Middle School Physical Education

Students in grades 6th, 7th & 8th participate in Physical Education for at least a semester each year. Students learn to develop and maintain a healthy level of fitness, find personal enjoyment in life-long physical activity, and interact positively with others in sports and activities.

SPARK curriculum and OPENPhysEd are used in our middle school physical education programs. Both curriculums have proven to increase student participation, activity and enjoyment of physical education class, while helping teachers implement a standards-based approach to instruction.

2021 Academic Standards for Physical Education

Students’ progress toward proficiency at different rates and time, and at similar ages can demonstrate varying proficiency levels. The South Carolina College- and Career-Ready Standards for Physical Education 2021 outlines the standard and indicator proficiency progression rather than the specific grade level. Teachers have the opportunity to identify and differentiate learning for all learners based on the students’ proficiency range. This document describes the learning goals a learner should demonstrate at three levels of proficiency. All performance indicators in the standards document begin with “I can…” so that learners are at the center of all physical education programs, can self-assess, and can use evidence to demonstrate progress in proficiency. The three proficiency levels used are novice, intermediate, and advanced.

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

The intent of this standard is the development of the motor skills needed to enjoy participation in a variety of physical activities. Fundamental motor skills and movement concepts provide a foundation for continued motor skill acquisition. This movement foundation gives students the capacity for successful and advanced levels of performance that furthers the likelihood of daily participation in physical activity. In the primary years, students develop maturity and versatility in the use of fundamental motor skills (e.g., jumping, skipping, throwing, striking) that are further refined, combined, and varied during the middle school years. These motor skills, now having evolved into specialized skills (e.g., chest pass, penalty kick, jump shot, lob, clear), are used in increasingly

complex and dynamic environments throughout the middle school years.

Standard 2: The physically literate individual demonstrates knowledge of concepts, principles, strategies, and tactics related to movement and performance.

The intent of this standard is for students to gain knowledge related to motor skill-acquisition and performance. This knowledge enhances students’ abilities to apply concepts from disciplines such as motor learning and development, biomechanics and exercise physiology, and sport psychology and sociology. For example, this includes increasing force production through the summation of forces, understanding the principle of specificity of training, and knowing the effects of anxiety on performance. Knowledge of these concepts and principles, and how to apply them, enhances the likelihood of independent learning. In the middle school years, students apply motor skills and concepts in varying and dynamic environments. Students have the opportunity to become more sophisticated game players due to the emphasis on tactics and strategies.

Standard 3: The physically literate individual achieves and maintains a health-enhancing level of physical activity and fitness.

The intent of this standard is for students to develop the ability to sustain moderate to vigorous activity levels through regular participation in meaningful physical activity. In the elementary grades, the emphasis is on an awareness of fitness components and having fun while participating in health-enhancing activities that promote physical fitness. In middle school, students develop an interest in a variety of physical activities, choose to participate in activities of interest, and achieve and maintain a health-enhancing level of fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others in physical activity settings.

The intent of this standard is the achievement of self-regulated behaviors that promote personal and group success in a physically active environment. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. Students develop respect for individual similarities and differences through positive interaction among participants in physical activity settings. In the elementary grades, students learn to work independently and cooperatively with others, apply classroom and activity specific rules, and take responsibility and participate willingly in physical activities. In middle school, the focus is on the ability to cooperate and work with others to accomplish group goals in both cooperative and competitive settings.

Standard 5: The physically literate individual demonstrates awareness that physical activity provides the opportunity for health, enjoyment, challenge, self-expression and/or social interaction.

The intent of this standard is the development of an awareness of the benefits that result from being physically active. Physical activity provides opportunities for self-expression and social interaction. Participation in physical activities can be fun, enjoyable, challenging, and health enhancing. These benefits develop self-confidence and promote a positive self-image. In middle school, students gain an awareness of the benefits provided from specific activities. Students seek and explore physical activities that facilitate personal growth, challenge, enjoyment and/or interaction with peers. Benefits gained from participation in physical activities promote the pursuit of life-long activities that meet an individual’s needs.

The South Carolina College and Career Ready Standards for Physical Education

Standards articulated horizontally to show how the indicators progress from elementary to secondary