You can play all of our Cooperative Games units with Fluffilos, hoops, and Tandanas!  

 

Kids Moving Inc. provides instructional teaching,
practice activities, and assessment opportunities for each of the Physical Education Standards listed below.

 

  Focus Physical Education Standards for Grades 6-8
"Unpacked" Physical Education Standards; Physical Education Standards Unpacked, with Activities

 

Student expectations, performance outcomes, Physical Education Standards, and benchmarks by the end of grade eight.

Overarching Physical Education Standards

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
   The intent of this standard is development of the physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to  further the likelihood of participation on a daily basis. In the primary years, students develop maturity and versatility in the use of fundamental motor skills (e.g., running, 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., specific dance step, chest pass, catching with a glove, or the use of a specific tactic), are used in increasingly complex movement environments through the middle school years. (NASPE)
    
2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
   The intent of this standard is facilitation of learners' ability to use cognitive information to understand and enhance motor skill acquisition and performance. It enhances the ability to use the mind to control or direct one's performance. This includes, for example, increasing force production through the summation of forces, knowing the effects of anxiety on performance, and understanding the principle of specificity of training. Knowledge of these concepts and principles and of how to apply them enhances the likelihood of independent learning and therefore more regular and effective participation in physical activity. In the lower elementary grades, emphasis is placed on establishing a movement vocabulary and applying introductory concepts. Through the upper elementary and middle school years, an emphasis is placed on applying and generalizing these concepts to real-life physical activity situations. (NASPE)
    
3. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
   The intent of this standard is achievement of self-initiated behaviors that promote personal and group success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. Key to this standard is developing respect for individual similarities and differences through positive interaction among participants in physical activity. Similarities and differences include characteristics of culture, ethnicity, motor performance, disabilities, physical characteristics (e.g., strength, size, shape), gender, age, race, and socioeconomic status. Achievement of this standard in the lower elementary grades begins with recognition of classroom rules, procedures, and safety. In the upper elementary levels, children learn to work independently, with a partner, and in small groups. Throughout elementary school, students begin to recognize individual similarities and differences and participate cooperatively in physical activity with persons of diverse characteristics and backgrounds. (NASPE)   
    
4. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
   The intent of this standard is development of an awareness of the intrinsic values and benefits of participation in physical activity that provides personal meaning. Physical activity provides opportunities for self-expression and social interaction and can be enjoyable, challenging, and fun. These benefits develop self-confidence and promote a positive self-image, thereby enticing people to continue participation in activity throughout the life span. Elementary children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in movement ability. At the middle school level, participation in physical activity provides important opportunities for challenge, social interaction, and group membership, as well as opportunities for continued personal growth in physical skills and their applied settings. As a result of these intrinsic benefits of participation, students will begin to actively pursue life-long physical activities that meet their own needs. (NASPE)
    
5. a) Participates regularly in physical activity and achieves and maintains a health-enhancing level of physical fitness, and b) demonstrates understanding of fitness principles and concepts.
   a) The intent of this standard is establishment of patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. Although participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that has the potential to help prevent a variety of health problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. They demonstrate effective self-management skills that enable them to participate in physical activity on a regular basis. Voluntary participation often develops from the initial enjoyment that is derived from the activity coupled with the requisite skills needed for participation. As students develop an awareness of the relationships between activity and its immediate and identifiable effects on the body, regular participation in physical activity enhances the physical and psychological health of the body, social opportunities and relationships, and quality of life. Students are more likely to participate if they have opportunities to develop interests that are personally meaningful to them. Young children learn to enjoy physical activity yet also learn that a certain level of personal commitment and earnest work is required to reap the benefits from their participation. They partake in developmentally appropriate activities that help them develop movement competence and should be encouraged to participate in moderate to vigorous physical activity and unstructured play. As students get older, the structure of activity tends to increase and the opportunities for participation in different types of activity increase outside of the physical education class. Attainment of this standard encourages participation commensurate with contemporary recommendations regarding the type of activity as well as the frequency, duration, and intensity of participation believed to support and sustain good health. (NASPE)

b) The intent of this standard is development of students’ knowledge, skills, and willingness to accept responsibility for personal fitness, leading to an active, healthy lifestyle. Students develop higher levels of basic fitness and physical competence as needed for many work situations and active leisure participation. Health-related fitness components include cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition. Expectations for improvement of students’ fitness levels should be established on a personal basis, taking into account variation in entry levels and the long-term goal of achieving health-related levels of fitness based on criterion-referenced Physical Education Standards. Students progress in their ability to participate in moderate to vigorous physical activities that address each component of health-related fitness. Moreover, students become more skilled in their ability to plan, perform, and monitor physical activities appropriate for developing physical fitness. For elementary children, the emphasis is on an awareness of fitness components and having fun while participating in health-enhancing activities that promote physical fitness. Middle school students gradually acquire a greater understanding of the fitness components, the ways each is developed and maintained, and the importance of each in overall fitness.  (NASPE)

Focus Physical Education Standards for Cooperative & Team Games

1. Motor skills and movement patterns:
   1. Leap and roll using mature motor patterns (NASPE Benchmark for Sixth Grade).
   2. Demonstrate mature technique for catching (7-1.1).
   3. Throw a variety of objects demonstrating both accuracy and distance (NASPE Benchmark for Sixth Grade).
   4. Consistently throw and catch a ball while guarded by opponents (NASPE Benchmark for Sixth Grade).
2. Identify benefits resulting from participation in different forms of physical activities (NASPE Benchmark for Sixth Grade).
3. Make responsible decisions about using time, applying rules, and following through with the decisions made (NASPE Standard 5).
4. Understand that each individual's development is influenced by heredity, hormones, nutrition, exercise, cultural expectations, and gender differences and accept these individual differences.
5. Newsletter topic/written assessment: Explain methods of monitoring heart rate intensity (6-4.5). Explain the effects of physical activity on heart rate and recovery rates (7- 4.4).

 

Additional CA Physical Education Standards:

6-2.5 Identify practices and procedures necessary for safe participation in physical activities.

6-3.6 Monitor the intensity of one’s heart rate during physical activity.

6-4.5 Explain methods of monitoring heart rate intensity.

7-2.3 Use principles of motor learning to establish, monitor, and meet goals for motor skill development.

4.4 Explain the effects of physical activity on heart rate during exercise, during the recovery phase, and while the body is at rest.

 

 Focus Physical Education Standards for Adventures in Fitness I

1. Motor skills and movement patterns:
   1. Participate in activities designed to improve or maintain muscular strength and endurance (NASPE Standard 4).
   2. Participate in activities designed to improve or maintain flexibility (NASPE Standard 4).
   3. Participate in activities designed to improve or maintain cardiorespiratory endurance (NASPE Standard 4).
   4. Participate in activities designed to improve or maintain body composition (NASPE Standard 4).
2. Identify proper warm-up and cool-down techniques and reasons for using them (NASPE Standard 2).
3. Perform and report fitness testing results honestly and accurately.
4. Choose to exercise at home or outside of school for personal enjoyment and benefit (NASPE Benchmark for Sixth Grade).
5. Newsletter topic/written assessment: Distinguish between effective and ineffective warm-up and cool-down techniques (6-4.1). Develop a one-day personal fitness plan specifying the frequency, intensity, time, and types (FITT) of physical activities for each component of physical fitness (6-4.2).

 

Additional Physical Education Standards

6-3.1 Assess the components of health-related physical fitness (muscle strength, muscle endurance, flexibility, aerobic capacity, and body composition) by using a scientifically based health-related fitness assessment.

6-3.2 Compare individual physical fitness results with research-based Physical Education Standards for good health.

6-3.3 Develop individual goals for each of the components of health-related physical fitness (muscle strength, muscle endurance, flexibility, aerobic capacity, and body composition).

7-3.1 Assess one’s own muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition by using a scientifically based health-related fitness assessment.

7-3.2 Evaluate individual measures of physical fitness in relationship to patterns of physical activity.

8-3.1 Assess the components of health-related physical fitness (muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition) by using a scientifically based health-related physical fitness assessment.

 

Focus Physical Education Standards for Flag Football

1. Motor skills and movement patterns:
   1. Demonstrate basic offensive and defensive skills and strategies in team physical activities (8-1.3).
   2. Apply an appropriate amount of force for accurately throwing short, medium, and long distances (7-MMSD).
   3. Execute a variety of passes to a moving target while stationary or moving to a distance of 10 to 15 yards (7-MMSD).
   4. Demonstrates mature technique for kicking/punting (7-1.1).
2. Detect, analyze, and correct errors in personal movement patterns (NASPE Benchmark for Sixth Grade).
3. Consider the consequences of various choices when confronted with negative peer pressure (NASPE Standard 5).
4. Gives a definition of "sportsmanship" and provides examples of appropriate and inappropriate behavior within that paradigm (6-MMSD).
5. Newsletter topic/written assessment: Identify and apply principles of overload [resistance] in safe, age-appropriate activities (7-4.6). Identify and applies basic weight/resistance training principles and safety practices (8-4.4).

 

Additional Physical Education Standards:

6-2.2 Explain how impact force is reduced by increasing the duration of impact.

6-2.3 Analyze and correct errors in movement patterns.

7-2.1 Identify and describe key elements in the mature performance of overhand, sidearm, and underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying.

8-4.4 Identify and apply basic principles in weight/resistance training and safety practices.

 

Focus Physical Education Standards for Ropes, Conditioning, Track & Field

1. Motor skills and movement patterns:
   1. Participate in vigorous activity for a sustained period of time while maintaining a target heart rate (NASPE Standard 4).
   2. Recover from vigorous physical activity in an appropriate length of time (NASPE Standard 4).
   3. Design and refine a routine, combining various jump rope movements to music, so that it can be repeated without error (NASPE Benchmark for Sixth Grade).
   4. Self-assess heart rate before, during, and after vigorous physical activity (NASPE Standard 4).
2. Monitor heart rate before, during, and after activity (NASPE Benchmark for Sixth Grade).
3. Remain on-task in a group activity without close teacher monitoring (NASPE Standard 5).
4. Identify personal likes and dislikes, strengths and weaknesses, and persevere when not successful on the first try.
5. Newsletter topic/written assessment: Compile and analyze a log listing of food intake/calories consumed and energy expended through physical activity (6-4.7)

 

Additional Physical Education Standards:

7-1.3 Combine manipulative, locomotor, and nonlocomotor skills into movement patterns.

7-1.5 Demonstrate body management and locomotor skills needed for successful participation in track and field and combative activities.

7-5.3 Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity.

8-2.1 Describe and demonstrate how movement skills learned in one physical activity can be transferred and used to help learn another physical activity.

 

 Focus Physical Education Standards for Urban & Camp Games

1. Motor skills and movement patterns:
   1. Elude an opponent and move to an open space using a variety of movement patterns.
   2. Select appropriate practice procedures to learn and master skills and movement patterns (NASPE Standard 2).
   3. Effectively combine non-locomotor, locomotor, and manipulative skills in simple game situations.
   4. Apply locomotor and non-locomotor skills to team physical activities (8-1.4).
2. Recognize that idealized images of the human body and performance, as presented by the media, may not be appropriate to imitate (NASPE Benchmark for Sixth Grade).
3. Play within the rules of the game or activity (NASPE Standard 5).
4. Participate in games, sports, dance, and outdoor pursuits, both in and outside of school, based on individual interests and capabilities (NASPE Benchmark for Sixth Grade).
5. Newsletter topic/written assessment: Match personal preferences in physical activities with each of the five areas of health-related fitness (7-4.3).

Additional Physical Education Standards:

7-1.6 Demonstrate body management and object-manipulation skills needed for successful participation in introductory adventure/outdoor activities.

7-2.4 Explain and demonstrate spin and rebound principles for performing manipulative skills.

7-4.3 Match personal preferences in physical activities with each of the five components of health-related physical fitness.

7-5.1 Identify appropriate and inappropriate risks involved in adventure, individual, and dual physical activities.

8-2.2 Explain the rotation principles used in performing various manipulative skills.

8-2.6 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.

 

Focus Physical Education Standards for Soccer

1. Motor skills and movement patterns:
   1. Dribble a ball while preventing an opponent from stealing the ball (NASPE Standard 1).
   2. Demonstrate mature technique for trapping and dribbling (7-1.1).
   3. Dribble a ball through an obstacle course with speed and control using feet.
   4. Demonstrate consistency in putting the ball into play in various game situations.
2. Identify principles of training and conditioning for physical activity (NASPE Benchmark for Sixth Grade).
3. Realize that time and effort are prerequisites for skill improvement and fitness benefits, and practices skills repetitively without having to be reminded to stay on task (revised NASPE Benchmark for Sixth Grade).
4. Recognize the role of games, sports, and dance in getting to know and understand others of like and different cultures (NASPE Benchmark for Sixth Grade).
5. Newsletter topic/written assessment: Explain progression, overload, and specificity as principles of exercise (CA Standard 4, grade seven, 4.7).

 

Additional Physical Education Standards:

6-2.1 Explain how to increase force based on the principles of biomechanics.

6-2.9 Identify opportunities to pass or dribble while being guarded.

7-2.1 Identify and describe key elements in the mature performance of trapping and dribbling.

7-2.5 Compare and contrast the effectiveness of practicing skills as a whole and practicing skills in smaller parts.

7-5.2 Accept responsibility for individual improvement.

 
Focus Physical Education Standards for Gymnastics & Tumbling

1. Motor skills and movement patterns:
   1. Balance and transfer weight using mature motor patterns (NASPE Benchmark for Sixth Grade).
   2. Perform a variety of movement routines and dances (revised NASPE Standard 1).
   3. Design and perform a gymnastics or dance sequence that combines traveling, rolling balancing, and weight transfer into smooth, flowing sequences with intentional changes in direction, speed, and flow (NASPE Standard 1).
   4. Devise and perform a gymnastics routine after explaining the significance of a biomechanical principle to some of the skills involved (NASPE Standard 2).
2. Describe ways to use the body and movement activities to communicate ideas and feelings (NASPE Benchmark for Sixth Grade).
3. Use time wisely when given opportunity to develop components of a movement routine (revised NASPE Standard 5).
4. Model and encourage others to be supportive and inclusive of all ability levels (8-5.6).
5. Newsletter topic/written assessment: Identify contraindicated exercises and their adverse effects on the body (6-4.3).

 

Additional Physical Education Standards:

6-1.11 Design and perform smooth, flowing sequences of stunts, tumbling, and rhythmic patterns that combine traveling, rolling, balancing, and transferring weight.

6-2.11 Explain how movement qualities contribute to the aesthetic dimension of physical activity.

8-1.5 Demonstrate fundamental gymnastic/tumbling skills.

8-1.6 Create and perform a routine using fundamental gymnastic/tumbling skills, locomotor and nonlocomotor movement patterns, and the elements of speed, direction, and level.

 

 Focus Physical Education Standards for Adventures in Fitness II

1. Motor skills and movement patterns:
   1. Demonstrate appropriate training principles during participation in activities designed to improve physical fitness (NASPE Standard 4).
   2. Demonstrate appropriate exercise techniques and uses proper form during participation in activities designed to improve physical fitness (NASPE Standard 4).
   3. Maintain heart rate in target heart rate zone for a minimum of 20 minutes while participating in a physical activity of his or her choice (NASPE Standard 4).
   4. Engage in physical activities following the F.I.T.T. guidelines: Frequency, Intensity, Time, and Type of activity (i.e., four times per week, target heart rate zone, 20 - 30 minutes, cardiovascular and muscular endurance activities).
2. Describe basic principles of training (overload, progression, and specificity) and how they improve fitness (NASPE Standard 2).
3. Identify opportunities in the school and community for regular participation in physical activity (NASPE Benchmark for Sixth Grade).
4. Describe appropriate personal and group conduct, including ethical and unethical behavior, for engaging in physical activity.
5. Newsletter topic/written assessment: Identify physical activities that are effective in improving each of the health-related fitness components (7-4.2).

 

Additional Physical Education Standards:

6-3.5 Measure and evaluate changes in health-related physical fitness based on physical activity patterns.

7-3.3 Develop individual goals, from research-based Physical Education Standards, for each of the five components of health-related physical fitness.

7-3.4 Plan a weekly personal physical fitness program in collaboration with the teacher.

7-3.6 Assess periodically the attainment of, or progress toward, personal physical fitness goals and make necessary adjustments to a personal physical fitness program.

7-4.2 Identify physical activities that are effective in improving each of the health-related physical fitness components.

8-3.5 Assess periodically the attainment of, or progress toward, personal physical fitness goals and make necessary adjustments to a personal physical fitness program.

  

Focus Physical Education Standards for Flying Disks

1. Motor skills and movement patterns:
   1. Design and play small group games that involve cooperating with others to keep an object away from opponents (basic offensive and defensive strategy) (e.g., by throwing, kicking, and/or dribbling a ball) (NASPE Benchmark for Sixth Grade).
   2. Develop a game involving a goal, 4-5 players, and one piece of equipment for each player.
   3. Apply locomotor, nonlocomotor, and manipulative skills to team physical activities (8-1.4).
   4. Adapt basic offensive and defensive strategies to a game situation.
2. Diagram, explain, and justify offensive and defensive strategies in modified and team sport games and activities (8-2.5).
3. Recognize in playing team sports that rules are fair to all and allow for safe participation.
4. Through verbal and nonverbal behavior, demonstrate cooperation with peers of different gender, race, ethnicity, and ability in a physical activity setting (NASPE Standard 5).
5. Newsletter topic/written assessment: Identify and perform appropriate physical activities that can be completed in inclement weather, while away from home or school, and when a minor injury may require an alternate activity (8-4.2).

 

Additional Physical Education Standards:

6-5.1 Participate productively in group physical activities.

6-5.3 Identify and define the role of each participant in a cooperative physical activity.

7-2.2 Analyze movement patterns and correct errors.

8-3.6 Participate safely in moderate to vigorous physical activity when conditions are atypical (weather, travel, injury).

 

Focus Physical Education Standards for Basketball

1. Motor skills and movement patterns:
   1. Dribble a ball while preventing an opponent from stealing the ball (NASPE Standard 1).
   2. Dribble and pass a ball to a partner while being guarded (6-1.5).
   3. Detect and correct errors in personal performance when shooting a free throw based on knowledge of results (NASPE Standard 2).
   4. Demonstrate mature technique for dribbling (7-1.1).
2. Design a new game that incorporates basketball skills and tactics that can be played fairly by all students, including those in wheelchairs (NASPE Standard 2).
3. Demonstrate an understanding of rules and regulations by officiating a game.
4. Seeks out, participates with, and shows respect for a peer of lesser skill ability (NASPE Standard 5).
5. Newsletter topic/written assessment: Describes the role of physical activity and nutrition on achieving physical fitness (CA Standard 4, grade seven, 4.5).

 

Additional Physical Education Standards:

6-1.10 Combine motor skills to play a lead-up or modified game.

7-2.1 Identify and describe key elements in the mature performance of dribbling.

 7-4.5 Describe the role of physical activity and nutrition in achieving physical fitness.

 8-5.6 Describe leadership roles and responsibilities in the context of team games and activities.

 

Focus Physical Education Standards for Racket Riot

1. Motor skills and movement patterns:
   1. Strike a ball with a paddle or racquet using mature motor patterns (NASPE Benchmark for Sixth Grade).
   2. Continuously strike a ball to a wall, or a partner, with a paddle or racket, using forehand and backhand strokes (NASPE Benchmark for Sixth Grade).
   3. Places the ball away from an opponent during a badminton rally (revised NASPE Standard 1).
   4. Returns to base position on badminton court following a drop shot (NASPE Standard 1).
2. States the biomechanical reason to extend the elbow in striking skills (i.e., increase radius of rotation to increase the force imparted to the ball) (NASPE Standard 2).
3. Abide by the decisions of the officials, accept the outcome of the game, and show appreciation for participants (8-5.1).
4. Resolves interpersonal conflicts with a sensitivity to the rights and feelings of others (NASPE Standard 5).
5. Newsletter topic/written assessment: Identify ways to increase physical activity in routine daily activities (8-4.3).

 

Additional Physical Education Standards:

6-1.2 Strike a ball continuously against a wall and with a partner, using a paddle for the forehand stroke and the backhand stroke.

6-1.4 Strike an object consistently, using an implement, so that the object travels in the intended direction at the desired height.

6-2.7 Identify the time necessary to prepare for and begin a forehand stroke and a backhand stroke.

6-2.8 Illustrate how the intended direction of an object is affected by the angle of the implement or body part at the time of contact.

7-1.4 Demonstrate body management and object-manipulation skills needed for successful participation in individual and dual physical activities.

 

Focus Physical Education Standards for Baseball

1. Motor skills and movement patterns:
   1. Bats using mature motor patterns (NASPE Benchmark for Sixth Grade).
   2. Demonstrate mature techniques for overhand, sidearm, and overhand throwing, and for catching (7-1.1).
   3. Throw an object accurately and with applied force, using the underhand, overhand, and sidearm movement (throw) patterns (6-1.6).
   4. Catch a fly ball and field a ground ball using mature form.
2. 7-2.1 Identify and describe key elements in the mature performance of overhand, sidearm, and underhand throwing and for catching (7-2.1).
3. Show self-control by accepting a controversial decision of an official (NASPE Standard 5). Accept and respects the decisions made by game officials, whether they are students, teachers, or officials outside of school (NASPE Benchmark for Sixth Grade).
4. Accept the roles of group or team members within the structure of a game or activity (8-5.5).
5. Newsletter topic/written assessment: Explains the effects of nutrition and participation in physical activity on weight control, self-concept, and physical performance (8-4.5).

 

Additional Physical Education Standards:

7-5.4 Evaluate the effect of expressing encouragement to others while participating in a group physical activity.

7-5.5 Identify the responsibilities of a leader in physical activity.

8-5.2 Organize and work cooperatively with a group to achieve the goals of the group.

 

Focus Physical Education Standards for Rhythm & Dance

1. Motor skills and movement patterns:
   1. Perform folk and line dances (6-1.7).
   2. Perform multicultural dances (7-1.2).
   3. Identify and demonstrate square dance steps, positions, and patterns set to music [or other style of dance] (8-1.1).
   4. 8-1.2 Create and perform a square dance, [gymnastics, and/or fitness routine] (8-1.2).
2. Provide feedback to a partner to assist in developing and improving movement skills (6-2.4).
3. Evaluate individual responsibility in group efforts (6-5.2).
4. Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals(8-5.7).
5. Newsletter topic/written assessment: Participate in moderate to vigorous physical activity a minimum of four days each week (6-3.4; 7-3.5; 8-3.4). Identify contraindicated exercises and their adverse effects on the body (6-4.3).

 

Additional Physical Education Standards:

6-1.8 Develop, refine, and demonstrate routines to music.

6-2.10 Identify steps and rhythm patterns for folk and line dances.     

6-5.5 Analyze possible solutions to a movement problem in a cooperative physical activity and come to a consensus on the best solution.

8-2.4 Identify the characteristics of a highly skilled performance for the purpose of improving one’s own performance.

  

Focus Physical Education Standards for Volleyball

1. Motor skills and movement patterns:
   1. Volley using mature motor patterns (NASPE Benchmark for Sixth Grade).
   2. In a small group keep an object continuously in the air without catching it (NASPE Benchmark for Sixth Grade).
   3. Serve a volleyball underhand using mature form (e.g., stands with feet apart, watches ball, pulls arm and shifts weight backward, swings arm and shifts weight forward, contacts ball and follows through) (NASPE Standard 1).
   4. Places the ball away from an opponent during a rally (revised NASPE Standard 1).
2. Identify similarities in body position when waiting to receive a serve in volleyball and defending a player in soccer and the reasons why they are similar (NASPE Standard 2).
3. Work productively with a partner or small group to improve performance.
4. Through verbal and nonverbal behavior, demonstrate cooperation with peers of different gender, race, ethnicity, and ability in a physical activity setting (NASPE Standard 5).
5. Newsletter topic/written assessment: List the long-term benefits of participation in regular physical activity (6-4.6).

 

Additional Physical Education Standards:

6-1.1 Volley an object repeatedly with a partner, using the forearm pass.

6-1.3 Strike an object consistently, using a body part, so that the object travels in the intended direction at the desired height.

 6-2.6 Explain the role of the legs, shoulders, and forearm in the forearm pass.

 7-1.1 Demonstrate mature techniques for the striking and volleying.

 7-2.1 Identify and describe key elements in the mature performance of striking and volleying.

  

Focus Physical Education Standards for Adventures in Fitness III

1. Motor skills and movement patterns:
   1. Correctly demonstrate activities designed to improve and maintain muscular strength and endurance (NASPE Benchmark for Sixth Grade).
   2. Correctly demonstrate activities designed to improve and maintain flexibility (NASPE Benchmark for Sixth Grade).
   3. Correctly demonstrate activities designed to improve and maintain cardiorespiratory functioning (NASPE Benchmark for Sixth Grade).
   4. Meet the age- and gender-specific health-related fitness Physical Education Standards defined by Fitnessgram (or President's Challenge) (NASPE Standard 4).
2. Describe long-term physiological, psychological, and other benefits that may result from regular participation in physical activity.
3. Formulate meaningful personal fitness goals based on the results of Fitnessgram (or President's Challenge) testing (NASPE Standard 4).
4. Make decisions for modifying a game or activity to allow all members to participate (revised NASPE Standard 5).
5. Newsletter topic/written assessment: Seventh grade: Develop a one-week personal physical fitness plan specifying the proper warm-up and cool-down activities and the principles of exercise for each component of health-related physical fitness. (7-4.1); Eighth grade: 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 (8-4.1).

 

Additional Physical Education Standards:

6-4.4 Classify physical activities as aerobic or anaerobic.

7-4.8 Discuss the effect of extremity growth rates on physical fitness.

8-2.3 Explain how growth in height and weight affects performance and influences the selection of developmentally appropriate physical activities.

8-3.2 Refine individual personal physical fitness goals for each of the five components of health-related physical fitness, using research-based criteria.

8-3.3 Plan and implement a two-week personal physical fitness plan in collaboration with the teacher.

 

Focus Physical Education Standards for Group Games and Summer Fun Water Week

1. Motor skills and movement patterns:
   1. Combine relationships, levels, speed, direction, and pathways in complex individual and group physical activities (6-1.9).
   2. Demonstrate upper body and arm strength by performing a bear crawl and crab walk for a distance of 10 yards.
   3. Design an obstacle course consisting of a variety of movements, including high and low, fast and slow, and "coaches" a small group through the course.
   4. In a small group, create a fitness circuit workout consisting of 3 muscular conditioning stations, and two "cardio" stations and performs the activities to music.
2. Recognize the role of games, sports, and dance in getting to know and understand others of like and different cultures (NASPE Standard 5).
3. Identify and evaluate three life-long physical activity preferences and determines self-responsibility for skill development, knowledge of concepts, and fitness benefits (8-5.3).
4. Identify and reward the contributions of members of a group or team in accomplishing a task or goal (8-5.4).
5. Newsletter topic/written assessment: Explain the different types of conditioning for different types of physical activities (8-4.6).

 

Additional Physical Education Standards:

6-2.12 Develop a cooperative movement game that uses locomotor skills, object manipulation, and an offensive strategy and teach the game to another person.

6-5.4 Identify and agree on a common goal when participating in a cooperative physical activity.

7-2.6 Diagram and demonstrate basic offensive and defensive strategies for individual and dual physical activities.

7-2.7 Develop an individual or dual game that uses a manipulative skill, two different offensive strategies, and a scoring system and teach it to another person.

8-4.6 Explain the different types of conditioning for different physical activities.

 

Support Kids Moving Inc. - visit www.kidsmoving.org today  ////   PE Games for Grades PreK-2; Grades 3-5; or Grades 6-8 Copyright 2011   ~ All Rights Reserved ~  Questions? Email tami@kidsmoving.org.  For equipment visit Shop N' Play