Physical Education Curriculum Framework
Strand: Skilled Movement
Grade Level 8
Demonstrate Competence in Game, Rhythmic, Recreational Activities
Standard: 8.1 The student will demonstrate competence in one or more modified versions of various game/sport, rhythmic, and recreational
activities.
Essential Knowledge and Skills
The student will be able to:

Demonstrate, without cue, critical
movement elements in one
individual, one team, and one
rhythmic or recreational activity.

Analyze and demonstrate how to
adjust speed, force, and flow of the
body or an implement according to
the changing requirements of an
individual or team sport/activity.


Apply elements of spatial
awareness to performance of
movement skills in unpredictable
game/activity situations.
Indicators for Success/ Opportunities for
Assessment
The student will demonstrate competence in at
least one individual and one team activity, one
rhythmic activity, and one recreational activity that
demonstrates attainment of the essential
knowledge and skills.
Assessments: performance rubrics for skill
elements (rubrics may be used for self, peer, and
summative assessments), cognitive/knowledge
assessment to assess ability to analyze and for
understanding of concepts
Understanding the Standard/Essential
Understanding
The intent of this standard is to demonstrate
competent, skillful performance of movement skills
used in a variety of game/sport activities, rhythmic
activities, and recreational activities. Competence
includes application of elements of spatial
awareness, speed, force or flow in ever changing
conditions that occur in physical activity settings.
Grade 8 students should participate in small sided
games (8 or less).
Rhythmic activities may include gymnastics,
tumbling, and dance.
Demonstrate skill combinations in
complex activity settings.
Physical Education Grade 8
Physical Education Curriculum Framework
Strand: Skilled Movement
Grade Level 8
Use Skills Competently in Specialized Versions of Activities
Standard: 8.2 The student will perform skills in several game/sport, dance, and recreational activities.
a. Use skill combinations competently in specialized versions of individual, dual, and team activities.
Essential Knowledge and Skills
The student will be able to:

Conduct a skill analysis.

Detect, analyze, and correct errors
in movement skill performance for
self and others.

Demonstrate ability to apply
feedback from teacher and/or
peers to correct performance.

Design a plan for independent
practice in and outside of school to
improve skills in one individual or
team activity.
Indicators for Success/ Opportunities for
Assessment
Understanding the Standard/Essential
Understanding
The student will demonstrate competence in using
skill combinations for at least one individual and
one team activity, one rhythmic activity, and one
recreational activity that demonstrates attainment
of the essential knowledge and skills.
The intent of this standard is to demonstrate
competent, skillful performance of movement
skills used in a variety of game/sport activities,
rhythmic activities, and recreational activities.
Competence includes application of elements of
spatial awareness, speed, force or flow in ever
changing conditions that occur in physical activity
settings.
Assessments:, pre- and post-rubric for skill
performance; cognitive assessment for skill
analysis, rubric to evaluate improvement plan,
self/peer assessment of skill
Grade 8 students should participate in small
sided games (8 or less).
Physical Education Grade 8
Demonstrate Skill In One Recreational Activity
Standard: 8.2 The student will perform skills in several game/sport, dance, and recreational activities.
b.
Demonstrate skill in recreational pursuits (e.g., in-line skating, orienteering, hiking, cycling, ropes courses, backpacking,
canoeing, fishing, archery).
Essential Knowledge and Skills
The student will be able to:
Indicators for Success/ Opportunities for
Assessment
The student will demonstrate competence in at
Understanding the Standard/Essential
Understanding
The intent of this standard is to demonstrate
Physical Education Grade 8

Demonstrate skill in one recreational
activity.
least one recreational activity that demonstrates
attainment of the essential knowledge and skills of
that activity.
Assessments: skill rubric; cognitive assessment for
knowledge, skills, strategies, safety, rules of
selected activity
competent, skillful performance of movement
skills used in a variety of game/sport activities,
rhythmic activities, and recreational activities.
Competence includes application of elements of
spatial awareness, speed, force or flow in ever
changing conditions that occur in physical activity
settings.
Recreational activities may include In-line
skating, orienteering, hiking, cycling, ropes
courses, backpacking, canoeing, fishing, archery,
bowling
Physical Education Grade 8
Demonstrate Skill In Dance/Rhythmic Activity
Standard: 8.2 The student will perform skills in several game/sport, dance, and recreational activities.
c.
Demonstrate moving to a rhythm (e.g., devise and perform dance sequences, using set patterns and changes in speed,
direction, and flow).
Essential Knowledge and Skills
The student will be able to:

Create and perform a dance/rhythmic
sequence.
Indicators for Success/ Opportunities for
Assessment
The student will create a dance/rhythmic activity
that uses set patterns and changes in speed,
direction, and flow.
Assessments: dance performance rubric; cognitive
rubric for dance plan
Understanding the Standard/Essential
Understanding
The intent of this standard is to demonstrate
competent, skillful performance of movement
skills used in a variety of game/sport activities,
rhythmic activities, and recreational activities.
Competence includes application of elements of
spatial awareness, speed, force or flow in ever
changing conditions that occur in physical activity
settings.
Dance/rhythmic sequences are usually
performed in counts of 8.
Music for student performances should be preapproved for appropriate lyrics.
Dance/rhythmic sequences may be done in small
groups, partners, or by individuals.
It is recommended that students be exposed to a
variety of experiences from which to create
dance sequences (ex. Salsa, line dances,
ballroom dances, using implements to create
beats, rhythms, and movements)
Physical Education Grade 8
Physical Education Curriculum Framework
Strand: Movement Principles and Concepts
Grade Level 8
Adapt Skill Movements by Using Body, Space, Effort, and Relationships
Standard: 8.3 The student will apply movement principles and concepts to specific sport, dance, and recreational skill performance.
a. Adapt skill movements by modifying use of body, space, effort, and relationships to meet complex skill demands.
Essential Knowledge and Skills
The student will be able to:

Identify and apply characteristics of
highly-skilled performance to improve
skill movement.

Adapt skill movements by modifying
use of:
o
Body and space
o
Effort
o
Relationships
Indicators for Success/ Opportunities for
Assessment
The student will perform a variety of skills that
demonstrate the ability to explicitly modify body
and space, effort, and relationships to improve
performance.
Assessments: performance application rubrics;
cognitive assessment for concepts
Understanding the Standard/Essential
Understanding
The intent of this standard is to independently
enhance skill development through the
application of learned skills and principles of
movement. The student should have a greater
awareness of his/her motor development, and
how to improve performance. The student should
begin to focus on understanding one physical
activity to improve performance.
Physical Education Grade 8
Biomechanical Principles
Standard: 8.3 The student will apply movement principles and concepts to specific sport, dance, and recreational skill performance.
b. Apply biomechanical principles (e.g., spin, rebound, effects of levers) to understand and perform skillful movements.
Essential Knowledge and Skills
The student will be able to:

Define biomechanical principle.

Describe and apply biomechanical
principles to movement.
Indicators for Success/ Opportunities for
Assessment
The student will complete a cognitive assessment
to define biomechanical principle, describe
biomechanical principles, and how to apply
biomechanical principles to movement.
The student will compare and contrast skill
elements of different sports/activities in relation to
biomechanical principles.
Assessments: skill performance rubric; cognitive
assessment for knowledge and concepts
Understanding the Standard/Essential
Understanding
The intent of this standard is to independently
enhance skill development through the
application of learned skills and principles of
movement. The student should have a greater
awareness of his/her motor development, and
how to improve performance. The student should
begin to focus on understanding one physical
activity to improve performance.
Biomechanical Principle may be defined as:
Rules related to the study of forces that can help
a person move the body efficiently and avoid
injury.
Biomechanical principles may include levers,
work, energy, force, motion, weight transfer,
specificity, overload, progression (SOP), spin,
and rebound.
Physical Education Grade 8
Offensive and Defensive Strategies
Standard: 8.3 The student will apply movement principles and concepts to specific sport, dance, and recreational skill performance.
c. Understand and use basic offensive and defensive tactics and strategies while playing specialized games/sports.
Essential Knowledge and Skills
Indicators for Success/ Opportunities for
Assessment
Understanding the Standard/Essential
Understanding
The intent of this standard is to independently
enhance skill development through the
application of learned skills and principles of
movement. The student should have a greater
awareness of his/her motor development, and
how to improve performance. The student should
begin to focus on understanding one physical
activity to improve performance.
The student will be able to:

Describe and demonstrate ability to
select offensive strategies.
The student will describe and demonstrate ability to
select offensive strategies in relation to personal
skill level, skill levels of team members, and
actions of opponents.

Describe and demonstrate ability to
select defensive strategies

The student will describe and demonstrate ability to
select defensive strategies in relation to personal
skill level, skill levels of team members, actions of
opponents
Evaluate selection of offensive and
defensive strategies for a given
situation.
The student will evaluate (analyze and justify) use
of specific offensive and defensive strategies for a
given situation(s).
Defensive strategies may include zone, player-toplayer, combination
Assessments: performance rubrics for application
of strategies; cognitive assessments for strategies
and evaluation of use of strategies
Physical Education Grade 8
Movement Principles and Concepts
Standard: 8.3 The student will apply movement principles and concepts to specific sport, dance, and recreational skill performance.
d. Analyze skill patterns of self and partner.
e. Analyze the skill demands in one physical activity, and apply principles of motor learning (e.g., feedback and knowledge of
results, whole/part/whole, transfer of learning) to improve performance.
Essential Knowledge and Skills
The student will be able to:


Analyze critical skill elements,
movement patterns, and strategies of
self and others in at least one activity.
Apply principles of motor learning to
improve performance in at least one
activity.
Indicators for Success/ Opportunities for
Assessment
The student will perform self and peer
assessments for at least one activity.
The student will apply feedback., knowledge of
results, whole/part/whole, and/or transfer of
learning to improve performance in at least one
activity.
Assessments: pre- and post-performance rubrics;
cognitive assessments such as self and peer
assessments with recommendations for
improvement; create and implement a plan of
improvement that includes one or more motor
learning principles
Understanding the Standard/Essential
Understanding
The intent of this standard is to independently
enhance skill development through the
application of learned skills and principles of
movement. The student should have a greater
awareness of his/her motor development, and
how to improve performance. The student should
begin to focus on understanding one physical
activity to improve performance.
Motor learning principles may include feedback.,
knowledge of results, whole/part/whole, transfer
of learning
Physical Education Grade 8
Physical Education Curriculum Framework
Strand: Personal Fitness
Grade Level 8
Personal Fitness Planning
Standard: 8.4 The student will apply self-assessment skills to improve or maintain personal fitness.
a. Self-assess level of physical activity and personal fitness on all components of health-related fitness, and develop a plan, including
goals, strategies, and timeline, for maintenance or improvement.
c. Use a variety of resources, including available technology, to assess, monitor, and improve personal fitness.
Essential Knowledge and Skills
Indicators for Success/ Opportunities for
Assessment
The student will be able to:



The student will describe the components of and
measures for health-related fitness and their
Complete a self-assessment of health- importance to personal health and fitness.
related fitness.
The student will document and interpret baseline
data and subsequent testing data for each
component of health-related fitness in relation to
Develop a plan for a personal fitness
established Virginia Wellness fitness standards.
program including goals, timeline,
strategies, and activities.
The student will develop a personal fitness plan for
Identify and use a variety of resources
in the implementation of a personal
fitness plan.
at least two components of health-related fitness to
improve and/or maintain to include:






SMART Goals for both long- and short-term goals
Action plan
Documentation of activities outlined in action plan
Documentation of reassessments
Reflection after reassessments
Modify/alter/change plans as needed
The student will apply principles of specificity,
overload and progression (SOP) to personal fitness
plan.
Understanding the Standard/Essential
Understanding
The intent of the standard is to use selfassessing skills to design a program for
improvement or maintenance of health-related
fitness using a variety of resources. Emphasis is
on self assessment and acknowledging other
factors that could influence personal fitness.
It is inappropriate to grade students on the results
of fitness testing. Fitness scores are only to be
used to identify personal strengths and
weaknesses; not as a means of comparison to
others. It is inappropriate to communicate
individual student names and scores for the
purposes of comparing students.
Virginia Wellness testing is required. Other tests
are optional and are not to supplant the VA
Wellness testing.
Health-related components of fitness include
cardiorespiratory endurance, muscular strength
and endurance, flexibility, and body composition
The student will demonstrate use of charts and
technology to assist with the design of activity
plans such as heart rate monitors and/or
pedometers.
Virginia Wellness Tests should include: PACER,
cadence curl ups, cadence push-ups, trunk
extensor, backsaver sit and reach, shoulder
stretch
Assessments: cognitive assessments for
Additional measure: Body Mass Index (BMI)
Physical Education Grade 8
knowledge and skills (goal setting), rubric to
evaluate personal fitness plan
using the Centers for Disease Control and
Prevention algorithm for children.
Investigate Influences on Personal Fitness
Standard: 8.4 The student will apply self-assessment skills to improve or maintain personal fitness.
b. Investigate and self-assess the relationship among body composition, nutrition, family history, and levels of physical activity, and
develop a plan for maintenance or improvement.
Essential Knowledge and Skills
The student will be able to:

Identify and analyze factors that can
affect personal fitness.
Indicators for Success/ Opportunities for
Assessment
The student will describe how body composition,
nutritional choices, genetic background, gamily
history, level of activity, and different levels and
rates of response to individual training programs,
affect personal fitness.
The student will identify possible obstacles in their
personal fitness plan and how they will be
addressed (to include factors that can affect
personal fitness).
Understanding the Standard/Essential
Understanding
The intent of the standard is to use selfassessing skills to design a program for
improvement or maintenance of health-related
fitness using a variety of resources. Emphasis is
on self assessment and acknowledging other
factors that could influence personal fitness.
Assessments: cognitive assessment for
knowledge, rubric for personal fitness plan
elements may include application of knowledge
Physical Education Grade 8
Resting and Target Heart Rate
Standard: 8.4 The student will apply self-assessment skills to improve or maintain personal fitness.
d. Demonstrate the ability to calculate resting and target heart rate.
e. Monitor heart rate before, during, and after vigorous physical activity.
Essential Knowledge and Skills
The student will be able to:

Calculate resting and target heart rate

Monitor and analyze heart rate before,
during, and after vigorous physical
activity.
Indicators for Success/ Opportunities for
Assessment
The student will describe and demonstrate use of
charts and technology (heart rate monitor,
pedometer) to assist with improving
cardiorespiratory endurance.
The student will describe impact of resting heart
rate on personal health.
Understanding the Standard/Essential
Understanding
The intent of the standard is to use selfassessing skills to design a program for
improvement or maintenance of health-related
fitness using a variety of resources. Emphasis is
on self assessment and acknowledging other
factors that could influence personal fitness.
The student will use heart rate (monitors) or
pedometers to measure exercise intensity and time
in target heart rate zone.
Heart rate: Normal Heart Rates at Rest Children
(ages 6 - 15) 70 – 100 beats per minute; Adults
(age 18 and over) 60 – 100 beats per minute
Count your pulse: _____ beats in 10 seconds x 6
= _____ beats/minute
The student will document heart rate before, during
and after vigorous physical activity.
220 - your age = predicted maximum heart rate
The student will document use of target heart rate
in personal fitness plan.
Predicted maximum heart rate x 60% = low range
of target heart rate
The student will calculate resting and target heart
rate.
Assessments: cognitive assessment for heart rate
calculations and activity application
Predicted maximum heart rate x 80% = high
range of target heart rate
People new to exercise or that have received
exercise restrictions from a doctor, start with a
lower heart rate range (about 55% to 65%).
Intermediate exerciser, try to stay within the
range of 60% to 80%. Very fit individuals can
Physical Education Grade 8
work up to 85%.
Physical Education Curriculum Framework
Strand: Responsible Behaviors
Grade Level 8
Demonstrate Responsible Behaviors in Physical Activity Settings
Standard: 8.5 The student will work independently and with others in cooperative and competitive physical activity settings.
a) Exhibit fair play and act responsibly in physical activity settings.
b) Identify positive and negative effects of peer influence.
c) Exhibit respect for the unique characteristics, diverse backgrounds, and varying abilities of peers.
Essential Knowledge and Skills
The student will be able to:



Explain the guidelines and rules of
various activities and the importance
of accepting constructive feedback
from teachers and peers.
Describe and demonstrate appropriate
verbal and nonverbal communication
skills designed to improve individual or
group performance.
Explain the importance of respecting
different points of view and identify
that there is more than one way to
solve or cope with challenges inherent
to physical activity.
Indicators for Success/ Opportunities for
Assessment
The student will define, describe, and demonstrate
sportsmanship as a component of a sport/activity to
include fair play and character.
The student will describe and demonstrate appropriate
etiquette particular to one or more activities.
The student will analyze the importance of rules and
safety procedures.
Understanding the Standard/Essential
Understanding
The intent of the standard is to direct students
toward self-discipline, peer motivation and
evaluation during physical activity. This can be
achieved by showing respect for the opinions and
abilities of peers.
This standard is to be explicitly instructed and
assessed as skills; not limited to being used as
behavioral expectations.
The student will identify positive and negative effects of
peer influence.
The student will describe and demonstrate verbal and
nonverbal communication skills during sport or activity
designed to improve individual or group performance.
The student will describe contribution of varying abilities
of peers in a sport or activity.
The student will describe the importance of valuing all
participants for their contributions, capabilities, and
uniqueness.
Assessments: performance rubric for application of
skills; cognitive assessment for skills and knowledge
Physical Education Grade 8
Demonstrate a Physically Active Lifestyle
Standard: 8.6 The student will demonstrate a physically active lifestyle, including activity within and outside of the physical education
Physical Education Curriculum Framework
Strand: Physically Active Lifestyle
Grade Level 8
Physical Education Grade 8
setting.
a. Participate regularly in health-enhancing and personally rewarding physical activities during unscheduled times.
Essential Knowledge and Skills
The student will be able to:

Define unscheduled times.

Participate in physical activity inside
and outside of school on a regular
basis.

Demonstrate knowledge of physical
activity benefits.
Indicators for Success/ Opportunities for
Assessment
The student will identify activities that are health
enhancing and personally rewarding.
The student will document physical activity
participation outside of school (times outside of
school and activity practice or game schedules).
Understanding the Standard/Essential
Understanding
The intent of the standard is to participate in and
understand the value of regular physical activity
in achieving and maintaining a healthy lifestyle
through analysis and evaluation.
The student will identify community sponsored
programs that are available as a resource for
individuals to find new types of physical activities.
The student will identify area public parks and
opportunities the parks provide for physical activity.
The student will identify opportunities to engage in
non-traditional athletic activities.
Assessments: informal assessment of activity log
(check local division policy on homework); student
plan for physical activity participation outside of
school; community assessment for places and
programs to engage in physical activity
Physical Education Grade 8
Demonstrate a Physically Active Lifestyle
Standard: 8.6 The student will demonstrate a physically active lifestyle, including activity within and outside of the physical education
setting.
b.
Analyze and evaluate personal behaviors that support or do not support a healthy lifestyle.
Essential Knowledge and Skills
The student will be able to:

Analyze and evaluate personal
behaviors that support or do not
support a healthy lifestyle.
Indicators for Success/ Opportunities for
Assessment
The student will identify effects of exercise on the
body: physiological and psychological responses
that occur during exercise.
The student will evaluate action plan
documentation for personal behaviors that
presented obstacles to achieving goals and how to
adapt the action plan to overcome them.
Understanding the Standard/Essential
Understanding
The intent of the standard is to participate in and
understand the value of regular physical activity
in achieving and maintaining a healthy lifestyle
through analysis and evaluation.
Energy balance may be defined as the balance
of caloric intake (consumption of foods) with
caloric expenditure (physical activity)
The student will define energy balance.
The student will describe effects of exercise on the
body and long-term benefits of regular participation
in physical activity.
The student will describe the importance of rules in
defining safe behavior during physical activities in
order to prevent injuries.
The student will evaluate and create safety
measures for one sport or activity.
Assessments: create and evaluate safety
measures for classroom use in small sided games;
knowledge assessment of concepts
Physical Education Grade 8
Physical Education Grade 8