Grade 8 PE New Mexico Standards

Analyze appropriate physical activities that result in the development of cardiovascular endurances;

Identify a bullying situation and respond appropriately (i.e., refer to specific district "bully proofing" programs/parameters, go to a safe adult when in an unsafe situation, etc.);

Apply knowledge of results to correct and improve future performance; and

Demonstrate and identify fitness activities that require muscular strength and muscular endurance;

Initiate discussion of media influences on behavior choices (i.e., print, radio, TV, etc.);

Exhibits knowledge and ability to participate in a physically active lifestyle. Students will:

Demonstrate competency in the use of critical elements of fundamental and specialized movement skills:

Analyze how the media, particularly advertising, influences the perception of ideal body types:

List coping skills for dealing with negative behaviors (i.e., bully proofing, sexual harassment awareness, peer mediation, conflict resolution, etc.);

Evaluate the effectiveness of exercise and other factors to obtain personal fitness goals:

Achieves and maintains a health-enhancing level of physical fitness. Students will:

Identify a variety of physical activities that will provide satisfaction and lead to continued participation;

Identify benefits of participating in physical activities throughout one's lifetime (i.e., discussion, lists, outline, role playing, etc.); and

Recognize and ignore poor behavior choices of peers (i.e., identify bullying behaviors, identify sexual harassment behaviors, etc.);

Practice and demonstrate physical activity as a vehicle for self expression:

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

Understand the need for game modifications to allow persons with special needs to participate;

Describe how spatial relationships with other players affect outcomes during playing situations (i.e., badminton: up and back or side by side position; basketball: one on one or zone; soccer: outcomes of passing and receiving, etc.).

Follow general classroom and specific activity rules (i.e., treat each other with respect, honor specific boundaries, use appropriate personal contact, positive response to teachers' instruction/comments, distinguish between compliance and non-compliance with rules and regulations and apply agreed-upon consequences when officiating, etc.); and

Describe the social dynamics that occur when peers participate with partners in cooperative activities.

Analyze the effectiveness of current fitness programs and revise physical fitness activities to meet fitness goals (i.e., include more aerobic activities, adjust sets and reps in strength programs, etc.).

Select appropriate flexibility activities; and

Describe differences between healthy bodies and media-generated bodies; and

Accept responsibility for own actions and modify behaviors accordingly (i.e., take self out of negative situation, go to a safe adult in an unsafe situation, etc.).

Identify/make positive choices in a variety of physical education settings (i.e., no teasing, name calling - use positive language, follow physical safety rules, follow all game/activity rules, etc.);

Participate in physical activities that address each health-related physical fitness component:

For dual sports, during game situations, students will reproduce sequences of basic techniques and skills consisting of: foot work, court position, offensive and defensive strokes, placement of projectile and court position in relation to partner.

Identify basic ideals of fair play, acceptance of rules and group communication (i.e., give appropriate feedback to partners and teammates, etc.);

Demonstrate a willingness to try an unfamiliar position within the context of a practice or a game situation (i.e., offense versus defense, guard versus forward, catcher versus pitcher, etc.).

Apply listening skills;

Demonstrate ability to analyze a movement pattern by using knowledge of its critical elements (i.e., self-analysis and peer observation, etc.).

Follow established emergency procedures (i.e., first aid, fire drills, etc.); wear appropriate activity attire properly (i.e., shoes and socks, clothing specific to activity, clothing specific to school and district rules, no potentially harmful accessories, etc.).

Explain different styles of leadership skills;

Exhibit appropriate personal and group conduct while engaging in physical activity:

Analyze a task to identify movement skills, how they are sequenced and how they are applied to produce a desired outcome.

Describe why certain sports/dances/activities are more prevalent in specific countries/cultures;

Choose to participate consistently in games, sports, dance and outdoor activities, both in and out of school, based on individual interests and capabilities (i.e., at school during self-selection times, after-school free time, teams, lessons, family recreation, etc.);

Using basic individual activity skills, students will display a combination of skills in response to a variety of activity situations (i.e., tennis: serve, center court, forehand; golf: drive, chip, pitch, putt determined by lay of the ball; wall climbing: "on belay," 3-point contact, climb with legs, stabilize with arms, etc.).

Assess personal fitness status within each health-related physical fitness component:

Using basic team sport skills, students will display a combination of skills in response to a variety of game situations (i.e., basketball: receive, pivot, dribble, shoot; soccer: receive, control, dribble, pass/shoot; baseball/softball: batting, base running, sliding, etc.); and

Demonstrate proficiency using basic offensive and defensive strategies while playing a modified version of a learned team and individual sport:

Analyze personal fitness data and evaluate individual strengths and weaknesses.

Analyze and illustrate the benefits of physical activity (i.e., differentiate inactive versus active lifestyles;

Demonstrate competency in the use of motor skills, motor behaviors and motor learning concepts in increasingly complex movement situations:

Identify the contribution that physical activity plays in multicultural/ethnic awareness and in the acceptance of all peers:

Sharing feelings of satisfaction felt as a result of physical activity (i.e., improved individual self-esteem, good feelings gained from being part of a team, activity journals, class discussions, etc.).

Select and utilize safety principles in physical activity settings; grades 5-8 performance standards:

Determine long-term benefits that may result from regular participation in physical activity:

Participate in new and challenging physical activities:

Select appropriate fitness activities that require muscular strength and muscular endurance;

Identify the social benefits of participation in physical activity; grades 5-8 performance standards:

Interpret the results of physical fitness assessments and use this information to develop individualized physical fitness goals with guidance from the teacher:

For team sports, in a game situation, defensive players will show and maintain proper position and techniques while offensive players use practiced plays and deception to move to open space; and

Demonstrate ability to apply concepts of good sportsmanship (i.e., as participant, as spectator, as referee, as coach, etc.).

Demonstrate importance of positive attitudes (i.e., communication, body language and listening skills, etc.);

Exhibit appropriate protocol during dance, fine arts or other physical activity events.

Analyze personal fitness data and evaluate individual strengths and weaknesses; and

When in conflict, use appropriate problem-solving techniques (i.e., conflict mediation, cooperative discipline techniques, small group discussion/processing, etc.);

Explain/describe how media influences our consumer choices and personal/physical self-concept;

Choose and record levels of participation in physical activities with the intent to improve and or maintain each of the following components of health-related fitness: muscular strength (i.e., push-ups, thera-bands, weights, pull-ups, tumbling, etc.); endurance (i.e., running, aerobic activities, etc.); flexibility (i.e., stretching/warm-up, cool-down activities, tumbling, etc.); cardiovascular (i.e., running and aerobic activities, etc.); body composition (i.e., toning activities, aerobic/anaerobic activities, weight training, etc.).

Outline the health risk factors associated with an inactive lifestyle versus an active lifestyle, etc.); and

Recognize the diverse attributes of age, race, ethnicity, gender and ability level and acknowledge how these differences can enhance group activities;

Identify and list components of sportsmanship (i.e., differentiate between positive and negative sportsmanship, fair play, respect referee's decision, understand importance of following rules, adhere to good sportsmanship concepts/ideas, etc.); and

Demonstrates understanding and respect for differences among people in physical activity settings. Students will:

Demonstrates competency in many movement forms and proficiency in a few movement forms. Students will:

Explain aspects of cooperative activities;

Comprehend the benefits of flexibility; and

Be able to set personal physical activity goals and participate in individualized programs of physical activity and exercise:

Work cooperatively with a group to achieve group goals:

Engage in appropriate physical activity that results in the development of cardiovascular endurance;

Appreciate the challenging aspects of competition with self and others (i.e., praise opponents, accept teammates' and opponents' contributions, enjoy physical activity for its own sake, etc.); and

Participate in games/activities in which handicapping conditions are simulated (i.e., wheelchair basketball, etc.); and

Acknowledge all people of different gender, culture, ethnicity and disability and seek to learn more about both similarities and differences:

Explain the benefits of a healthy body composition.

Identify the benefits of a healthy body composition versus the risks of an unhealthy body composition.

Demonstrates responsible personal and social behavior in physical activity settings. Students will:

Demonstrate competency in the use of the concepts of body, effort, space and relationships in movement:

Explain what it means to be a good team player; and

Analyze cause and effect during physical activities.

Identify and use a variety of physical activities and movements to communicate ideas and feelings (i.e., dance, sports, gymnastics, intensity levels, etc.);

Compare and contrast the difference between aerobic and anaerobic fitness activities.

Demonstrate aesthetic appreciation of skilled movement of the body (i.e., create body silhouettes, etc.);

Maintain heart rate within the target heart rate zone (i.e., apply personal target heart rate data into an individualized personal physical activity, etc.); and

Participate in physical activity:

Generate an appropriate physical fitness plan to maintain and or improve strengths and weaknesses.

Applies movement concepts and principles to the learning and development of motor skills. Students will:

Identify and describe personal feelings resulting from participation in physical activity (i.e., journals, activity calendars, peer mentoring, class discussions, etc.); and

Analyze and interpret personal fitness data in order to establish personal fitness/activity goals;

Produce a media advertisement that promotes the benefits of an active and healthy lifestyle.

Research and present an unfamiliar game or dance from another country.

Recognize the influence of peer pressure and make appropriate decisions using problem-solving techniques to resolve conflict:

Identify a sexual harassment situation and respond appropriately (i.e., refer to specific district regulations/policies, go to a safe adult when in an unsafe situation, demonstrate use of appropriate language and personal contact during physical activities, etc.); and

Show a desire to improve one's own physical ability, fitness level and performance (i.e., fitness journals, activity calendars, fitness level assessments, etc).

Use equipment appropriately (i.e., use specific equipment for intended purposes, proper care and management of equipment, etc.);

Demonstrate proficiency in combining basic skills for participating in a variety of physical fitness activities: aquatics, dance, outdoor pursuits, individual activities/sports and team activities/sports:

Describe why "I" (student) participate in certain sports/dance/activities based on my culture; and

Participate positively in team building/cooperative activities;

Detect and correct errors in personal performance, based on knowledge of results, while participating in selected activities; and

Develop a matrix of available school and community physical activity resources; and