Oregon State Content Standards, Middle School Physical Education

GRADE SIX GRADE-LEVEL OUTCOMES

Note: Swimming skills and water-safety activities should be taught if facilities permit.

Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

PE.1.6.1:  Demonstrates correct rhythm and pattern for one of the following rhythms forms: folk, social, creative, line or world dance.

PE.1.6.2:  Passes and receives with hands in combination with locomotor patterns of running and change of direction & speed with competency in invasion games such as basketball, flag foot- ball, speedball or team handball.

PE.1.6.3:  Dribbles with dominant hand using a change of speed and direction in a variety of practice tasks.

PE.1.6.4:  Demonstrates the mature form with an underhand serve with control for net/wall games such as badminton, volleyball or pickleball in a practice task. 

PE.1.6.5:  Demonstrates the mature form of the forehand stroke in net games in a practice task.

PE.1.6.6:  Forehand-volleys with a mature form and control using a short-handled implement.

PE.1.6.7:  Demonstrates correct technique for basic skills in one self-selected outdoor activity. (See end of Middle School section for examples)

PE.1.6.8:  Availability of facilities will dictate when swimming and water safety are offered in the curriculum.

Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

PE.2.6.1:  Creates open space by using locomotor movements (e.g., walking, running, jumping & landing) in combination with movement (e.g., varying pathways; change of speed, direction or pace).

PE.2.6.2:  Identifies and/or executes at least 1 the following offensive tactics to create open space: moves to open space without the ball; uses a variety of passes, pivots and fakes; give & go.

PE.2.6.3:  Reduces open space on defense by marking and staying close to the opponent.

PE.2.6.4:  Reduces open space by not allowing the catch (denial) or by allowing the catch but not the return pass in a practice task.

PE.2.6.5:  Transitions from offense to defense or defense to offense by recovering quickly.

PE.2.6.6:  Creates open space in net/wall games by varying force and direction.

PE.2.6.7:  Reduces offensive options for opponents by returning to mid-court position.

PE.2.6.8:  Selects appropriate shot and/orequipment based on location of the object in relation to the target.

PE.2.6.9:  Identifies the correct defensive play based on the situation (e.g., number of outs).

PE.2.6.10:  Makes appropriate decisions based on the weather, level of difficulty due to conditions or ability to ensure safety of self and others.

GRADE SIX (CONTINUED)

Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

PE.3.6.1:  Is able to identify three influences on physical activity (e.g., school, family & peers; community & built environment; policy).

PE.3.6.2:  Participates in self-selected physical activity outside of physical education class.

PE.3.6.3:  Participates in a variety of cardiovascular/aerobic fitness activities.

PE.3.6.4:  Participates in a variety of lifetime recreational team sports, outdoor pursuits or dance activities.

PE.3.6.5:  Identifies the components of skill-related fitness.

PE.3.6.6:  Employs correct techniques and methods of stretching.[1]

PE.3.6.7:  Identifies each of the components of the overload principle (FITT formula: frequency, intensity, time, type) for different types of physical activity (aerobic, muscular fitness and flexibility).

PE.3.6.8:  Describes the role of warm-ups and cool-downs before and after physical activity.

PE.3.6.9:  Defines resting heart rate and describes its relationship to aerobic fitness and the Borg Rating of Perceived Exertion (RPE) Scale.[2]

PE.3.6.10:  Identifies major muscles used in selected physical activities.[3]

PE.3.6.11:  Identify areas of weakness based on the results of health-related fitness assessment.

PE.3.6.12:  Identifies foods within each of the basic food groups and selects appropriate servings and portions for his/her age and physical activity levels.[4]

PE.3.6.13:  Identifies positive and negative results of stress and appropriate ways of dealing with each.[5]

Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.

PE.4.6.1:  Exhibits personal responsibility by using appropriate etiquette, demonstrating respect for facilities and exhibiting safe behaviors.

PE.4.6.2:  Demonstrates self-responsibility by implementing specific corrective feedback to improve performance.

PE.4.6.3:  Accepts differences among classmates in physical development, maturation and varying skill levels by providing encouragement and positive feedback.

PE.4.6.4:  Cooperates with a small group of classmates during all class activities under teacher guidance.

PE.4.6.5:  Identifies the rules and etiquette for physical activities/games and dance activities.

GRADE SIX (CONTINUED)

PE.4.6.6:  Uses physical activity and fitness equipment appropriately and safely, with the teacher’s guidance.

Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

PE.5.6.1:  Describes how being physically active leads to a healthy body.

PE.5.6.2:  Identifies components of physical activity that provide opportunities for reducing stress and for social interaction.

PE.5.6.3:  Recognizes individual challenges and copes in a positive way, such as extending effort, asking for help or feedback and/or modifying the tasks.

PE.5.6.4:  Describes how moving in a physical activity setting creates enjoyment.

PE.5.6.5:  Demonstrates respect for self and others by following the rules, encouraging others and playing in the spirit of the game or activity.

GRADE SEVEN GRADE-LEVEL OUTCOMES

Note: Swimming skills and water-safety activities should be taught if facilities permit.

Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

PE.1.7.1:  Demonstrates correct rhythm and pattern for a different dance form from among folk, social, creative, line or world dance.

PE.1.7.2:  Passes and receives with feet in combination with locomotor patterns of running and change of direction & speed with competency in invasion games such as soccer or speedball.

Note: For operational definitions and examples of activity types, see end of middle school section.

PE.1.7.3:  Dribbles with dominant and non- dominant hands or feet using a change of speed and direction in a variety of practice tasks.

PE.1.7.4:  Demonstrates the mature form with an underhand or overhand serve with control for net/wall games such as badminton, volleyball or pickleball in a practice task.

PE.1.7.5:  Demonstrates the mature form of the backhand stroke in net games in a practice task.

PE.1.7.6:  Two-hand-volleys with control in a variety of practice tasks.

PE.1.7.7:  Demonstrates correct technique for basic skills in one outdoor or individual-performance activity.

PE.1.7.8:  Availability of facilities will dictate when swimming and water safety are offered in the curriculum.

Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

PE.2.7.1:  Reduces open space by using locomotor movements (e.g., walking, running, jumping and landing, changing size and shape of the body) in combination with movement concepts (e.g., reducing the angle in the space, reducing distance between player and goal).

PE.2.7.2:  Identifies and/or executes at least two of the following offensive tactics to create open space: uses a variety of passes, pivots and fakes; give and go.

PE.2.7.3:  Reduces open space on defense by making the body larger and reducing passing angles.

PE.2.7.4:  Reduces open space by not allowing the catch (denial) or anticipating the speed of the object and person for the purpose of interception or deflection in practice tasks or modified game play.

PE.2.7.5:  Transitions from offense to defense or defense to offense by recovering quickly and communicating with teammates.

PE.2.7.6:  Creates open space in net/wall games by varying force and direction, and by moving opponent from side to side.

PE.2.7.7:  Selects offensive shot based on opponent’s location (hit where opponent is not).

PE.2.7.8:  Varies the speed of the shot based on location of the object in relation to the target.

GRADE SEVEN (CONTINUED)

PE.2.7.9:  Selects the correct defensive play based on the situation (e.g., number of outs).

PE.2.7.10:  Makes appropriate decisions based on the weather, level of difficulty due to conditions or ability to ensure safety of self and others.

Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

PE.3.7.1:  Identifies barriers related to maintaining a physically active lifestyle and seeks solutions for eliminating those barriers.

PE.3.7.2:  Participates in self-selected physical activity outside of physical education class.

PE.3.7.3:  Participates in a variety of strength-fitness and endurance-fitness activities.

PE.3.7.4:  Participates in a variety of lifetime dual and individual sports, martial arts or aquatic activities.

PE.3.7.5:  Distinguishes between health-related and skill-related fitness.[6]

PE.3.7.6:  Describes and demonstrates the difference between dynamic and static stretches.[7]

PE.3.7.7:  Describes overload principle (FITT formula) for different types of physical activity, the training principles on which the formula is based and how the formula and principles affect fitness.[8]

PE.3.7.8:  Designs a warm-up/cool-down regimen for a self-selected physical activity.

PE.3.7.9:  Defines how the RPE Scale (Borg Rating of Perceived Exertion (RPE) Scale) can be used to determine the perception of the work effort or intensity of exercise.[9]

PE.3.7.10:  Describes how the muscular system interacts with bones to create movement in pairs by relaxing and contracting.[10]

PE.3.7.11:  Design a program of remediation based on the results of personal health-related fitness assessment.

PE.3.7.12:  Develops strategies for balancing healthy food, snacks and water intake, along with daily physical activity.[11]

PE.3.7.13:  Practices strategies for dealing with stress, such as deep breathing, guided visualization and aerobic exercise.[12]

Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.

PE.4.7.1:  Exhibits responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors and supporting classmates.

GRADE SEVEN (CONTINUED)

PE.4.7.2:  Provides corrective feedback to a peer, using teacher-generated guide- lines, and incorporating appropriate tone and other communication skills.

PE.4.7.3:  Demonstrates cooperation skills by following established rules and guidelines for resolving conflicts.

PE.4.7.4:  Problem-solves with a small group of classmates during all class activities with limited teacher guidance.

PE.4.7.5:  Demonstrates knowledge of rules and etiquette by self-officiating, or modifying physical activities/games or rhythmic activities.

PE.4.7.6:  Independently uses physical activity and exercise equipment appropriately and safely.

Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

PE.5.7.1:  Identifies different types of physical activities and describes how each exerts a positive effect on health.

PE.4.7.2:  Identifies positive mental and emotional aspects of participating in a variety of physical activities.

PE.4.7.3:  Generates positive strategies such as offering suggestions or assistance, leading or following others and providing possible solutions when faced with a group challenge.

PE.4.7.4:  Identifies why self-selected physical activities create enjoyment.

PE.4.7.5:  Demonstrates the importance of social interaction by helping and encouraging others, providing support to classmates.

GRADE EIGHT GRADE-LEVEL OUTCOMES

By the end of Grade 8, the learner will apply tactics and strategies to modified game play; demonstrate fundamental movement skills in a variety of contexts; design and implement a health-enhancing fitness program; participate in self-selected physical activity; cooperate with and encourage classmates; accept individual differences and demonstrate inclusive behaviors; and engage in physical activity for enjoyment and self-expression.

Note: Swimming skills and water-safety activities should be taught if facilities permit.

Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

PE.1.8.1:  Exhibits command of rhythm and timing by creating a movement sequence to music as an individual or in a group.

PE.1.8.2:  Throws with a mature pattern for distance or power appropriate to the activity in a dynamic environment.

PE.1.8.3:  Catches with a mature pattern from a variety of trajectories appropriate to the activity in a dynamic environment.

PE.1.8.4:  Passes and receives with an implement in combination with locomotor patterns of running and change of direction, speed

Note: For operational definitions and examples of activity types, see end of high school section and/or level with competency in invasion games such as lacrosse or hockey (floor, field, ice).

PE.1.8.5:  Dribbles with dominant and non-dominant hands or feet using a change of speed and direction in a dynamic environment.

PE.1.8.6:  Shoots on goal with power and accuracy as appropriate to the activity in a dynamic environment.

PE.1.8.7:  Executes a legal underhand or overhand serve for net/wall games such as pickleball, tennis, badminton, or volleyball in a dynamic environment.

PE.1.8.8:  Demonstrates the mature form of forehand and backhand strokes in net games with power and accuracy in a dynamic environment.

PE.1.8.9:  Two-hand-volleys with control in a dynamic environment.  

PE.1.8.10:  Demonstrates correct technique for basic skills in at least 2 outdoor/individual-performance activities.

PE.1.8.11:  Availability of facilities will dictate when swimming and water safety are offered in the curriculum.

Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

PE.2.8.1:  Opens and closes space during small-sided game play by combining locomotor movements with movement concepts.

PE.2.8.2:  Executes at least 3 of the following offensive tactics to create open space: moves to create open space on and off the ball; uses a variety of passes, fakes and pathways; give & go. 

GRADE EIGHT (CONTINUED)

PE.2.8.3:  Adjusts open space on defense by staying on the goal side of the offensive player and reducing the distance as needed.  

PE.2.8.4:  Reduces open space by not allowing the catch (denial) or anticipating the speed of the object and person for the purpose of interception or deflection in a modified game play.

PE.2.8.5:  Transitions from offense to defense or defense to offense by recovering quickly, communicating with teammates and capitalizing on an advantage.

PE.2.8.6:  Creates open space in net/wall games by varying force or direction, or by moving opponent from side to side and/or forward and back.

PE.2.8.7:  Varies placement, force and timing of return of offensive shot.

PE.2.8.8:  Varies the speed and trajectory of the shot based on location of the object in relation to the target.

PE.2.8.9:  Identifies open spaces and attempts to strike object into that space. Examples of field/striking games include: softball, kickball, etc.

PE.2.8.10:  Reduces open spaces in the field by working with teammates to maximize coverage.

PE.2.8.11:  Makes appropriate decisions based on the weather, level of difficulty due to conditions or ability to ensure safety of self and others.

Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

PE.3.8.1:  Develops a plan to address one of the barriers within one’s family, school or community to maintaining a physically active lifestyle.

PE.3.8.2:  Participates in self-selected physical activity outside of physical education class.

PE.3.8.3:  Plans and implements a program of cross-training to include aerobic, strength & endurance and flexibility training.

PE.3.8.4:  Participates in a self-selected lifetime sport, dance, aquatic or outdoor activity outside of the school day.

PE.3.8.5:  Compares and contrasts health-related fitness components.[13]

PE.3.8.6:  Employs a variety of appropriate static stretching techniques for all major muscle groups.

PE.3.8.7:  Uses the overload principle (FITT formula) in preparing a personal workout.[14]

PE.3.8.8:  Designs and implements a warm-up/cool-down regimen for a self-selected physical activity.

PE.3.8.9:  Defines how the RPE Scale (Borg Rating of Perceived Exertion (RPE) Scale) can be used to determine the perception of the work effort or intensity of exercise.

PE.3.8.10:  Explains how major muscle groups interact with other body systems during physical activity.[15]

PE.3.8.11:  Designs and implements a program of remediation for areas of weakness based on the results of personal health-related fitness assessment.

GRADE EIGHT (CONTINUED)

PE.3.8.12:  Describes the relationship between poor nutrition and health risk factors.

PE.3.8.13:  Demonstrates basic movements used in other stress-reducing activities such as yoga and tai chi.

Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.

PE.4.8.1:  Exhibits responsibility for self and promotes responsibility in others.

PE.4.8.2:  Provides encouragement and feedback to peers without prompting from the teacher.

PE.4.8.3:  Responds appropriately to participants’ ethical and unethical behavior during physical activity by using established rules and guidelines for resolving conflicts.

PE.4.8.4:  Cooperates with classmates on problem-solving initiatives using self-directed behaviors.

PE.4.8.5:  Applies rules and etiquette by acting as an official or modifying physical activities/games and rhythmic activities.

PE.4.8.6:  Independently uses physical activity and fitness equipment appropriately, and identifies specific safety concerns associated with the activity.

Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

PE.5.8.1:  Identifies different types of physical activities and describes how each exerts a positive effect on health.

PE.4.8.2:  Identifies positive mental and emotional aspects of participating in a variety of physical activities.

PE.4.8.3:  Generates positive strategies such as offering suggestions or assistance, leading or following others and providing possible solutions when faced with a group challenge.

PE.4.8.4:  Identifies why self-selected physical activities create enjoyment.

PE.4.8.5:  Demonstrates the importance of social interaction by helping and encouraging others, providing support to classmates.