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CALIFORNIA PHYSICAL EDUCATION STANDARDS

GRADE SIX / GRADE SEVEN / GRADE EIGHTH

 

GRADE SIX

STANDARD 1: Students demonstrate the motor skills and movement
patterns needed to perform a variety of physical activities.

Manipulative Skills
1.1 Volley an object repeatedly with a partner, using the forearm pass.
1.2 Strike a ball continuously against a wall and with a partner, using a paddle for the
forehand stroke and the backhand stroke.
1.3 Strike an object consistently, using a body part, so that the object travels in the intended
direction at the desired height.
1.4 Strike an object consistently, using an implement, so that the object travels in the intended
direction at the desired height.
1.5 Dribble and pass a ball to a partner while being guarded.
1.6 Throw an object accurately and with applied force, using the underhand, overhand, and
sidearm movement (throw) patterns.

Rhythmic Skills
1.7 Perform folk and line dances.
1.8 Develop, refine, and demonstrate routines to music.

Combinations of Movement Patterns and Skills
1.9 Combine relationships, levels, speed, direction, and pathways in complex individual and
group physical activities.
1.10 Combine motor skills to play a lead-up or modified game.
1.11 Design and perform smooth, flowing sequences of stunts, tumbling, and rhythmic patterns
that combine traveling, rolling, balancing, and transferring weight.


STANDARD 2: Students demonstrate knowledge of movement concepts, principles,
and strategies that apply to the learning and performance of physical activities.

Movement Concepts
2.1 Explain how to increase force based on the principles of biomechanics.
2.2 Explain how impact force is reduced by increasing the duration of impact.
2.3 Analyze and correct errors in movement patterns.
2.4 Provide feedback to a partner to assist in developing and improving movement skills.
2.5 Identify practices and procedures necessary for safe participation in physical activities.

Manipulative Skills
2.6 Explain the role of the legs, shoulders, and forearm in the forearm pass.
2.7 Identify the time necessary to prepare for and begin a forehand stroke and a backhand
stroke.
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.
2.9 Identify opportunities to pass or dribble while being guarded.

Rhythmic Skills
2.10 Identify steps and rhythm patterns for folk and line dances.
2.11 Explain how movement qualities contribute to the aesthetic dimension of physical activity.


Combination of Movement Patterns and Skills
2.12 Develop a cooperative movement game that uses locomotor skills, object manipulation, and
an offensive strategy and teach the game to another person.


Standard 3: Students assess and maintain a level of physical fitness to improve
health and performance.

Movement Concepts
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.
3.2 Compare individual physical fitness results with research-based standards for good health.
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).
3.4 Participate in moderate to vigorous physical activity a minimum of four days each week.
3.5 Measure and evaluate changes in health-related physical fitness based on physical activity
patterns.
3.6 Monitor the intensity of one’s heart rate during physical activity.


Standard 4: Students demonstrate knowledge of physical fitness concepts,
principles, and strategies to improve health and performance.

4.1 Distinguish between eff ective and ineff ective warm-up and cool-down techniques.
4.2 Develop a one-day personal physical fi tness plan specifying the intensity, time, and types
of physical activities for each component of health-related physical fi tness.
4.3 Identify contraindicated exercises and their adverse eff ects on the body.
4.4 Classify physical activities as aerobic or anaerobic.
4.5 Explain methods of monitoring heart rate intensity.
4.6 List the long-term benefi ts of participation in regular physical activity.
4.7 Compile and analyze a log noting the food intake/calories consumed and energy
expended through physical activity.

Standard 5: Students demonstrate and utilize knowledge of psychological and
sociological concepts, principles, and strategies that apply to the
learning and performance of physical activity.


Self-Responsibility
5.1 Participate productively in group physical activities.
5.2 Evaluate individual responsibility in group efforts.

Social Interaction
5.3 Identify and define the role of each participant in a cooperative physical activity.

Group Dynamics
5.4 Identify and agree on a common goal when participating in a cooperative physical
activity.
5.5 Analyze possible solutions to a movement problem in a cooperative physical activity
and come to a consensus on the best solution.

 

GRADE SEVEN

STANDARD 1: Students demonstrate the motor skills and movement patterns needed
to perform a variety of physical activities.

Manipulative Skills
1.1 Demonstrate mature techniques for the following patterns: overhand, sidearm, and
underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying.

Rhythmic Skills
1.2 Perform multicultural dances.

Combinations of Movement Patterns and Skills
1.3 Combine manipulative, locomotor, and nonlocomotor skills into movement patterns.
1.4 Demonstrate body management and object-manipulation skills needed for successful
participation in individual and dual physical activities.
1.5 Demonstrate body management and locomotor skills needed for successful participation
in track and fi eld and combative activities.
1.6 Demonstrate body management and object-manipulation skills needed for successful
participation in introductory adventure/outdoor activities.

 

Standard 2: Students demonstrate knowledge of movement concepts, principles,
and strategies that apply to the learning and performance of physical
activities.

Manipulative Skills
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.

Movement Concepts
2.2 Analyze movement patterns and correct errors.
2.3 Use principles of motor learning to establish, monitor, and meet goals for motor skill development.
2.4 Explain and demonstrate spin and rebound principles for performing manipulative skills.
2.5 Compare and contrast the effectiveness of practicing skills as a whole and practicing skills
in smaller parts.
2.6 Diagram and demonstrate basic offensive and defensive strategies for individual and dual
physical activities.

Combination of Movement Patterns and Skills
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.

Standard 3: Students assess and maintain a level of physical fitness to improve
health and performance.

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.
3.2 Evaluate individual measures of physical fitness in relationship to patterns of physical
activity.
3.3 Develop individual goals, from research-based standards, for each of the five components
of health-related physical fitness.
3.4 Plan a weekly personal physical fitness program in collaboration with the teacher.
3.5 Participate in moderate to vigorous physical activity a minimum of four days each week.
3.6 Assess periodically the attainment of, or progress toward, personal physical fitness goals
and make necessary adjustments to a personal physical fitness program.


Standard 4: Students demonstrate knowledge of physical fitness concepts,
principles, and strategies to improve health and performance.

4.1 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.
4.2 Identify physical activities that are effective in improving each of the health-related
physical fitness components.
4.3 Match personal preferences in physical activities with each of the five components of
health-related physical fitness.
4.4 Explain the eff ects of physical activity on heart rate during exercise, during the recovery
phase, and while the body is at rest.
4.5 Describe the role of physical activity and nutrition in achieving physical fi tness.
4.6 Identify and apply the principles of overload in safe, age-appropriate activities.
4.7 Explain progression, overload, and specifi city as principles of exercise.
4.8 Discuss the eff ect of extremity growth rates on physical fi tness.

Standard 5: Students demonstrate and utilize knowledge of psychological and
sociological concepts, principles, and strategies that apply to the
learning and performance of physical activity.

Self-Responsibility
5.1 Identify appropriate and inappropriate risks involved in adventure, individual, and dual
physical activities.
5.2 Accept responsibility for individual improvement.

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

Group Dynamics
5.4 Evaluate the effect of expressing encouragement to others while participating in a group
physical activity.
5.5 Identify the responsibilities of a leader in physical activity.

 

 

GRADE EIGHTH

 

STANDARD 1:Students demonstrate the motor skills and movement patterns needed
to perform a variety of physical activities.

Rhythmic Skills
1.1 Identify and demonstrate square dance steps, positions, and patterns set to music.
1.2 Create and perform a square dance.

Combinations of Movement Patterns and Skills
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.
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.

 

Standard 2: Students demonstrate knowledge of movement concepts, principles,
and strategies that apply to the learning and performance of physical
activities.

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

Combination of Movement Patterns and Skills
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 off ensive 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.

 

Standard 3: Students assess and maintain a level of physical fitness to improve
health and performance.

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.
3.2 Refine individual personal physical fitness goals for each of the five components of health related
physical fitness, using research-based criteria.
3.3 Plan and implement a two-week 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.
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).

 

Standard 4: Students demonstrate knowledge of physical fitness concepts,
principles, and strategies to improve health and performance.

4.1 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.
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.
4.3 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,
self-concept, and physical performance.
4.6 Explain the different types of conditioning for different physical activities.

 

Standard 5: Students demonstrate and utilize knowledge of psychological and
sociological concepts, principles, and strategies that apply to the
learning and performance of physical activity.

Self-Responsibility
5.1 Abide by the decisions of the officials, accept the outcome of the game, and show
appreciation toward participants.
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.

Social Interaction
5.4 Identify the contributions of members of a group or team and reward members for
accomplishing a task or goal.

Group Dynamics
5.5 Accept the roles of group members within the structure of a game or activity.
5.6 Describe leadership roles and responsibilities in the context of team games and activities.
5.7 Model support toward individuals of all ability levels and encourage others to be
supportive and inclusive of all individuals.

 

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