Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.
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1 Standard 1: Standard 2: Standard 3: Standard 4: Standard 5: California Physical Education Content Standards Grade 8 Demonstrate motor skills and movement patterns needed to perform a variety of physical activities. Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities. Assess and maintain a level of physical fitness to improve health and performance. Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activities. *The sample activities listed here are the vehicles through which standards can be addressed. For example, a tag game can address standards 1 and 3, but it is how the activity is taught that will address standards 2, 4 and 5. By simply playing a tag game, a student may not be able to explain how changing speed and direction can allow one to move away from the tagger. The teacher must provide this information as a complement to the activity in order to meet standards 2, 4, and 5. Students discover answers by playing/participating and then being asked the question (debrief). They may never have thought of that question on their own. It s the teacher s role to pose these questions in order to make students think on this level.
2 Standard 1 Demonstrate motor skills and movement patterns needed to perform a variety of physical activities. 1.1 Identify and demonstrate square Standard 1: Shoo Fly Dance dance steps, positions, and patterns Teacher Observation Checklists: The Virginia Reel set to music. Performance Red River Valley Peer Assessment Self Assessment 1.2 Create and perform a square dance. 1.3 Demonstrate basic offensive and defensive skills and strategies in team physical activities. 1.4 Apply locomotor, nonlocomotor, and manipulative skills to team physical activities. 1.5 Demonstrate fundamental gymnastic/tumbling skills. *See Extra Extra Scatter Square Dancing Dance 3 Catch Basketball Group Passing With Defenders Ultimate Frisbee Frisbee Speedball Sideline Hockey All-Run Softball Field Games Frisbee Frisbee Hockey Softball CA Grade 8 Standard 1
3 1.6 Create and perform a routine using fundamental gymnastic/tumbling skills, locomotor and nonlocomotor movement patterns, and the elements of speed, direction, and level. CA Grade 8 Standard 1
4 Standard 2 Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities. 2.1 Describe and demonstrate how movement skills learned in one physical activity can be transferred and used to help learn another physical activity. Standard 2: Cognitive Assessment of Critical Cues: Verbal Recall Demonstrations Exit Slips Partner checks for understanding Selected-Response Tests (i.e., truefalse, multiple choice, matching) Constructed Response Tests (i.e., essay, journaling) Product in response to a prompt (i.e., reports, posters, performance) What skills and strategies that you used in All-Run Frisbee can you apply to learning All-Run Softball? All-Run Games: Frisbee, Soccer, Softball Group Passing With Defenders 2 v 1 Keep Away All Run Games Field Games Hockey CA Grade 8 Standard 2
5 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. 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 of spin or rebound, designated offensive and defensive space, a penalty system, and a scoring system. How do you apply rotation principles when pitching softball? Shooting a free throw? How is your performance affected in track and field events as you grow taller? As you gain weight? How does your size influence the events in which you have the greatest success? What are some common techniques demonstrated by successful golfers? What defensive strategies did your team use that you found to be most successful? Why do you think they were effective? What type of scoring did you use for your game? What penalties did you use for rule infractions? Pitch and Catch Hot Shot Hocker Hurdle Practice Lay Ups Partner Squat and Stand Speed Shooter Target Golf Five-Person Bat and Run Softball 3 Catch Basketball Group Passing With Defenders Ultimate Frisbee Softball Field Games Track & Field Cooperative Games Golf Softball Field Games Frisbee CA Grade 8 Standard 2
6 Standard 3 Assess and maintain a level of physical fitness to improve health and performance. 3.1 Assess the components of Standard 3: health-related physical fitness FitnessGram (muscle strength, muscle Teacher Observation endurance, aerobic capacity, Student Self-Assessment flexibility, and body composition) Student Portfolios by using a scientifically based health-related physical fitness assessment. 3.2 Refine individual personal physical fitness goals for each of the five components of health-related physical fitness, using researchbased criteria. 3.3 Plan and implement a twoweek 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. SPARK Physical SPARK Action Plan SPARK Physical SPARK Action Plan SPARK Physical SPARK Action Plan Estimation Rope Skipping Extra Extra Power Walk and Jog Jump Rope CA Grade 8 Standard 3
7 3.5 Assess periodically the attainment of, or progress toward, personal physical fitness goals and make necessary adjustments to a personal physical fitness program. 3.6 Participate safely in moderate to vigorous physical activity when conditions are atypical (weather, travel, injury). SPARK Physical SPARK Action Plan Estimation Rope Skipping Power Walk and Jog Jump Rope CA Grade 8 Standard 3
8 Standard 4 Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. 4.1 Develop a two-week personal Standard 4: SPARK Physical physical fitness plan specifying the Cognitive Assessment of Fitness proper warm-up and cool-down Concepts SPARK Action Plan activities and the principles of Selected-Response Tests (i.e., truefalse, exercise for each the five components of health-related physical fitness. multiple choice, matching) Constructed Response Tests (i.e., essay, journaling) Product in response to a prompt (i.e., reports, posters, performance) 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 a minor injury. 4.1 What activities did you select for your Action Plan that addressed each fitness component? What types of upper body strength training activities can you do without any equipment? What types of cardiovascular activities can you substitute for running if you injure your ankle? Estimation Rope Skipping Power Walk and Jog Jump Rope CA Grade 8 Standard 4
9 4.3 Identify ways of increasing physical activity in routine daily activities. 4.4 Identify and apply basic principles in weight/resistance training and safety practices. 4.5 Explain the effects of nutrition and participation in physical activity on weight control, selfconcept, and physical performance. 4.6 Explain the different types of conditioning for different physical activities. What are some things you can do to increase the amount of physical activity you get in your every-day routines? How can you safely apply the principle of overload to your weight training routine? How does diet and exercise affect your weight? How you feel about yourself? How well you can perform your chosen sport? How would the training for a sprinter differ from that of a distance runner? CA Grade 8 Standard 4
10 Standard 5 Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity. 5.1 Abide by the decisions of the officials, accept the outcome of the game, and show appreciation toward participants. Standard 5: Student Self-Assessment Authentic Assessment of Independent Working Skills: Following Directions Positive Sportsmanship Self-Control Respect for Others Helping and Encouraging Others Small-Sided Soccer Modified Full Court Games Sideline Hockey Soccer Hockey 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 knowledge of concepts, and achieving fitness. Houdini Hoops Bodyguards Memory Ball SPARK Physical SPARK Action Plan Cooperative Games CA Grade 8 Standard 5
11 5.4 Identify the contributions of members of a group or team and reward members for accomplishing a task or goal. 5.5 Accept the roles of group members within the structure of a game or activity. 5.6 Describe leadership roles and responsibilities within the structure of a game or activity. 5.7 Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. Bodyguards Group Moon Ball Circle Bump and Set Five-Person Throw and Run Softball Mini/Modified Volleyball Games Modified Full Court Games Five-Person Throw and Run Softball Mini/Modified Volleyball Games Modified Full Court Games Group Moon Ball Flag Grab Tinikling Cooperative Games Cooperative Games Volleyball Softball Volleyball Softball Volleyball Cooperative Games Cooperative Games Dance CA Grade 8 Standard 5
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