7th Grade PE

 

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GOAL: MOTOR SKILL DEVELOPMENT

 

• Demonstrates competency in many movement forms and proficiency in a few movement forms.

• Applies movement concepts and principles to the learning and development of motor skills.

 

CONTENT STANDARDS BENCHMARKS

Students will: As a result of participating in a quality physical education program, it is reasonable to expect that the student will be able to:

 

Skill 1. Apply critical elements for all locomotor, nonlocomotor, and manipulative skills in modified game situations.

 

Demonstrate swinging, twisting, turning, leaning, stretching, and curling in conditioning or lead-up games.

 

Use proper mechanics to throw a variety of objects in game situations.

 

Strike various objects with implements.

 

2. Demonstrate striking skills in modified versions of sport and recreation activities.

Demonstrate the difference between striking a small stationary object and striking a large stationary object.

 

 

Knowledge 3. Analyze manipulative skills for specific sports or recreational activities.

Examples: catching a softball with correct placement of the glove (below the waist – glove palm up, thumb out; above the waist – thumb in); applying the act of skipping in a fluid, coordinated movement for a lay-up in basketball

Critique the performance of a partner in order to provide feedback on the execution of a sport skill.

GOAL: MOTOR SKILL DEVELOPMENT (CONTINUED)

 

• Demonstrates competency in many movement forms and proficiency in a few movement forms.

• Applies movement concepts and principles to the learning and development of motor skills.

 

CONTENT STANDARDS BENCHMARKS

Students will: As a result of participating in a quality physical education program, it is reasonable to expect that the student will be able to:

 

Knowledge 4. Identify applications of motor skills in both recreation and sport.

• Transferring between skills

• Selecting relevant performance cues

• Moving efficiently

• Achieving goals and outcomes

 

Transfer common motor skills among sports or activities such as throwing in softball and throwing in football.

 

Application 5. Develop a transitional rhythmic sequence or dance.

Examples: creating a juggling or gymnastics tumbling routine, developing a cooperative jump-rope routine

Utilize a scoring rubric for self or peer assessment during an activity.

GOAL: HEALTH-ENHANCING ACTIVITY

 

• Exhibits a physically active lifestyle.

• Achieves and maintains a health-enhancing level of fitness.

 

CONTENT STANDARDS BENCHMARKS

Students will: As a result of participating in a quality physical education program, it is reasonable to expect that the student will be able to:

 

Knowledge 6. Establish personal fitness goals and methods to improve healthy habits.

Plan a circuit weight training program designed to meet physical fitness goals.

 

7. Define the principles of training and conditioning, including warm-up, conditioning, cool-down, overload, frequency, duration, intensity, and flexibility.

Use technology such as computers, heart rate monitors, and videos to provide a description of activities that use specific performance principles.

 

Use technology to define the terminology associated with training and conditioning.

 

8. Explain the association among nutrition, exercise, and rest in the development of a healthy lifestyle.

Collaborate in small groups to discuss the health benefits of exercise, nutrition, and rest.

9. Identify cardiovascular endurance, muscular strength, muscular endurance, speed, power, and agility as the components of fitness.

Define the components of fitness.

 

Use technology to illustrate the use of a fitness component.

 

Application 10. Apply methods to monitor the body’s response to exercise.

Example: recording resting heart rate and heart rate during and after exercise

Graph heart rate changes associated with various types of activities.

 

Discuss technological advances for monitoring the body’s response to stress in exercise.

 

Use skin fold calipers to determine body fat.

 

11. Apply the principles of training and conditioning necessary for a specific sport or recreational activity.

Use technology applications such as spreadsheets and graphs to describe the progression of activity for an individual training for a long distance run.

 

12. Relate overload, frequency, intensity, duration, specificity, and progression to specific sports, dance, and recreational activities. Reinforce performance principles by performing fitness activities such as increasing repetitions and/or resistance with abdominal crunches to target the overload principle and passing a medicine ball between partners while performing crunches to target progression and intensity.

 

GOAL: INTERACTIVE BEHAVIOR

 

• Demonstrates responsible personal and social behavior in physical activity settings.

• Demonstrates understanding and respect for differences among people in physical activity settings.

• Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

 

CONTENT STANDARDS BENCHMARKS

Students will: As a result of participating in a quality physical education program, it is reasonable to expect that the student will be able to:

 

Knowledge 13. Identify the characteristics of both good and poor sportsmanship.

Demonstrate respect for others before, during, and after a game or health-enhancing physical activity.

 

 

14. Analyze components of at least one international game.

• Exploring differences in gender behavior

• Describing cultural differences

• Explaining the role of ethnicity

• Identifying modifications for a physical limitation

 

Recognize the role games, sports, and dance play in understanding the similarities and differences of others.

 

Application 15. Categorize games, sports, and recreational activities by themes.

 

 

Conduct research using the Internet or other research sources to produce portfolios, videos, slide presentations, photographs, or scrapbooks.

 

16. Apply appropriate methods for communicating with confrontational opponents.

 

 

Modify rules, procedures, or practices for special populations.

 

Practice social courtesies in small-group activities.

 

GOAL: INTERACTIVE BEHAVIOR (CONTINUED)

 

• Demonstrates responsible personal and social behavior in physical activity settings.

• Demonstrates understanding and respect for differences among people in physical activity settings.

• Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

 

CONTENT STANDARDS BENCHMARKS

Students will: As a result of participating in a quality physical education program, it is reasonable to expect that the student will be able to:

 

Application 17. Exhibit attributes needed to accomplish a set goal in a competitive and cooperative environment.

• Remaining on task in a group activity

• Applying problem-solving skills

• Practicing safety procedures

 

Develop strategic plans for invasion-type games such as “Capture the Flag.”

 

Recognize multiple solutions for a single problem in activities such as initiative games.

 

18. Identify promotional techniques for securing community participation in a physical education-related project.

Write public service announcements for use at school or on the radio.

 

 

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