Physical Education - Grade 8 Intermediate Team Sports [Fall 2016]
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Core Standards of the Course
Students will achieve a level of competency in motor skills and movement patterns.
Students in grade eight will continue to participate in a variety of instructional physical activities. Experiences increase complexity in content, concept and skill development for a broad spectrum of activities. Students continue to practice skills in modified games, but increasingly participate in activities that are regulation games with more complex playing environments. This class incorporates more in-depth instruction training principles that can enhance health-related fitness as students progress in achieving personal fitness goals.
Demonstrate competency in a variety of movement forms and proficiency in some movement forms.
Apply manipulative skills in a variety of individual, dual, and team sport-specific activities.
Demonstrate weight transfer that is common for a variety of skills (e.g., throwing, batting, and kicking).
Perform manipulative skills while working individually (e.g., throw, kick, and strike a variety of objects, demonstrating both accuracy and force).
Combine manipulative skills while working with a partner or within a small group (e.g., hit a ball and run to base, dribble and shoot a basketball while being guarded, catch and throw a Frisbee).
Demonstrate body and target alignment that are common for a variety of skills (e.g., receiving a serve, catching a ball, catching a Frisbee).
Demonstrate how opposition and follow-through are common for a variety of skills (e.g., throwing, tennis serve, soccer kick, volleyball spike, basketball lay-up).
Use correct technique in a variety of lead-up games.
Create and perform a variety of dances such as square, folk, aerobic, modern, ballroom, line, and cultural.
Create and perform a variety of activities that combine traveling, rolling, balancing, and weight transfer into a smooth-flowing sequence.
Students will apply knowledge to attain efficient movement and performance.
Students will use tactics utilizing space, pathways, shapes, levels, speed, direction, force, and strategy for effective movement in an activity setting. Students will utilize defensive and offensive strategies to gain advantage in a game setting.
Demonstrate through participation, ways to link and transfer basic manipulative skills and concepts to specialized sportsí skills.
Identify and demonstrate similarities and differences between motor skills (e.g., the badminton smash and volleyball spike, drop kick in soccer and punt in football).
List goals and monitor changes in the development of movement skills to improve performance.
In a game situation, move to open spaces to receive a pass while playing traditional or non-traditional sports or activities.
Cover a specific area of the court or field while playing traditional or non-traditional sports or activities.
Establish a ready position in preparation for skill performance (e.g., receiving a volleyball serve or ground ball in softball or lacrosse).
Strike or throw a ball to a specific target.
Throw and catch a Frisbee while running.
Students will understand the components necessary to maintain a healthy level of fitness to support physical activity.
Students will identify the components of designing, monitoring, and evaluating physical fitness, understanding the importance of attention to minimal fitness needs and implementing essential components to maintaining a lifetime of fitness.
Assess personal level of fitness and maintain a basic exercise plan, including all components of health related fitness (e.g., assessment of strength, muscular endurance, cardiovascular endurance, flexibility).
Design and implement a personal exercise plan based on fitness assessment results.
Monitor progress by utilizing advanced techniques, including computer programs.
Change activities or alter game rules to enhance fitness benefits (e.g., eliminate time-outs, play soccer instead of volleyball to meet cardiovascular goals).
Explore a variety of nontraditional physical activities for personal interest inside and outside of class (e.g., orienteering, field hockey, hiking).
Define the components of health related fitness, describe application of the components, and create activities that are appropriate for improvement for each component.
Describe the relationship between physical activity and food intake.
Discuss the concept of energy balance.
Complete a two-day diet and activity log. Using log information, identify poor food choices and healthy alternatives.
Describe a diet for optimal physical performance.
Demonstrate proper posture while performing selected activities and exercises.
Identify exercises that contribute to trunk stabilization and the importance of equal strength in opposing muscle groups.
Examine, monitor, and improve execution of motor skills using technological resources.
Using technology, provide skill feedback and analysis of movement (e.g., comparing the speed of approach and body position in the long jump, rotation of the trunk, and angle of release of the shot put).
Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.
Students exhibit personal responsibility in a group setting by working well with others, accepting feedback, understanding how rules and etiquette contribute to a safe and enjoyable environment. Students will review outdoor pursuits and understand how setting is an important factor to ensure a safe and enjoyable experience.
Demonstrate the ability to make responsible choices in activity settings.
Demonstrate while participating compliance with activity rules and procedures.
Practice safe behaviors relative to others.
Strive to keep the importance of winning and losing in perspective.
Accept and consider constructive criticism or feedback for teacher and peers.
Demonstrate the ability to work and support others with both teammates and opponents.
Develop a democratic plan to solve problems or make decisions in physical activity.
Seek out, participate with, and show respect for persons of like and different genders, abilities, skills, and cultures.
Value the role of games, sports, and dance in getting to know and respect others of various cultural backgrounds.
Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family.
Students understand that physical activity provides the opportunity for enjoyment, challenges, self-expression, and social interaction.
Recognize that physical activity provides opportunities for enjoyment.
Celebrate the successes and achievements of self and others.
Recognize that physical activity provides opportunities for challenge.
Develop personal strategies for overcoming fear of participating in new activities.
Recognize that physical activity provides opportunities for self-expression.
Use creative means to express the aesthetic and creative aspects of performance (e.g., collages, poems, posters, slide show, video, song, and dance).
Participate in physical activities that provide enjoyable social interaction.
Describe the social benefits that result from team and individual sport participation.
Demonstrate group problem solving abilities.
http://www.uen.org - in partnership with Utah State Board of Education
(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE Specialist -
and see the Physical Education website. For
general questions about Utah's Core Standards contact the Director
- DIANA SUDDRETH .
These materials have been produced by and for the teachers of the
State of Utah. Copies of these materials may be freely reproduced
for teacher and classroom use. When distributing these materials,
credit should be given to Utah State Board of Education. These
materials may not be published, in whole or part, or in any other
format, without the written permission of the Utah State Board of
Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah