2005 Physical Education Standards

Grade Level: 7 – 8

SKILLED MOVEMENT

Description: As a result of an increased competency in basic activity skills, students are able to participate successfully in dance activities, outdoor pursuits and modified versions of team and individual sports.

Standard -The Student Will:	Content Knowledge and Skills	Suggested Applications
01. Demonstrate competency in motor skills and movement patterns needed in a variety of physical activities.	a. Demonstrate increasing competence in more advanced/specialized skills and apply them in modified game situations.	i. Demonstrate striking skills while playing modified softball (e.g., sixteen inch ball, over-the-line). ii. Execute an overhand volleyball serve while playing on a non-regulation court.
	b. Adapt and combine skills to meet the demands of increasingly complex situations.	i. Leading a receiver (e.g. football, puck, Frisbee, soccer ball, etc.) while performing a pass pattern. ii. Dribbling, shooting and/or passing while guarded in a game of three on three (e.g. basketball, soccer, hockey, ultimate Frisbee, lacrosse, team-handball).
	c. Use basic offensive and defensive strategies in a modified version of a team sport and individual sport.	i. Getting open to receive a pass in a variety of activities. ii. Maintain zone assignments while playing defense in a variety of physical activities.
	d. Display competence in a variety of rhythms and dance forms.	i. Maintain a steady beat to music (e.g., jumping rope, dribbling or passing a basketball, skipping, partner-juggling). ii. Utilize a variety of dance steps to create a routine. iii. Demonstrate a dance. (e.g., modern, folk, square, contra, swing, line and aerobic).
	e. Display competence in basic skills to participate in outdoor pursuits.	i. Read an azimuth from one point to another while using a compass. ii. Traverse a bouldering course while using a variety of holds. iii. Cast a dry fly into a designated area (e.g., coned off area, hula hoops, five gallon buckets, river or lake).

MOVEMENT KNOWLEDGE

Description: The development of more advanced knowledge of understanding is exemplified through the application of movement and game strategies, critical elements of advanced movement skills, and the identification of characteristics representative of highly skilled performance.

Standard -The Student Will:	Content Knowledge and Skills		Suggested Applications
01. Demonstrate understanding movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.		a. Describe training and conditioning principles for specific physical activities.		i. Identify the FITT principle. ii. Define the overload principle as it relates to strength training.
		b. Identify the critical elements of movement concepts as they relate to performance.		i. Explain proper follow through that relates to distance and velocity (e.g., overhead clear in badminton, throwing a baseball from the outfield). ii. Recognize the summation of movements to increase speed and/or distance (e.g., long jump, volleyball block, rebound, high jump, swimming start).
		c. Explain and demonstrate game strategies.		i. Using side-to-side or front-to-back strategies in doubles play (e.g., tennis, pickle ball, badminton). ii. Execute an in-bounds play in order to score. iii. Receive a volleyball serve under control.
		d. Observe and identify characteristics of highly skilled performance that enable success in an activity.		i. View and critique a professional sport skill (e.g., golf swing, lay up, tennis serve, pitch). ii. Conduct a peer skill assessment using a check sheet.

PHYSICALLY ACTIVE LIFESTYLE

Description: Avenues of self-expression, self-confidence and self-esteem are enhanced through challenge and social interaction as students discover renewed enjoyment through participation in a variety of physical activities.

Standard -The Student Will:	Content Knowledge and Skills		Suggested Applications
01. Participate daily in physical activity for health, enjoyment, challenge, self-expression and/or social interaction.		a. Participate in daily physical activities to enhance self-confidence by accomplishing personal goals.		i. Maintain an individual activity log to chart progress. ii. Provide individual score card in bowling and golf.
		b. Explore a variety of new and challenging physical activities for personal interest, self-expression and social interaction in and out of the physical education class.		i. Student documents participation in non-school physical activities that they enjoy (e.g., martial arts, snow boarding, skiing, cycling, fishing). ii. Bring in an outside expert to orient students to a new form of physical activity (e.g., kick boxing, self defense, etc.).
		c. Establish personal physical activity goals that meet individual needs and enhance personal enjoyment.		i. Determine individual physical activity goals based on pre assessment testing results. ii. Use technology-based instruments to motivate students to achieve established physical activity goals (e.g., pedometer, heart rate monitor).

PERSONAL FITNESS

Description: Students will meet and sustain acceptable levels of health-related fitness components (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance), through participating in a variety of physical activities.

Standard -The Student Will:	Content Knowledge and Skills		Suggested Applications
01. Achieve and maintain a health enhancing level of fitness.		a. Demonstrate health-related fitness by meeting gender and age-related fitness standards as defined by approved tests.		i. Meet health-related fitness criteria for cardio-respiratory endurance, muscular strength, muscular endurance, flexibility and body composition.
		b. Participate in a variety of health-related fitness activities in and out of physical education.		i. Participate in yoga, youth sport and aerobic dance class. ii. Participate in weight training, circuit training. iii. In-line skating on a community fitness path. iv. Plan and execute a family physical activity (e.g., walk, ski trip, sledding, bike ride).
		c. Assess physiological indicators of exercise during and after physical activity.		i. Use the physical exertion scale to rate intensity levels during activity. ii. Use heart rate monitors to calculate and maintain target heart rate during physical activity.
		d. Apply basic principles of training to improve physical fitness goals.		i. Apply a component of the FITT principle to a health enhancing activity. ii. Use the overload principle in designing an upper or lower body strength program.

PERSONAL AND SOCIAL RESPONSIBILITY

Description: Students voluntarily and cooperatively participate in physical activities with persons of diverse characteristics and backgrounds (culture, ethnicity, motor performance, disabilities, physical characteristics, gender, age, race and socio-economic status) while demonstrating ethical behavior in sport, and adhering to rules and procedures.

Standard -The Student Will:	Content Knowledge and Skills		Suggested Applications
01. Exhibit responsible and social behavior that respects self and others in physical activity settings.		a. Apply safety procedures when participating in all physical activities.		i. Demonstrate proper spotting techniques (e.g., weight lifting, tumbling). ii. Adhere to specific safety rules of each activity (e.g., archery, golf, lacrosse, swimming, floor hockey).
		b. Solve problems by analyzing potential consequences when confronted with a behavioral choice.		i. Use acceptable conflict solving strategies (e.g., replay the point, rock-paper-scissors, flip of a coin). ii. Use of peer mediation groups to solve conflicts.
		c. Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.		i. Work together on a team after-action review sheet (e.g., did everyone feel a part of the decision/game, did everyone agree?). ii. Problem-solve using game initiatives (e.g., spider web, trust falls, willow in the wind).
		d. Willingly join others of diverse characteristics and backgrounds during physical activity.		i. Select a partner of opposite gender. ii. Voluntarily work with both high and low skilled students to learn new games and dances. iii. Participate in games using a foreign language (e.g., count in Spanish).
		e. Recognize the role of sport, games and dance in modern culture.		i. Recognize the benefits of playing a cultural diverse activity (e.g., cricket, Two-ball [Native American game], German kick-ball). ii. Participate in a variety of dances from around the world. iii. Describe similarities and differences between the games of softball and cricket.

Addendum – 7^th and 8^th Physical Education Standards

In addressing the aforementioned standards, the following activities may be implemented in the classroom:

First Quarter

Fitness testing

Conditioning

Ultimate Frisbee

Frisbee golf

Flag football

Soccer

Tennis

Second Quarter

Volleyball

Basketball

Badminton

Pickle ball

Gym Games (survivor, mission impossible, 8 base kickball, 7 base kickball, dodge ball)

Fitness conditioning (heart rate, aerobic, anaerobic)

Cooperative games

Third Quarter

Introduction to weight lifting

Badminton

Pickle ball

Scooter relays

Conditioning (jump rope, aerobic steps)

Fitness (monitor heart ate)

Gym games

Square dance

Cooperative games

Fourth Quarter

Gym games

Lacrosse

Speed-a-way

Softball

Track and field

Frisbee golf

Conditioning

Fitness testing

Tennis