PHYSICAL EDUCATION

Grade Levels 6-8 (Adopted in 2000)

Standard Number: 1.0 Motor Skill Development

Standard:

The student will demonstrate competency in many movement forms and proficiency in a few movement forms.

Learning Expectations:

The student will

1.1 demonstrate mature form for all basic manipulative, locomotor, and non-locomotor skills.

1.2 utilize knowledge, skills, and strategies to participate in a variety of sports and game activities.

1.3 show increasing competence in more advanced specialized skills.

1.4 demonstrate competence in modified versions of a variety of movement forms.

1.5 utilize knowledge and skills related to lifetime physical activities.

1.6 develop and perform in both artistic (creative) and recreational(square, folk, social, line, classical, ethnic) dance representing a variety of cultures.

1.7 practice various forms of rhythmic expression.

1.8 design and perform basic gymnastic skills appropriate to individual ability and confidence level in a non-competitive situation.

Performance Indicators:

at Level 1, the student will be able to

• correctly perform recreational (square, folk, social, line, classical, ethnic) dance patterns
• demonstrate competence in modified versions of a variety of game-like situations

at Level 2, the student will be able to

• demonstrate all basic manipulative, locomotor, and non-locomotor skills in game situations
• utilize skills in a variety of lifetime physical activities
• combine skills competently to participate in modified versions of team and individual sports
• perform dances from a variety of cultures
• apply knowledge and skills of dance steps and sequences in social dance situations

at Level 3 the student will be able to

• select and use skills appropriately in planned and unplanned game situations
• practice in ways appropriate for helping learn new skills or sports on his/her own

Sample Task:

The students form small groups to design the rules and play a "keep-away" game using dribbling, passing, receiving, collecting, and punting to keep a ball away from defenders and move it toward boundaries and a goal area.

Modification and extensions need to be made to meet the individual abilities of all students.

Standard Number: 2.0 Movement Concepts and Principles

Standard:

The student will apply movement concepts and principles to the learning and development of motor skills.

Learning Expectations:

The student will

2.1 identify the characteristics of highly skilled performance in different movement forms.

2.2 analyze the critical elements of more advanced movement skills.

2.3 develop and apply more advanced movement and game strategies.

2.4 understand and use the rules of safety in gymnastics.

2.5 understand and apply balance and weight transfer concepts in educational gymnastic sequences.

2.6 design and perform individual and group routines to music (e.g., jump rope, ball, dance, and ribbons).

Performance Indicators:

at Level 1, the student will be able to

• use offensive and defensive strategies while playing in a game situation
• recognize critical elements involved in advanced movement skills
• understand and apply the concepts of complex movement and game strategies to be utilized in a game situation
• design and perform movement sequences (dance, gymnastics, jump rope, etc) using the concepts of space, effort, and relationships.
• understand and apply basic safety concepts while participating in educational gymnastics

at Level 2, the student will be able to

• identify and analyze critical elements involved in advanced movement form (sport skills)
• design and implement with peers advanced movement and game strategies for application in game situations
• design and perform, with a partner or group, movement sequences (dance, gymnastics, jump rope, etc.) using the concepts of space, effort, and relationships

at Level 3, the student will be able to

• observe a gymnastic/dance performance, analyze, and give oral and written feedback to peers concerning skills and concepts used in the performance
• demonstrate movement concepts and principles in planned and unplanned movement situations

Sample Task:

The students participate in progressively intense physical activities for one-minute intervals and graph their heart rate changes on a work sheet. Mastery is demonstrated when students can explain the relationship between workout intensity and heart rate output.

Modification and extensions need to be made to meet the individual abilities of all students.

Standard Number: 3.0 Personal and Social Responsibility

Standard:

The student will demonstrate responsible personal and social behavior in physical activity settings.

Learning Expectations:

The student will

3.1 understand the role of games and sports in establishing behaviors in social interaction.

3.2 perform a variety of activities that promote social interaction, self-expression, and encourage aesthetic appreciation.

3.3 design and play small group games that involve cooperating with others.

3.4 work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.

3.5 recognize in playing team sports that rules are designed to be fair and to foster safe participation for all.understand the value of rhythmic activities in social development and expression.

3.7 consider the influence of peer pressure in physical activity.

3.8 analyze potential consequences when confronted with a behavior choice.

3.9 solve problems, in physical activity, by analyzing causes and potential solutions.

3.10 willingly join others of diverse culture/ethnicity during physical activity.

Performance Indicators:

at Level 1, the student will be able to

• make conscious decisions about applying rules, procedures, and etiquette
• display little evidence of off-task behaviors
• identify positive and negative peer pressure
• cooperate with peers, peers with disabilities, and those of different gender, race, and ethnicity
• work cooperatively with both more and less skilled peers

at Level 2, the student will be able to

• participate in establishing rules, procedures, and etiquette that are safe and effective for specific activity situations
• make responsible decisions about using time, applying rules, and following through with decisions
• work cooperatively with a group to achieve group goals in competitive as well as cooperative settings
• discuss advantages, disadvantages, and the consequences of positive and negative peer pressures

at Level 3, the student will be able to

• independently solve problems, in physical activity, by analyzing causes and potential solutions
• willingly join others of diverse culture, ethnicity, and race for physical activity outside of physical education class
• respect the physical and performance limitations of self and others in cooperative as well as competitive settings
• analyze potential consequences when confronted with a behavior choice
• model appropriate personal and social behavior in physical activity

Sample Task:

Each student begins with a partner sitting on the ground facing him or her so their feet are toe to toe with knees bent. Grasp wrist of the partner. Challenge the pairs to pull themselves up to a standing position in unison. Change partners and try again. Add more persons to each group. What is the largest group that can accomplish this task?

Modification and extensions need to be made to meet the individual abilities of all students.

Standard Number: 4.0 Fitness

Standard:

The student will understand, achieve, and maintain a health-enhancing level of fitness leading to a physically active lifestyle.

Learning Expectations:

The student will

4.1 explore and participate in a variety of health-related fitness activities in both school and non-school settings.

4.2 understand and apply basic principles of training to develop personal goals and improve physical fitness.

4.3demonstrate and understand the importance of daily patterns of activity in maintaining fitness

4.4 understand the relationship of fitness to body systems.

4.5 identify and decide which factors affect the status of health and fitness.

4.6 identify proper warm-up, conditioning, and cooling down techniques and the reasons for doing them.

4.7 participate in moderate to vigorous activity for a sustained period of time while maintaining a target heart rate.

4.8 demonstrate activities to improve and maintain muscular strength and endurance, flexibility, and cardiorespiratory functioning.

4.9 recognize the components of body composition.

4.10 appraise fitness products (food, equipment, clothing, clubs, etc.) to become a wise consumer.

4.11 understand how growth in height and in weight influences the mechanical nature of performance in physical activities.

4.12 describe long-term physiological, psychological, and other benefits that may result from regular participation in physical activity.

Performance Indicators:

at Level 1, the student will be able to

• participate in moderate to vigorous physical activity in the physical education setting
• design an appropriate daily plan to meet personal fitness goals
• discuss the value of appropriate warm-up, work-out, and cool-down in physical activity
• understand and identify aerobic and anaerobic physical activity
• demonstrate two or more activities that improve and maintain muscular strength, muscular endurance, flexibility, and cardiorespiratory functioning
• discuss the effect of physical activity on body composition
• discuss and differentiate the differences associated with health related and skill related fitness
• show an interest in participating in physical activity

at Level 2, the student will be able to

• participate in moderate to vigorous physical activity in a variety of settings
• design and implement a daily plan to meet personal fitness goals
• engage in and discuss the value of proper warm-up, conditioning and cool-down techniques associated with exercising
• maintain and improve body composition through regular daily physical activity
• correctly demonstrate and use various weight training techniques
• engage in aerobic physical activity at the target heart rate for a minimum of 20 minutes, three times per week
• list long term physiological, psychological, and social benefits that may result from regularly participating in physical activity
• describe the relationship between a healthy lifestyle choice, feeling good, and quality of life
• enjoy the challenges associated with maintenance of appropriate fitness

at Level 3, the student will be able to

• explore a variety of new physical activities for personal interest in and out of the physical education setting (e.g. engages in out of school activities which enhance the quality of life as measured by health related and skill related fitness)
• complete a student project which correctly identifies a personal fitness goal that needs improvement, chart/record improvement, and meet this goal at the end of a specific period of time (e.g. month, nine weeks, semester, year)
• engage in family oriented physical activities associated with positive lifestyle changes
• interpret the results of information generated by formal measures of physical fitness (health related fitness and skill related fitness)
• exceed age appropriate physical fitness criterion as prescribed by an accepted health related fitness test
• model the joy of effort associated with being physically fit

Sample Task:

Students with step boxes form rows of five to six with a leader facing her/his row. The leader introduces one step pattern, repeats the step pattern four times, and runs to the end of the row while all others move forward one step box. The new leader faces the row and repeats the previous step pattern four times, adds one additional step pattern, and repeats the new step pattern four times prior to moving to the end of the line. Continue repeating the new patterns. The entire row may assist each new leader in remembering the previous step pattern while repeating the pattern. The objective is to have the highest number of step patterns completed before the team can no longer repeat the patterns.

Modification and extensions need to be made to meet the individual abilities of all students.

Standard Number: 5.0 Understanding Physical Activity

Standard:

The student will understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction.

Learning Expectations:

The student will

5.1 recognize the social and lifelong benefits of participation in physical activity.

5.2 recognize physical activity as a vehicle for self-expression.

5.3 enjoy participation in physical activity.

5.4 determine the social benefits of participation in physical activity.

5.5 demonstrate and understand the development of attitudes and values through games and sports.

5.6 evaluate and demonstrate the ways individuals maintain a degree of fitness throughout life.

5.7 engage in activities that provide for problem solving, decision making, and risk-taking.

5.8 assess the role of games, sports, and dance in understanding people of diverse cultures.

5.9 try new and challenging activities.

5.10 develop competence in knowledge and attitudes for survival skills and water safety.

5.11 demonstrate and understand the social, mental, and physical benefits of outdoor education activities.

5.12 explore and participate in a variety of outdoor education activities.

Performance Indicators:

at Level 1, the student will be able to

• engage in at least one physical activity (dance, gymnastics, sport) outside the school setting
• observe a sports, gymnastics, or dance event, write an essay describing reactions to the event, and make a presentation to the class or small group based on the essay

at Level 2, the student will be able to

• record feelings following physical activity participation in physical education,
• after-school, and weekend activities; reflect and record reasons for feelings
• independently engage in dance, gymnastics, sports outside the school setting
• select a new sport or dance with lifetime participation potential
• engage in sport or dance that promotes social interaction
• analyze various movement forms (sport, gymnastics, dance) in terms of social interaction, lifetime participation, and fitness

at Level 3, the student will be able to

• engage in a variety of movement forms outside the school setting
• challenge self to higher levels of performance in a variety of activities (sport skills, gymnastics, and dance)
• express enjoyment and positive social behavior that serves as a model for others

Sample Task:

The students investigate opportunities for keeping fit within the community and list those activities they might use in the next five, ten, fifteen, and twenty years. Students will survey the population age 20-40 years currently engaging in each type of activity within their inventory. The students will report their findings to the class, small groups, or in a written report.

Modification and extensions need to be made to meet the individual abilities of all students.