Middle Practical Living Skills

Physical Education Subdomain

8^th Grade

 

Academic Expectation 2.34: Students perform physical movement skills effectively in a variety of settings.

Organizing Standard: Development of psychomotor skills contributes to the development of social and cognitive skills.

Core Content for Assessment: PL-M-2.1.1 Principles of motor skills refinement (e.g., accuracy, technique, movement) require a logical and sequential approach. PL-M-2.1.2 Knowledge of the combinations of locomotor (moving from one place to another) (e.g., running, skipping, hopping) and nonlocomotor (stationary) (e.g., bending, stretching, twisting) movements is necessary for the improvement of transitional motor skills (e.g., punting, serving, vaulting).

Demonstrators: Reflect on personal motivation for psychomotor skill development. Access psychomotor skills (e.g., individual, dual, team) using movement, mechanics, and concepts. Demonstrate basic dance, aquatic, team, and individual/dual sport skills. Combine fundamental movement activities into purposeful movement patterns.

Specific Activities:

Participate in a variety of team and individual / dual sports. Record and analyze your performances.

Design and perform dance routines that combine locomotor and non-locomotor movements into smooth, flowing sequences with intentional changes in direction, speed, and flow.

Create modified versions of team and individual / dual sports (e.g., tennis, soccer).

Prepare a critical-analysis report on skills exhibited in a specific sport. Present to your class.

Perform structured dance (e.g., square dance, folk dance, ballroom).

Critical Vocabulary: motor skills, accuracy, technique, movement, logical approach, sequential approach, locomotor, non-locomotor, transitional motor skills.

 

 

 

 

Middle Practical Living Skills

Physical Education Subdomain

8^th Grade

Academic Expectation 2.35: Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in physical activity.

Organizing Standard: Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities.

Core Content for Assessment: PL-M-2.2.1 Physical, emotional/mental, and social benefits can be gained from regular participation in leisure/recreational and /or competitive physical activities. Physical Benefits: increased energy, improved strength, fitness, improved control of body movements. Social Benefits: self-esteem, friendship, self-expression. Emotional/mental Benefits: improved confidence, increased self-esteem, stress reduction, self-expression. PL-M-2.2.2 Techniques (e.g., practice, self-evaluation) used to develop skills are related to performance in games and/or sports. PL-M-2.2.3 Frequency, intensity, and time/duration are the principles of fitness training and conditioning.

Demonstrators: Analyze the benefits (e.g., physical, mental, psychological, emotional) of involvement in lifetime physical activity. Explore ways to learn new lifetime physical activities. Apply rules and appropriate behaviors in lifetime physical activities. Apply basic strategies in games and sports. Investigate principles of training and conditioning for a variety of physical activities.

Specific Activities:

Research a game, sport, and/or dance activity representing different cultural backgrounds. Lead the class in one activity.

Observe offensive and defensive strategies employed in a game activity; discuss ways these strategic principles can be used in life.

Create a visual display of the potential fitness benefits of a variety of lifetime physical activities.

View a video involving a game activity and discuss the ethical and unethical behaviors demonstrated by the participants.

Survey members of the community about their physical activities and use a spreadsheet/database to chart the results by age groups.

Record regular participation in an outdoor activity (e.g., hiking, canoeing, cycling) that is indigenous to the area and prepare a presentation summarizing your findings.

Critical Vocabulary: physical benefits, emotional/mental benefits, social benefits, leisure/recreational activities, competition, frequency, intensity, duration/time, flexibility, strength, muscular endurance, cardiovascular endurance, body composition.

 

 

 

Middle Practical Living Skills

Physical Education Subdomain

8^th Grade

Academic Expectation 2.35: Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in physical activity.

Organizing Standard: Rules of behavior, fair play, and cooperation enhance the quality of participation in games and activities and mental, emotional, and social health.

Core Content for Assessment: PL-M-2.3.1 Knowledge of offensive and defensive strategies in games and/or sports makes them interesting and enjoyable. PL-M-2.3.2 Rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) during games are necessary.

Demonstrators: Analyze the benefits (e.g., physical, mental, psychological, emotional) of involvement in lifetime physical activity. Explore ways to learn new lifetime physical activities. Apply rules and appropriate behaviors in lifetime physical activities. Apply basic strategies in games and sports. Investigate principles of training and conditioning for a variety of physical activities.

Specific Activities:

Research a game, sport, and/or dance activity representing different cultural backgrounds. Lead the class in one activity.

Observe offensive and defensive strategies employed in a game activity; discuss ways these strategic principles can be used in life.

Create a visual display of the potential fitness benefits of a variety of lifetime physical activities.

View a video involving a game activity and discuss the ethical and unethical behaviors demonstrated by the participants.

Survey members of the community about their physical activities and use a spreadsheet/database to chart the results by age groups.

Record regular participation in an outdoor activity (e.g., hiking, canoeing, cycling) that is indigenous to the area and prepare a presentation summarizing your findings.

Critical Vocabulary: offensive strategies, defensive strategies, fair play, spectators, participants, authoritative decisions, performance level, verbal, nonverbal

 

 

 

Middle Practical Living Skills

Physical Education Subdomain

8^th Grade

Academic Expectation(s):

2.34 Students perform physical movement skills effectively in a variety of settings.

2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in physical activity.

Organizing Standard(s):

Development of psychomotor skills contributes to the development of social and cognitive skills.

Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities.

Core Content for Assessment: PLM 2.1.1, 2.1.2; 2.2.1

 

Prompt:

You have been asked to teach a group of sixth grade students a line dance. They have never done the dances and you will need to explain it in the most basic form. Choose one of the dances you learned in Fitness Education class.

Directions:

A. Use specific language to teach the steps of the dance (Remember, your audience is a group of 6^th graders)

B. Use teaching hints that will help them to grasp the concepts of each movement.

C. Explain to them why dance is considered to be a form of exercise.

Scoring Guide for Question: Teaching Dance to 6^th Graders

Score 4 point: 7 or more points of information

Score 3 point: 5 – 6 points of information

Score 2 point: 3 – 4 points of information

Score 1 point: 1 – 2 points of information

Score 0 point: No response or response is irrelevant to the question.

POINTS OF INFORMATION

TEACHING 6^TH GRADERS TO DANCE

EACH OF THE FOLLOWING COUNT AS ONE POINT OF INFORMATION

Part A.

Receives credit for each step in the dances that are described correctly. Maximum of 5 points of information.

Part B.

Teaching Hints

• Grapevine is stepping right, placing the left behind the right and stepping right
• Explaining that a dance is done to 2 or 4 walls
• Mentioning or explaining that dances are done to a count and what the count is for each dance
• Describing specific ways to perform a skill

Part C.

Dance as Exercise

• Improves your cardiorespiratory system
• Works your muscles
• Improves flexibility
• Improves coordination and/or locomotor skills
• Improves social health
• Helps to reduce tension and improve mental/emotional health

 

 

 

Middle Practical Living Skills

Physical Education Subdomain

8^th Grade

Academic Expectation(s):

2.34 Students perform physical movement skills effectively in a variety of settings.

2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in physical activity.

Organizing Standard(s):

Development of psychomotor skills contributes to the development of social and cognitive skills.

Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities.

Core Content for Assessment: PLM 2.1.1, 2.1.2; PLM 2.2.1, 2.3.2

 

Prompt:

Volleyball is considered an international sport that helps to improve all areas of fitness. However, a new student has enrolled into your school from another country where they have never even heard of volleyball. You have been asked to explain the sport to this student.

Directions:

A. Identify 3 skills involved. Describe how to perform at least one of these skills.

B. Discuss at least three rules of the game.

C. Analyze how volleyball contributes to the three areas of fitness.

Scoring Guide for Question: Teaching Volleyball

Score 4 point: 11 or more points of information

Score 3 point: 8 – 10 points of information

Score 2 point: 5 – 7 points of information

Score 1 point: 2 – 4 points of information

Score 0 point: No response or response is irrelevant to the question.

POINTS OF INFORMATION

TEACHING VOLLEYBALL

EACH OF THE FOLLOWING COUNT AS ONE POINT OF INFORMATION.

Part A.

Volleyball Skills

• Serve
• Set
• Bump
• Dig
• Spike

Correctly describe how to perform one of the volleyball skills.

Extend the description of the volleyball skill, very complete with teaching hints.

Part B.

Rules

• Play to 15 and win by 2
• Only earn points when your team is serving
• Only three hits per possession
• A person cannot hit the ball two times in a row
• Must rotate
• No carries
• May not touch the net

Part C.

Areas of Fitness

States correct information about each area of fitness.

 

 

Middle Practical Living Skills

Physical Education Subdomain

8^th Grade

Academic Expectation(s):

2.34 Students perform physical movement skills effectively in a variety of settings.

2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in physical activity.

Organizing Standard(s):

Development of psychomotor skills contributes to the development of social and cognitive setting.

Physical, mental, emotional and social health is strengthened by regular involvement in physical activities.

Rules of behavior, fair play, and cooperation enhance the quality of participation in games and activities and mental, emotional and social health.

Core Content for Assessment: PLM 2.1.1, 2.1.2, 2.2.2, 2.3.2

 

Prompt:

As you know your school does not have a tennis team that competes against other schools. However, you have agreed to coach an intramural team that would play other teams within your school. Your job is to teach the basic skills and rules to your players so they can participate on the team.

Directions:

A. Identify the basic skills for playing tennis.

B. Choose one of the skills you mentioned in "A" and explain how to perform it.

C. Explain how you would evaluate this player’s ability to perform this skill. How could they improve this skill?

D. What good sportsmanship practices would you suggest that your players follow in the game of tennis?

Scoring Guide for Question: Coaching Tennis

Score 4 point: States at least three basic skills of tennis and is able to describe in detail how to perform at least one. Describes a sound method for determining mastery of the skill and has accurate suggestions for improvement. States at least two good sportsmanship practices.

Score 3 point: States at least two basic skills of tennis and describes how to perform one. Describes a good method for evaluating the skill and ideas for improvement. States at least one good sportsmanship rule.

Score 2 point: States at least one basic skill of tennis and attempts to explain how it is performed. Vaguely explains a way to evaluate the skill and offers at least one way to improve.

Score 1 point: Attempts to answer part(s) of the question correctly.

Score 0 point: No response or response is irrelevant to the question.

 

 

 

Middle Practical Living Skills

Physical Education Subdomain

8^th Grade

Academic Expectation(s):

2.34 Students perform physical movement skills effectively in a variety of settings.

2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in physical activity.

Organizing Standard(s):

Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities.

Core Content for Assessment: 2.2.1; 2.2.3

 

Prompt:

Your Parents made a New Year’s resolution to get in shape. They know you have been studying the principles of fitness in your Physical Education class and asked you for help to get started.

Directions:

A. Explain the principles of fitness.

B. Develop a fitness plan for your Parents based on the principles of fitness.

C. Explain the physical, social and mental benefits they may gain through participation in this program.

Scoring Guide for Question: Parents Fitness Program

Score 4 point: 12 points of information

Score 3 point: 9 – 11 points of information

Score 2 point: 5 – 8 points of information

Score 1 point: 1 - 4 points of information

Score 0 point: No response or response is irrelevant to the question.