Grade 8
Standard 1
8.1.1 Demonstrate the ability to develop, combine, and refine fundamental techniques in games and sports; Demonstrate competence in increasingly complex physical activity contexts.
Example: Participate in several different individual sports such as gymnastics, diving, and golf.
8.1.2 Demonstrate the ability to create rhythmic movement patterns.
Example: Perform movements
and routines in activities such as square, folk, modern, ballroom, and aerobic
dance.
Standard 2
Applies movement concepts
and principles to the learning and development of motor skills.
Students begin to learn and
apply concepts that enhance performance. They exhibit a higher level of
complexity and breadth in learning movement skills, developing game strategies,
and applying discipline-specific knowledge to game situations.
8.2.1 Learn and apply principles necessary for
skilled physical performance.
Example: Draw a racquetball court and diagram expected
ball rebound angles for three different situations.
8.2.2 Analyze an athlete’s performance of a
sports skill and can provide suggestions for improving the performance.
Example: Observe a pole vaulter’s unsuccessful attempt at a vault and describe what could be changed to make the vault more successful.
Standard 3
Exhibit
a physically active lifestyle.
Students begin to recognize the importance of physical activity and make independent decisions related to being active and maintaining a healthy quality of life. They seek out activities that will enhance their physical well being both in class and out of class activities.
8.3.1 Choose health enhancing activities for
leisure time.
Example: Participate in a
tennis match rather than playing video games.
8.3.2 Participate in a variety of activities based upon likes, dislikes, fitness needs, environment and availability of resources.
Example: Participate in interscholastic swimming after school.
Standard 4
Achieves
and maintains a health-enhancing level of physical fitness.
Students
begin to make their own decisions and develop plans to enhance their own
health-related fitness (muscular strength and endurance, flexibility, body
composition, and cardiovascular endurance). They participate in moderate to
vigorous physical activities that are linked to their physical skills and
levels of fitness.
8.4.1 Participate in a personal health-related (healthy lifestyles) fitness program.
Example: Identify target heart rate and sustain an aerobic activity for twenty minutes while maintaining target heart rate.
8.4.2 Assess own fitness levels and develop a plan for a personal fitness program that will increase all fitness components to a healthy level.
Example: Based on results from
the Fitnessgram physical fitness assessment, students develop a six week
program of physical activity to be conducted outside of class.
Standard 5
Demonstrate
responsible personal and social behavior in physical activity settings.
Students
use problem solving skills in choosing to participate in a physical activities.
They can describe the consequences of participation in unsafe environments and
in the use of unacceptable behavior. They demonstrate an understanding of
positive conduct in accordance with rules and policies.
8.5.1 Develop leadership and “followership” skills.
Example: Volunteer for class leadership opportunities.
8.5.2 Perform safely and follows class rules of conduct and game rules.
Example: Play indoor floor hockey with no stick checking (blocking an opponent with the hockey stick).
8.5.3 Recognize unsafe situations caused by changing environment, lack of skill, or unsafe equipment.
Example: Swim only in areas determined to be safe and guarded by a certified lifeguard.
8.5.4 Choose activities based upon skill level
and individual physical needs.
Example: Participate in weight training activities to enhance the muscular strength of those muscles needing improvement.
Standard 6
Demonstrate
understanding and respect for differences among people in physical activity
settings.
Students
characterize differences in people based on skill level, physical status,
social background, ethnicity, and gender. They are able to discuss strengths
and weaknesses based on these differences, and how they might effect the individuals
participation in physical activity. They begin to display empathy and
appreciation for those in less fortunate situations and seek out opportunities
to help those in need.
8.6.1 Demonstrate positive attitudes toward self and others through physical activity.
Example: Win without gloating, loses gracefully.
8.6.2 Accept the strengths and weaknesses of those of the opposite gender.
Example: Participate in coed volleyball intramurals.
8.6.3 Join others regardless of personal differences during physical activity.
Example: Seek out, participate with, and show respect for persons of like and different skill levels.
8.6.4 Resolve conflicts and accept decisions or judgements in socially accepted ways.
Example: Accept and respect the decisions of officials.
Standard 7
Understands
that physical activity provides the opportunity for enjoyment, challenge, self
expression, and social interaction.
Students
recognize their own likes, dislikes, strengths and skills and use these to
choose physical activities for enjoyment. They seek out opportunities to
express feelings through movement and play. They begin to see participation in
physical activity as a venue for interaction with those they enjoy being near
and for developing relationships with those they do not already know.
8.7.1 Exhibit feelings within the physical activity context.
Example: Describe ways to use the body and movement activities to communicate ideas and feelings.
8.7.2 Engage in the challenge of new activities.
Example: Research and document opportunities to rock climb in the community and Participate in at least three sessions.
8.7.3 Engage in and enjoy independent and interactive physical activity.
Example: Invite a group of
friends to join them on 20 mile cycling trip.