally appropriate challenges to reinforce learning fundamental
movements.
The student should be able to:
 Strike a big balloon 10 times or beach ball 4 times using light, short implements (i.e. lollipop). Keep the balloon or beach ball from
hitting the floor.*
Sample Test: Student will strike a balloon vertically to self 10 times in a row in 10’ x 10’ square.
Grade
Level
A
4
B
3
C
2
D
1
Technique
Uses all three elements of correct technique below
with fluid and efficient motion almost all the time.
Uses correct technique most of the time.
 Keep eyes on balloon/ball
 Keeps paddle flat (parallel) to floor
 Wrist is firm
Swing may not be smooth and fluid at all times.
Movement lacks one of the elements of correct
technique listed above. Striking movement lacks
control with inconsistent force and direction.
Lacks two or more elements of correct technique.
F
0

Continuity And Boundaries
Strikes balloon repeatedly without a miss.


Foot movement is minimal.
Strikes balloon repeatedly without a miss.

There is some foot movement but student stays in
square.



Balloon may contact ground once during test.
There may be considerable movement of the feet
and student may step outside of square
occasionally.
Balloon or ball hits floor 2 or more times.

Student may frequently step outside of square.
OR
Student refused to attempt skill.
Not Assessed.
72
Striking Grading Rubric-Second Grade
Second Grade Objectives 2.1.3 Perform manipulative skills proficiently with developmentally appropriate challenges.
The student should be able to:
 Consistently strike a ball upward, allowing only one bounce between strikes.*
Sample Test: Student continuously strikes ball vertically to self in 10’ X 10’ square for 30 seconds. One bounce is allowed between strikes.
Grade
Level
A
4
B
3
C
2
Technique
Uses all three elements of correct technique below
with fluid and efficient motion almost all the time.
Uses correct technique most of the time.
 Keep eyes on ball
 Keeps paddle flat (parallel) to floor
 Wrist is still and firm
Swing may not be smooth and fluid at all times.
Movement lacks one of the elements of correct
technique listed above. Striking movement lacks
control and feet may move considerably.
Lacks two or more elements of correct technique.
D
1
F
0
Student refused to attempt skill.
Not Assessed.
73

Continuity And Boundaries
Strikes ball repeatedly without a miss.


Stays inside boundaries at all times.
Strikes ball repeatedly without a miss.

May stray from boundary one time.

Student may lose control of ball 1-2 times
during test.


Steps outside of boundary 2 or more times
A lack of efficient, fluid movement results
in the loss of ball 3 or more times.
OR
Striking Rubric-Third Grade
Third Grade Objectives 3.1.1 Demonstrate mature fundamental locomotor and manipulative movement skills with variations.
The student should be able to:
 Bounce and hit a soft, controlled forehand into a large target area (i.e. other half of the gym). Use small foam tennis balls.*
Sample Test: Student self drops and hits a controlled forehand into a 4’ X 4’ target on wall 5 times from 15’.
Grade
Level
A
4
B
C
3
2
D
1
F
0
Technique
Uses all the essential elements below all the time
with fluid, smooth movements.
Uses all the essential elements below.
 Turns non-hitting side to target
 Keeps wrist firm
 Swing includes preparatory backswing and
follow through.
Swinging motion may not be smooth and fluid at
all times.
Lacks one of the elements of correct technique
above.
Lacks two or more elements of correct technique
above. May struggle to complete test with
multiple, major errors.
Student refused to attempt skill.
Not Assessed.
74
Target Boundaries
Ball goes into target every time.
Ball may miss target 1 time.
Ball misses target 2-3 times.
Ball misses target 4-5 times.
Striking Grading Rubric-Fourth Grade
Third Grade Objectives 4.1.2 Practice combinations of movement skills for specific sports.
The student should be able to:
 Receive a hockey pass from the teacher and shoot toward a target about 20 feet away.*
Sample Test: Student receives a pass from teacher at right angle to goal, stops puck, and without hesitation shoots from 20’ into 10’ wide goal.
Student attempts this sequence several times.
Grade
Level
Technique
Target Boundaries
Uses all the essential elements below all the time
Puck/ball goes into target every time.
with fluid, smooth movements.
A
4
Uses all the essential elements below.
Puck/ball goes into goal on 75% or greater of the
attempts.
 Athletic Stance
 Proper timing and placement of stick for trap
B
3
 Proper hand placement for shot
Trapping and shooting sequence may not be
timely.
Lacks one of the elements of correct technique
Puck/ball goes into goal on 50-75% of the
C
2
above.
attempts.
Lacks two or more elements of correct technique
Puck/ball misses target on most attempts.
D
1
above. May struggle to complete test with
multiple major errors.
F
0
Student refused to attempt skill.
Not Assessed.
75
Striking Grading Rubric-Fifth Grade
Fifth Grade Objectives 5.1.2 Develop the ability to manipulate objects with the skills necessary to participate in games and lead up
activities.
The student should be able to: Strike a foam or real tennis ball against a wall from close range repeatedly using a forehand or backhand.
Sample Test: Student strikes a regulation tennis ball against a wall 5 times in a row. Three “in a “row” attempts may be made. Ball may only
bounce once before each strike.
Grade
Level
Technique
Target Boundaries
Uses all the essential elements below all the time
Ball strikes wall 5 times in a row on one of the
with fluid, smooth movements.
attempts.
A
4
Uses all the essential elements below.
Ball strikes wall 4 times in a row one of the
attempts.
 Non-hitting side points to target
 Transfer weight from back to front foot
B
3
 Steady smooth swing low to high
Not all movements are fluid and flowing.
Lacks one of the elements of correct technique
Ball strikes wall 3 times in a row one of the
C
2
above.
attempts.
Lacks two or more elements of correct technique
Ball strikes wall 2 times in a row one of the
D
1
above. May struggle to complete test with
attempts.
multiple major errors.
F
0
Student refused to attempt skill.
Not Assessed.
76
Striking Grading Rubric-Sixth Grade
Sixth Grade Objectives 6.1.1 Demonstrate more advanced forms in locomotor, nonlocomotor, and manipulative skills.
The student should be able to: Give and go with a long handled implement.
Sample Test: Demonstrate a floor hockey “give a go” in a 2 on 1 situation.
Grade
Level
A
4
B
3
C
2
D
1
F
0
Technique (Form and Control)
Uses all the essential elements below all the time with fast, fluid movements.
Uses all the essential elements below.
 Accurate, strong pass to open team member
 Immediately goes to open space in front of goal
 Traps return pass and without hesitation takes accurate shot on large goal.
Not all movements are fluid and flowing.
Lacks one of the elements of correct technique above.
Lacks two or more elements of correct technique above. May struggle to complete test with
multiple major errors.
Student refused to attempt skill.
Not Assessed.
77