help kin 404

This week your objective is to identify 1 activity that is appropriate for middle school aged students (Critical Assignment Activity List PDF). In addition, use the KIN404 CA PE State Standards (Middle School) PDF above to determine what standards align with your activity. Write a 2 page reflection that includes:
Grade level (6th, 7th, or 8th) and activity
Standards associated with the chosen activity
Why you feel they align with each other
Whether or not it is important to have standards. (why/why not)
What would you change about the standards (you must list at least 1 suggestion)
Do you feel the standards were reflected in your personal P.E. experience? Explain how they were or were not.
ATTACHED FILE(S)
1 Aerobic Workout Chapter 16
2 Badminton Chapter 19
3 Basketball (dribbling, chest passing & lead-up games) Chapter 19
4 Beanbag Challenges (p. 388) Chapter 18 (p.388)
5 Body Bar Exercises Chapter 16
6 Bowling Chapter 20
7 Cardio Kickboxing Chapter 16
8 Combatives (pages 395 & 396) Chapter 18 (p. 395 & 396)
9 Cooperative Activities (needs 6 or more students to teach this activity) Select Page 401 only Chapter 18 (p. 401 )
10 Cooperative Activities (needs 6 or more students to teach this activity) Select Page 402 only Chapter 18 (p. 402)
11 Field Hockey (dribbling, passing, shooting & lead-up games) Chapter 19
12 Flag Football (passing, catching & lead-up games) Chapter 19
13 Frisbee Activities(including spin jammers; cannot be c-catch or backhand throw) Chapter 20
14 Hula Hoop Challenges Chapter 18
15 Individual and Partner Stunts (pages 393 & 394) Chapter 18 (p. 393 & 394)
16 Inline Skating and Skateboarding Chapter 20
17 Jogging & Powerwalking Activities(include pedometers) Chapter 20 & 15
18 Juggling Chapter 18
19 Jump Bands Chapter 18
20 Medicine Balls Chapter 16
21 Orienteering Chapter 21
32 Pickleball (see tennis) Chapter 20
22 Pilates Chapter 16
23 Rhythmic Activities (square dance, country swing, western dance) Chapter 20
24 Rhythmic Activities (folk, round dance, social dance, modern dance) Chapter 20
25 Rope Jumping (individual and partner) Chapter 20
26 Soccer(dribbling, passing, shooting & lead-up games) Chapter 19
27 Softball(catching & throwing or battingwith lead-up games) Chapter 19
28 Speed-A-Way Chapter 19
29 Stability Balls & Resistance Bands Chapter 16
30 Strength Training (must include muscle movement classification, muscle of the day) no circuit Chapter 20
31 Team Handball Chapter 19
33 Volleyball (passing, setting, & lead-up games) Chapter 19
34 Yoga Chapter 16
Middle School Physical Activity Units
Select one activity unit for your final exam teaching demonstration.
**Identifying your grade level will help you: 6th more novice -8th advanced
California Department of Education Reposted September 17, 2010
25
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.
Grade Six
California Department of Education Reposted September 17, 2010
26
STANDARD
3
St
he
STANDARD
2
Stu
and
acti
dents demonstrate knowledge of movement concepts, principles,
strategies that apply to the learning and performance of physical
vities.
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.
udents assess and maintain a level of physical fitness to improve
alth and performance.
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.
GRADE SIX
California Department of Education Reposted September 17, 2010
27
STANDARD
5
St
so
le
STANDARD
4
St
pr
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.
udents demonstrate knowledge of physical fitness concepts,
inciples, and strategies to improve health and performance.
4.1 Distinguish between effective and ineffective warm-up and cool-down techniques.
4.2 Develop a one-day personal physical fitness plan specifying the intensity, time, and types
of physical activities for each component of health-related physical fitness.
4.3 Identify contraindicated exercises and their adverse effects 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 benefits 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.
udents demonstrate and utilize knowledge of psychological and
ciological concepts, principles, and strategies that apply to the
arning 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 SIX
California Department of Education Reposted September 17, 2010
28
STANDARD
2
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 field and combative activities.
1.6 Demonstrate body management and object-manipulation skills needed for successful
participation in introductory adventure/outdoor activities.
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.
Grade Seven
California Department of Education Reposted September 17, 2010
29
STANDARD
4
STANDARD
3
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.
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.
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 effects of physical activity on heart rate during exercise, during the recovery
phase, and while the body is at rest.
GRADE SEVEN
California Department of Education Reposted September 17, 2010
30
STANDARD
5
4.5 Describe the role of physical activity and nutrition in achieving physical fitness.
4.6 Identify and apply the principles of overload in safe, age-appropriate activities.
4.7 Explain progression, overload, and specificity as principles of exercise.
4.8 Discuss the effect of extremity growth rates on physical fitness.
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 SEVEN
California Department of Education Reposted September 17, 2010
31
STANDARD
1
STANDARD
2
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.
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 offensive and defensive strategies in modified and team
sports, games, and activities.
Grade Eight
California Department of Education Reposted September 17, 2010
32
STANDARD
4
STANDARD
3
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.
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 endur-
ance, 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).
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.
GRADE EIGHT
California Department of Education Reposted September 17, 2010
33
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 fit-
ness.
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.
GRADE EIGHT
California Department of Education Reposted September 17, 2010
CA PE State Standards 1
CA PE State Standards 33
CA PE State Standards 34
CA PE State Standards 35
CA PE State Standards 36
CA PE State Standards 37
CA PE State Standards 38
CA PE State Standards 39
CA PE State Standards 40
CA PE State Standards 41
Middle School Physical Education
Standards

Middle School PE Mandates
California Education Codes: http://www.cde.ca.gov/re/lr/cl/
6th grade (Ed. Code Section 51210.1)
200 minutes every ten days
http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=51001-52000&file=51210-51212
7th & 8th grade –(Ed. Code Section 51222)
400 minutes every ten days
http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=51001-52000&file=51220-51229
Developing The Proper Mindset
Physical Education IS NOT play time
Physical Education IS NOT athletic sport practice time
Physical Education IS NOT social hour
Physical Education IS NOT boot camp
Physical Education IS NOT anti-intellectual
Developing The Proper Mindset
Physical Education IS (in my words) a time to use physical activity as a means of instructing and promoting a healthier lifestyle
Physical Education is intentionally structured and implemented based on content standards written by NASPE and adjusted and adopted by the state
Important Terminology
Domains of Learning
Psychomotor – “thinking & doing”
Cognitive – “knowledge & understanding”
Affective – “social/emotional/ value”
Can you think of how this applies to physical education?
Middle School PE Standards
Physical Education Model Content Standards (clearly derived from the NASPE standards)
Go to website to view 6-8 standards http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
“In middle school the content standards emphasize working cooperatively to achieve a common goal, meeting challenges, making decisions, and working as a team to solve problems.”
Standards In Action
6th grade 1.3“Strike an object consistently, using a body part, so that the object travels inintended direction at the desired height.”
Read with the other standards, what is the context? (like reading scripture)
What activities can we create that meet this standard?
What transferable sport skills can you see?
How can you organize activities in class that meet this standard?
Standards In Action
6th grade 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.”
How may this relate to standard 1.3?
What other ways might we demonstrate this content?
How can we use this to compare and contrast various sport activities?
Standards In Action
6th grade 4.3 “Identify contraindicated exercises and their adverse effects on the body.”
First one needs to define “contraindicated”.
Focus on exercises/activities that middle school students may commonly encounter.
Explain the dangers with enough detail so they have full understanding but do not overdo the technical content.
Be sure to offer effective substitutions for all CI exercises.
Make them work!
Your turn to establish relationships between standards.
6th grade – 1.5, 2.9
6th grade – 3.3, 4.4
7th grade – 1.5, 2.5
7th grade – 1.6, 2.2
8th grade – 1.5, 2.3

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