Physical Education Grades 7-8
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Motor Skills | | | | | | | |
Demonstrate offensive and defensive movement strategies in a modified version of a team sport. | • 3 vs. 3 basketball, 5 vs. 5 soccer, softball | √ | √ | | | | √ |
Perform a variety of simple rhythmic movements. | • Jump rope, line dance, jazz dance | √ | √ | | | | √ |
Display the basic skills and safety procedures needed to participate in activities. | • Running, weight training, ice skating, golf | √ | √ | | | | |
Application | | | | | | | |
Explain and demonstrate various game strategies. | • Individual, dual, and team sports | √ | √ | | | | |
Describe the critical elements of an advanced sport skill. | | | √ | | | | |
When observing an elite team, describe characteristics that make it successful. | • Health and skill related fitness, stress management and cooperation | | √ | | | | |
Describe principles of training and conditioning for specific physical activities. | • Analysis of a workout including health and skill related fitness, assessment, and sport specific training | | √ | | | | |
Physical Education - Grades: Seven-Eight
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Active Living | | | | | | | |
Participate in an individualized physical activity program designed with the help of the teacher. | • Year end personalized fitness goals, including specific strategies to accomplish each goal | | | √ | √ | | √ |
List long-term physiological, psychological, and social benefits that may result from regular participation in physical activity. | • Development of a personalized training program | | √ | | | √ | √ |
Participate in fitness-enhancing physical *activities outside of school | • Creation of a physical activity calendar that incorporates the recommended 20-30 minutes of exercise three to five times a week
• Personal log of participation in structured or nonstructured *activities outside PE environment | | | √ | √ | | √ |
Physical Fitness | | | | | | | |
Maintain a record of moderate to vigorous physical activity. | • Analysis of available health and fitness clubs for own needs | | | √ | √ | | √ |
Correctly demonstrate various weight training techniques and safety standards. | | √ | √ | | | | |
Plan a circuit weight training program designed to meet physical fitness goals. | • Heart rate training zone assessment | √ | √ | | | | |
Engage in physical activity at the target heart rate for a minimum of twenty minutes. | | | | | √ | | √ |
*See list of “
outside of school” activities in appendix
Physical Education - Grades: Seven-Eight
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Personal and Social Skills | | | | | | | |
Identify positive and negative peer influence. | • Exploration of scenarios (e.g., conflict, anger-inducing or ethical behavior) using roleplay and/or videos | | | | | √ | √ |
Play within the rules of a game or activity. | | | | | | √ | √ |
Consider the consequences when confronted with a behavior choice. | | | | | | √ | √ |
Resolve interpersonal conflicts with sensitivity to rights and feelings of others. | • Game adaptations to meet special needs or to enhance the level of participation (e.g., all students must touch ball before team can take a shot in 3-3 basketball) | | | | | √ | √ |
Develop positive techniques for use in handling conflict with others without confrontation. | | | | | | √ | √ |
Find positive ways to exert independence. | | | | | | √ | √ |
Temper the desire to “belong” to a peer group with a growing awareness of independent thought. | • Citizenship classroom duties | | | | | √ | √ |
Make choices based on the safety of self and others. | • Native Youth Olympics | | | | | √ | √ |
Accept a controversial decision of an official. | • Physical challenge (e.g., human knot, partner knot,partner pull-up) | | | | | √ | |
Demonstrate an understanding of the way sports and dance influence American culture. | | | √ | | | | |
Display sensitivity to the feelings of others during interpersonal interactions. | | | | | | √ | √ |
Respect the physical and performance limitations of self and others. | | | | | | √ | √ |
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Value of Exercise | | | | | | | |
Feel satisfaction when engaging in physical activity. | • Physical Education Awareness Week activities, such as public service announcements over PA | | | | | √ | √ |
Enjoy the aesthetic and creative aspects of performance. | • Tumbling routines (individual and group) | | | | | √ | √ |
Enjoy learning new activities. | • New games/activities (e.g., pickleball, speedball, jazzdance, decathlon) | | | | | | √ |
Become more skilled (e.g., learning strategy, additional skills) in a favorite activity. | • Extra-curricular/out-of-school activities | | | | | | √ |
Suggested Assessments |
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| - Written research projects
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- Projects, such as posters, Power Point presentations, development of training/conditioning programs, and videos
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