最终的盘
(中学)

由: 查拉·特德·克朗克，维克多·斯巴达罗，里奇·怀尔斯，凯特·达皮诺 & 亚伦哈特
特殊贡献: Deedi布朗 & 凯尔Gerken
设计: 詹妮弗Truong

的活动 热箱 和 Goaltimate 是否改编自内容创造的 美国最终.

终极是一种非接触的入侵运动与飞盘玩. 这项运动于20世纪60年代由新泽西州的一群高中生创立，随后在北美乃至全世界传播开来. 到2010年，仅在美国就有超过500万的玩家.

终极社区的核心理念之一是“游戏精神”(SOTG). 从成立至今, 为了让游戏在所有社区都能玩到，Ultimate依靠的是自我裁决. 自我裁判依赖于SOTG作为体育精神和责任的总体概念. 这是一位来自 官方规则最终版:第11版:

“比赛精神. Ultimate依赖于体育精神，将公平比赛的责任放在运动员身上. 游戏鼓励高度竞争, 但绝不要以竞争对手之间的相互尊重为代价, 遵守商定的规则, 或者是游戏的基本乐趣.”

终极椎间盘的国家标准和结果重点

标准1.能够展示各种运动技能和运动模式的能力.

• 标准1 (M2.6-8]: 抛出 with a mature pattern for distance or power appropriate to the practice task (6); 抛出 with a mature pattern for distance or power appropriate to the activity in a dynamic environment (7); 抛出 with a mature pattern for distance or power appropriate to the activity during small-sided game play (8).
  标准1 (M3.6-8]: Catches with a mature pattern from a variety of trajectories using different objects in varying practice tasks (6); Catches with a mature pattern from a variety of trajectories using different objects in small-sided game play (7); Catches using an implement in a dynamic environment or modified game play (8).
  标准1 (M4.6]: 用手传球和接球，结合奔跑和改变方向和速度的运动模式，具有进攻类比赛的能力，如篮球, 同性恋足球, 快速度球类运动, 或团体手球(6).
  标准1 (M5.6-8]: 抛出, 而静止, a leading pass to a moving receiver (6); 抛出, 移动时, a leading pass to a moving receiver (7); 抛出 a lead pass to a moving partner of a dribble or pass (8).
  

标准2.应用概念知识, 原则, 与运动和表现相关的策略和战术.

• 标准2 (M2.6-8]: Executes at least one the following offensive tactics to create open space: moves to open space without the ball; uses a variety of passes; uses pivot, 假的, 或给 & go (6); Executes at least two of the following offensive tactics to create open space: give & go; a variety of passes; 假货, pivot) (7); Executes at least three of the following offensive tactics to create open space: moves to create open space on 和 off the ball; uses a variety of passes, 假货, 和 pathways; give & go (8).
  标准2 (M6.6-8]: Transitions from offense to defense or defense to offense by recovering quickly (6); Transitions from offense to defense or defense to offense by recovering quickly 和 communicating with teammates (7); Transitions from offense to defense or defense to offense by recovering quickly, 与队友沟通，充分利用优势(8).
  

标准的3.展示知识和技能，以达到和保持健康的体育活动和健康水平.

• 标准的3 [M7.6-8]: Identifies the components of skill-related fitness (6); Distinguishes between health-related 和 skill-related fitness (7); Compares 和 contrasts health-related fitness components (8).

标准4. 表现出尊重自己和他人的负责任的个人和社会行为.

• 标准4 (M4.6-8]: 接受同学之间在身体发育方面的差异, maturation 和 varying skill levels by providing encouragement 和 positive feedback (6); Demonstrates cooperation skills by establishing rules 和 guidelines for resolving conflicts (7); Responds appropriately to participants’ ethical 和 unethical behavior during physical activity by using rules 和 guidelines for resolving conflicts (8).
  标准4 (M6.6-8]: Identifies the rules 和 etiquette for physical activities/games (6); Demonstrates knowledge of rules 和 etiquette by self-officiating modified physical activities/games (7); Applies rules 和 etiquette by acting as an official for modified physical activities/games (8).
  

标准5. 认识到体育活动对健康的价值, 享受, 挑战, 自我表现, 和/或社会互动.

• 标准5 (M4.6-8] Describes how moving competently in a physical activity setting creates 享受 (6); Identifies why self-selected physical activities create 享受 (7); Discusses how 享受 could be increased in self-selected physical activities (8).
• 标准5 (M5.6-8] Identifies how 自我表现 和 physical activity are related (6); Explains the relationship between 自我表现 和 lifelong 享受 through physical activity (7); Identifies 和 participates in an enjoyable activity that prompts individual 自我表现 (8).
• 标准5 (M6.6-8]: 在活动和游戏中遵守规则，表现出对自己和他人的尊重, 鼓励别人, 和 playing within the spirit of the game or activity (6); Demonstrates the importance of social interaction by helping 和 鼓励别人, 避免垃圾说话, 和 providing support to classmates (7); Demonstrates respect for self by asking for help 和 helping others in various physical activities (8).