|Name of Course:
||Physical Education 8
||1 Semester (alternate quarters)
|This course provides students with the opportunity to learn a variety of games and sports while refining specific movements and strategies. Personal fitness is measured, and goals are set and reflected on throughout the course. Emphasis is placed on active participation and positive social interaction during fitness and sport activities.
- S1.M4: Passes and receives with an implement in combination with locomotor patterns of running and change of direction and speed with competency in invasion games such as lacrosse or hockey (floor, field, ice)
- S1.M8/9: Dribbles with dominant and nondominant hand, foot, or implement using a change of speed and direction in a small-sided game play
- S1.M12: Executes consistently (at least 70% of the time) a legal underhand serve for distance and accuracy for net/wall games such as badminton, volleyball, or pickleball
- S2.M2: 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 and go
- S2.M6: Transition from offense to defense or defense to offense by recovering quickly, communicating with teammates and capitalizing on an advantage
- S3.M15: Designs and implements a program of remediation for 3 areas of weakness based on the results of health-related fitness assessment
- S4.M1: Accepts responsibility for improving one’s own levels of physical activity and fitness
- S4.M4: Responds appropriately to participants’ ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts
- S5.M3: Develops a plan of action and makes appropriate decisions based on that plan when faced with an individual challenge
Instructional Practices & Support
|Instructional practices will be aligned to the National Institute for Excellence in Teaching (NIET) Framework.
Teachers will maximize classroom time to provide instructional opportunities that are targeted and tailored to student needs. Students will experience high-quality instruction which includes:
- A classroom culture that adheres to productive classroom norms and relationships
- High quality tasks that lend to authentic engagement
- Productive discussions where students make sense, justify and generalize
Classroom Management Procedures
|Classroom management procedures will be aligned to the multi-tiered system of support framework, Positive Behavior Intervention and Support (PBIS) to build an emotionally safe, positive and engaging environment. Teachers will understand, support and implement orchestration of the elements in the classroom:
- Establish positive ongoing teacher-student relationships
- Establish, post, and teach rules and procedures regularly
- Implement proactive strategies and interventions
- Use of acknowledgment system with specific immediate praise, and feedback
- Manage student behavior with a continuum of corrective strategies
- Students will be given multiple opportunities to demonstrate proficiency following additional instruction and ongoing assessment,
- Multiple data points will be used to determine the reported grade (formative and/or summative)
- Ongoing assessments may be given in a format different than the original and re-assessment will be given when students demonstrate new learning
- The time frame of ongoing assessments will be determined by the team and individual teachers based on student progress.
- Late work will be accepted without penalty within the unit of study.
- Extra credit will not be factored into grading.