8th Grade
Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities
Rhythmic skills
1.1 - Identify and demonstrate square dance steps, positions, and patterns set to music.
1.2 - Create and perform a square dance.
Combinations of Movement Patterns and Skills
1.3 - Demonstrate basic offensive and defensive skills and strategies in team physical activities.
1.4 - Apply locomotor, non-locomotor, and manipulative skills to team physical activities.
1.5 - Demonstrate fundamental gymnastic/tumbling skills
1.6 - Create and perform a routine using fundamental gymnastic/tumbling skills locomotor and non-locomotor movement patterns, and the elements of speed, direction, and level.
Standard 2: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
Movement Concepts
2.1 - Describe and demonstrate how movement skills learned in one physical activity can be transferred and used to help learn another physical activity.
2.2 - Explain the rotation principles used in performing various manipulative skills.
2.3 - Explain how growth in height and weight affects performance and influences the selection of developmentally appropriate physical activities.
Combination of Movement Patterns and Skills
2.4 - Identify the characteristics of a highly skilled performance for the purpose of improving one's own performance.
2.5 - Diagram, explain, and justify offensive and defensive strategies in modified and team sports, games, and activities.
2.6 - Develop and teach a team game that uses elements and spin or rebound, designated offensive and defensive space, a penalty system, and a scoring system.
Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.
3.1 - Assess the components of health-related physical fitness (muscle strength, muscle endurance, flexibility, aerobic capacity, and body composition) by using scientifically based health-related fitness assessment.
3.2 - Refine individual personal physical fitness goals for each of the five components of health-related physical fitness, using research-based criteria.
3.3 - Plan and implement a two-week personal physical fitness plan in collaboration with the teacher.
3.4 - Participate in moderate to vigorous physical activity a minimum of four days each week.
3.5 - Assess periodically the attainment of, or progress toward, personal physical fitness goals and make necessary adjustments to a personal fitness program.
3.6 - Participate safely in moderate to vigorous physical activity when conditions are atypical (weather, travel, injury).
Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
4.1 - Develop a two-week personal physical fitness plan specifying the proper warm-up and cool-down activities and the principles of exercise for each of the five components of health-related physical fitness.
4.2 - Identify appropriate physical activities that can be performed if one's physical fitness program is disrupted by inclement weather, travel from home or school, or minor injury.
4.3 - Identify ways of increasing physical activity in routine daily activities.
4.4 - Identify and apply basic principles of weight/resistance training and safety practices.
4.5 - Explain the effects of nutrition and participation in physical activity on weight control, self-concept, and physical performance.
4.6 - Explain the different types of conditioning for different physical activities.
Standard 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
5.1 - Abide by the decisions of the officials, accept the outcome of the game, and show appreciation toward participants.
5.2 - Organize and work cooperatively with a group to achieve the goals of the group.
5.3 - Identify and evaluate three preferences for lifelong physical activity and determine one's responsibility for developing skills, acquiring of concepts, and achieving fitness.
Social Interaction
5.4 - Identify the contributions of members of a group or team and reward members for accomplishing a task or goal.
Group Dynamics
5.5 - Accept the roles of group members within the structure of a game or activity.
5.6 - Describe leadership roles and responsibilities in the context of team games and activities.
5.7 - Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals.
*Adapted from the Physical Education Model Content Standards for California Public Schools (Kindergarten through Grade Twelve) which can be found at: http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf