Physical Education Grades 7-8 Grade Expectations

 

Knowledge/Motor Skills

PE7-8:1

Students will apply problem-solving skills in movement-related

activities by …

· a. Solving movement challenges that involve more complex

problems and/or increased group size.

· d. Giving constructive feedback to a partner/group in order

to achieve success.

· e. Recognizing and developing strategies to accommodate

personal strengths and weakness.

PE7-8:2

Students will show an understanding of body awareness

concepts by…

· c. Using more advanced terminology to describe body

movements.

· e. Demonstrating an understanding of the relationship of

body parts in the performance of more complex skills.

· j. Identifying the major skill components of more complex

sports, gymnastics, , dance, and/or other related activities.

· k. Recognizing the similarities between like skills in different

activities (e.g., catching in softball/baseball and

catching in lacrosse).

PE7-8:3

Students show an understanding of space concepts by…

· c. Applying space concepts appropriately in a variety of

activities (e.g., drawing an opponent with you).

· d. Recognizing the similarities in the use of space in more

advanced activities (e.g., tactics, dance, and gymnastics).

GCE# 4 PE

BALANCE

Students show an understanding of quality of movement

concepts and apply them to psycho-motor skills by…

· a. Performing a more complex movement sequence (e.g.,

low and/or high rope elements).

FORCE / ENERGY

Students show an understanding of quality of movement

concepts and apply them to psycho-motor skills by…

Refer to PE7-8:5

TIME

Students show an understanding of movement concepts,

and apply them to psycho-motor skills by…

· b. Using dance steps and patterns while keeping time to

the music when performing a variety of dance styles (e.g.,

world, line, social, jazz).

· c. Adjusting movements to stay on beat while moving

with a partner or group.

FLOW

Students show an understanding of movement concepts,

and applying movement concepts to psycho-motor skills

by…

a. Combining a more complex series of motor skills and movement

concepts: speed, force, levels, directions, pathways (e.g.,

a variety of partner moves in a dance routine).

b. Combining fundamental motor skills and/or the beginning

skills of dance, gymnastics, and sport in more complex situations

(e.g., dribbling against a defender).

PE7-8:5

Students will demonstrate competency in a variety of skills

used in dance, gymnastics, sports, and other physical activities

by …

· a. Demonstrating mature form in a variety of basic skills

(teacher and/or student selected).

· b. Adjusting skills in more complex situations (e.g., hitting

to various parts of the tennis court according to where

the opponent is placed).

· c. Participating in leisure/lifetime sport and dance activities

in and outside of school.

No PE7-8:6 at this level

PE7-8:7

Students will show competency in aquatic activities and

water survival skills when facilities allow by…

· a. Demonstrating the Level V Skill requirements of the

American Red Cross Swimming Standards.

· b. Demonstrating the elementary strokes to the butterfly,

open turns, and the feet-first surface dive.

Physical Fitness

PE7-8:8

Students show knowledge of four health-related fitness

components (cardio-respiratory endurance, flexibility, muscular

strength and endurance, and body composition) and

identifies a variety of activities to develop each component

by…

· a. Assessing personal performance based on a nationally

recognized fitness assessment.

· b. Monitoring their heart rate, breathing rate, perceived

exertion, and recovery rate during and following physical

activity.

· c. Understanding and applying basic principles of training

to improving physical fitness (FITT - frequency, intensity,

time, and type).

PE7-8:9

Students show awareness of personal responsibility for individual

wellness by….

· a. Identifying and applying the knowledge acquired to

link nutrition, exercises, and fitness, choose activities to

improve and maintain fitness goals.

· b. Demonstrating that physical activity is an important

component of personal wellness by participating in leisure/

lifetime sport or dance activities in and outside of school.

Affective Qualities

PE7-8:10

Students promote individual success and self-confidence

by…

· a. Identifying ways in which attitude, effort and energy

affect personal performance.

· b. Establishing personal goals to achieve a higher level of

performance in new or challenging activities.

· c. Demonstrating a positive attitude toward personal skill

development.

PE7-8:11

Students show safe behavior for self and others by….

· a. Demonstrating supportive and positive behavior (e.g.,

project adventure full value contract).

Social Interaction

PE7-8:12

Students show appropriate social interactions by . . .

· a. Demonstrating responsibility for playing by the rules

without taking advantage of peers.

· b. Demonstrating responsibility for practicing appropriate

sports conduct (e.g., accepting the referee’s decisions

without arguing).

· c. Demonstrating responsibility for officiating small

group games.

· d. Demonstrating appreciation for appropriate feedback.

· e. Demonstrating a willingness to work with individuals

with varying cultural and ethnic backgrounds.

· f. Demonstrating the ability to assuming leader/follower

roles when appropriate.

· g. Demonstrating cooperation by participating with others

within the structure and intent of an activity or task.

Glossary of Terms for Physical Education Assessment

Mature Form: Consistent successful execution of a psycho-motor skill in the most efficient manner with a technique considered to be the best form.

Proficiency: The ability to perform successfully at an advanced level of skill and knowledge: an individual demonstrating proficiency in psycho- motor skills is able to adjust the skill smoothly under activity conditions.

Competency: The development of sufficient skill and knowledge to enjoy participation in the activity at a recreational level: a person is considered competent in performing psycho- motor skills when he/she can perform them consistently with good technique.

Critical Elements: Aspects of skill or knowledge considered essential to successful performance. e.g.: Are examples but not limited to the example shown.

Tactics: The adjustments players make in relation to the ball, and other players, teammates and opponents,

in the ever-changing relationships as play ensues. ( Grehaigne and Godbout)

Strategy: The general organization or structure of the game and position play assignments. ( Grehaigne

and Godbout)

Movement Challenge: A movement problem posed that involves problem solving with a focus on a movement

concept. ( Nichols)