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Each student will have demonstrated competent skills in a variety of physical activities and sports; physical fitness; knowledge of factors important to participation in physical activity; and concepts related to health.
Grade 8 Physical Education/Health Program
Description
The course of study in physical education at the middle school level is designed to promote desirable practices and attitudes towards optimal wellness. The course will also emphasize team activities and individual activities. The health section of the curriculum will be geared towards current physical, mental, and emotional health issues.
Time Allocation
Forty-five minutes daily for one quarter--physical education
Forty-five minutes daily for one quarter--health
Themes/Topics
Physical Education Health
Indoor Team Sports and/or Communicable and non-communicable diseases
Outdoor Team Sports Consumer health
Individual Sports Decision Making
Fitness Drugs and Decisions
Leading causes of death in teens
Teen pregnancy--prevention and protection
In eighth grade health, topics addressed will include the prevention of teen pregnancy.
Abstinence is defined as the 100% method for birth control. Other forms of birth control are also discussed. Students are exposed to statistics related to sexually transmitted diseases. Parents may exclude their student from participation in discussion and/or assignments related to these topics by signing a form sent home by the teacher. It will be the responsibility of the teacher to provide alternative assignments.
Texts/References
Comprehensive Health for the Middle Grades--ETR Associates, 1996
Decisions for Health--Holt, Rinehart and Winston, 2004
Human Kinetics: Fitness Gram (CDRom)--American Alliance of Health and Physical Education and Dance--The Cooper Institute for Aerobics Research, 1999
Assessments
Community Pride standards based project with rubric
Drug/alcohol/tobacco assessment
Fitness assessment
Teacher constructed tests
Warm-up assessment with rubric
Grades and Performance Levels
Grades are based on participation (includes attendance), tests/quizzes, completion of assignments, and quality of work. Performance level ratings are based on standards assessments.
Grade 8 Physical Education/Health Expectations
Skills
A. Developed skills to competently participate in a variety of individual, team and dual sports (for example, softball, soccer, basketball, badminton, track, swimming and floor hockey)
B. Incorporated basic defensive and offensive strategies in modified net games (for example, pickleball, volleyball, badminton) and invasive games (for example, soccer, basketball)
Physical Fitness
A. Discussed and demonstrated various techniques, safety factors and knowledge required in a variety of muscular endurance and strength activities
B. Participated in a variety of aerobic and anaerobic activities to attain cardiovascular fitness
C. Demonstrated correct techniques for increasing and maintaining flexibility
D. Demonstrated correct techniques for warming up and cooling down prior to and following aerobic and anaerobic exercise
E. Explained how physical fitness increases wellness
Understanding/Knowledge of the Importance of Physical Activity
A. Developed and maintained an individual plan of activity using appropriate technological advances
B. Demonstrated knowledge of factors in both health-related and performance-related fitness
C. Demonstrated an understanding of the negative effects of substance abuse on personal fitness and the performance of physical activities
D. Demonstrated an understanding of physiological and motor learning
E. Demonstrated knowledge of the roles of team members and officials in sports
F. Demonstrated knowledge of complex movement skills used in physical activities
G. Identified the influences of culture, ethnicity and history on dance, low-organized and lead-up games, and other physical activities
H. Detected, analyzed, and corrected errors in personal performance
Health
A. Explained the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death
B. Described the interrelationship of mental, emotional, social, and physical health during adolescence
C. Described how family and peers influence the health of adolescents
D. Analyzed how environment and personal health are interrelated
E. Described ways to reduce risks related to adolescent health problems
F. Described how lifestyle, pathogens, family history, and other risk factors are related to the cause and prevention of disease and other health problems
G. Explained how appropriate health care can prevent premature death and disability
H. Analyzed the validity of health information, products and services
I. Demonstrated the ability to utilize resources from home, school, and community that provide valid health information
J. Analyzed how media influences the selection of health information and products
K. Explained the importance of assuming responsibility for personal health behaviors
L. Analyzed a personal health assessment to determine health strengths and risks
M. Distinguished between safe and risky or harmful behaviors in relationships
N. Demonstrated strategies to improve or maintain personal and family health
O. Demonstrated ways to avoid and reduce threatening situations
P. Described the influence of cultural beliefs on health behaviors and the use of health services
Q. Analyzed how messages from media and other sources influence health behaviors
R. Analyzed how information from peers influences health
S. Demonstrated refusal and negotiation skills to enhance health
T. Demonstrated the ability to apply a decision-making process to health issues and problems individually and collaboratively
U. Analyzed how health-related decisions are influenced by individuals, family and community values, and predicted how decisions regarding health behaviors have consequences for self and others
V. Applied strategies and skills needed to attain personal health goals
W. Described how personal health goals are influenced by changing information, abilities, priorities, and responsibilities
X. Developed a plan that addresses personal strengths, needs and health risks
Y. Expressed information and opinions about health issues
Z. Demonstrated the ability to work cooperatively and to support others when advocating for healthy individuals, families, and schools