PHYSICAL EDUCATION

8 Grade Intermediate Team Sports Quarter 1/3 Last Update August 2016
Concepts: Skills:
Strand 1: Students will achieve a level of competency in motor skills and movement patterns. Students in grade eight • Demonstrate weight transfer
will continue to participate in a variety of instructional physical activities. Experiences increase complexity in content, • Hit a ball and run to a base
concept and skill development for a broad spectrum of activities. Students continue to practice skills in modified games, • Dribble and shoot a basketball while
but increasingly participate in activities that are regulation games with more complex playing environments. This class guarded
incorporates more in-depth instruction training principles that can enhance health-related fitness as student’s progress in • Catch and throw a Frisbee while running
achieving personal fitness goals. • Demonstrate opposition and follow
Strand 2: Students will apply knowledge to attain efficient movement and performance. Students will use tactics through
utilizing space, pathway, shapes, levels, speed, direction, force, and strategy for effective movement in an activity setting. • Establish a ready position
Students will utilize defensive and offensive strategies to gain advantage in a game setting. • Strike of throw a ball to a specific target
Strand 5: Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting • Develop strategies for overcoming
with appropriate social skills with friends and family. Students understand that physical activity provides the opportunity anxiety
for enjoyment, challenges, self-expression, and social interaction • Group problem solving
Key Standards:
1.1 Demonstrate competency in a variety of movement forms and proficiency in some movement forms
1.2 Apply manipulative skills in a variety of individual, dual, and team sport-specific activities.
1.5 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).
1.6 Demonstrate body and target alignment that are common for a variety of skills (e.g., receiving a serve, catching a ball, catching a Frisbee).
2.1 Demonstrate through participation, ways to link and transfer basic manipulative skills and concepts to specialized sports' skills.
2.6 Establish a ready position in preparation for skill performance (e.g., receiving a volleyball serve or ground ball in softball or lacrosse).
5.2 Celebrate the successes and achievements of self and others.
Vocabulary students
Physical Education Key Concepts Lessons
should use
I can: Positive Social Interaction • Juggling Scarf Exploration (1.2)
Personal Challenge • Cartwheels / Line Walking & Hoping (1.3)
• Describe the social benefits that result from team and individual sports Self Help Strategies
participation. • Ball Handling, Dribble, Score (1.4)
Goal Setting
• Work with a group to solve problems and help to establish a culture that celebrates Creative Self Expression • Freeze Fake Shoot (1.5)
Problem Solving • Putting Drills / Tennis Serve (1.6)
success and achievement of self and others.
Democratic Solutions • Skipping Drills for Running (1.8)
• I can create and perform a variety of dances such as square, folk, aerobic, modern, Neophobic / Xenophobia • Defining and Achieving Goals (2.3)
ballroom, line, and cultural. Manipulative Skills • Turning a Defender (2.4)
• Demonstrate body and target alignment that are common for a variety of skills. Weight Transfer
• Creating Space to Score (2.4)
Body & Target Alignment
• Move to open spaces to receive a pass during game situations. • Taking Infield / Softball Drills (2.6)
Guarded
• Create goals and monitor changes in the development of movement skills to Technique / Tactics • Hold an Awards Ceremony (5.2)
improve my performance. Wellness • Reflective Growth Essay (5.2)
• Establish a ready position in preparation for to receive a volleyball, ground ball, or Utilizing Space • Problem Solving: Titanic, T-P Shuffle, All
Ready Position Aboard (5.9)
lacrosse pass.
Assessment Options:
Fitness Gram / Activity Gram
PHYSICAL EDUCATION
8 Grade Intermediate Team Sports Quarter 1/3 Last Update August 2016
Concepts: Skills:
Strand 3: Students will understand the components necessary to maintain a healthy level of fitness to support • Assess personal level of fitness
engagement in physical activity. Students will identify the components of designing, monitoring, and evaluating • Accept feedback from teacher & peers
physical fitness, understanding the importance of attention to minimal fitness needs and implementing essential • Use strategies to deal with new and
components to maintaining a lifetime of fitness. unfamiliar situations and activities
Strand 4: Students will develop cooperative skills and positive personal behaviors through communication and respect • Modify activity or game to enhance
for self and others. Students exhibit personal responsibility in a group setting by working well with others, accepting fitness benefits
feedback, understanding how rules and etiquette contribute to a safe and enjoyable environment. Students will review • Design and implement a personal
outdoor pursuits and understand how setting is an important factor to ensure and enjoyable experience. exercise plan.

Key Standards:
3.1 Access personal levels 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).
3.5 Explore a variety of nontraditional physical activities for personal interest inside and outside of class (e.g., orienteering, field hockey, and hiking).
4.1 Demonstrate the ability to make responsible choices in activity settings.
4.2 Demonstrate while participating compliance with activity rules and procedures.
4.3 Practice safe behaviors relative to others.
4.6 Demonstrate the ability to work and support others with both teammates and opponents.
4.8 Seek out, participate with, and show respect for persons of like and different genders, abilities, skills, and cultures.
Vocabulary students
Physical Education Key Concepts Lessons
should use
I can: Components • Create a brochure on nontraditional
Minimal Fitness Needs
• Identify activities that will help me improve each component on my fitness. Muscular Endurance
opportunities offered in local
• Assess personal levels of fitness and maintain a basic exercise plan. Cardiovascular Endurance communities. (3.5)
• Monitor my progress by utilizing current technologies. Strength • Two day diet and Activity Log (3.9)
Flexibility • Create a menu for optimal physical
• Change activities or modify game rules to enhance my fitness benefits.
Techniques
• Discuss the concept of energy balance. Goals performance (3.10)
• Describe the relationship between physical activity and food intake to my health. Nontraditional Activities • Utilize technology to provide feedback
• Demonstrate proper posture while performing selected activities and exercise. Food Intake and analysis of movement (3.14)
Energy Balance
• Identify exercise that contributes to trunk stabilization. • Self-examination of performance or
Truck Stabilization
• Practice safe behaviors relative to others. Analysis ability (4.5)
• Keep the importance of winning and losing in perspective. Compliance • Teambuilding Games (4.6)
Constructive Criticism • Allow class to create procedures and
• Accept and consider constructive criticism from both teacher and peers. Democratic Plan
• Demonstrate the ability to work with and support both teammates and opponents. Solving Problems
process for solving game conflicts (4.7)
• Develop democratic plans to solve problems. Cultural Backgrounds • Report of sports played around the
• Demonstrate respect for persons of like and different genders, abilities, skills, and world (4.9)
cultures Assessment Options:
Fitness Gram / Activity Gram
Physical Education Cooperative Games and Problem Solving Activities
Every year, we begin with cooperative and problem solving activities that foster cooperation, encouraging strategic and supportive dialogue, listening to a
different opinion than your own, and having fun at the same time. The activities also develop collaboration, communication, cooperation, respect, teamwork,
and problem solving skills -- all skills necessary for the success of any physical activity, game, or sport that involves more than one person. Some groups spend
just a few classes on cooperative activities, while others spend a lot more time and do a wider variety of them. This depends on what each group needs and how
well they are working together. We find that starting each year with cooperation activities helps to create a smooth transition into skill work, partnered
activities, and small and large/whole group activities and games.

• Titanic: Students are told they are aboard a sinking ship (the Titanic) and they need to get everyone off and to the shore safely using only the 3-4 “life boats”
(hula hoops) provided. Students may only step in the hoops and may pick up hoops, but only those that are empty. Hula hoops cannot be dragged or tossed.
Teams may take any number of passengers on the lifeboats but if any passenger steps out of the hoops, everyone must return to the ship. Passengers may step
out of the lifeboat only when they have reached land, but they may not throw the hoops back to the boat.

• T-P Shuffle: Students stand on balance beam, and have to get into the required order (by height, alphabetical order by name, by birthday, etc.) without
stepping off the balance beam. If anyone steps off, they start over. Sometimes this is modified by not allowing verbal communication.

• All aboard: Groups have to all stand on a box for 5 seconds. First a quarter of the group, then half, and then the whole group.

• Group Juggle: The juggling starts with one student tossing to another student and then they toss to another student, etc. Once a pattern has been set with one
object, another object is added, then three, maybe four, and even up to five objects. As groups begin to toss more objects, they will notice the importance of
communication, eye contact, and discussing strategies.

After the initial Cooperation and Problem Solving unit, we move onto eye-hand coordination skills and activities that combine the eye-hand coordination skills
with cooperation and problem solving. Fortunately, most activities in PE require cooperation. At least, if the group is going to be successful at any activities, they
need to use the same skills in every activity that was used in the group initiative/cooperative/problem solving activities. Also, at times during the year, if a class is
having difficulty with their group dynamics, we revisit a problem solving activity (usually a new one or one they have done before with a little twist).