2020 Colorado Academic Standards Online
Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.
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clear Content Area: Physical Education // Grade Level: Sixth Grade // Standard Category: All Standards Categories
clear Content Area: Physical Education // Grade Level: Seventh Grade // Standard Category: All Standards Categories
clear Content Area: Physical Education // Grade Level: Eighth Grade // Standard Category: All Standards Categories
Physical Education
Sixth Grade, Standard 1. Movement Competence and Understanding
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Prepared Graduates:
- 1. Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Grade Level Expectation:
1. Demonstrate beginning skills for a variety of activities, games, and sports.
Evidence Outcomes:
Students Can:
- Volley an object repeatedly with a partner.
- Strike a ball continually against a wall and with a partner, using a paddle for the forehand stroke and backhand stroke.
- Strike an object consistently, using a body part and an implement so that the object travels in the intended direction at the desired height.
- Dribble and pass a ball to a partner while being guarded.
- Throw an object accurately and with applied force, using the underhand, overhand, and sidearm movement (throw) patterns.
- Combine relationships, levels, speed, direction, and pathways in complex individual and group physical activities.
- Combine motor skills to play a lead-up or modified game.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Participate successfully in a variety of activities, games, and sports. (Entrepreneurial Skills: Informed Risk Taking)
- Create a game that utilizes levels, speeds, directions, and pathways. (Entrepreneurial Skills: Creativity/Innovation)
Inquiry Questions:
- Why are speed and accuracy important?
- Why is it important to learn fundamental skills before advanced skills?
- Which is more important to master first, accuracy or speed? Why?
- How does one increase accuracy in a skill?
- What are some sports that require more skill and strategy than others?
Components of a Physically Literate Individual:
- Individuals who learn to move safely, effectively and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
- A strong foundation in physical education prepares an individual for a lifetime of successful participation in physical activity.
- Activities, games, and sports require a variety of skills and strategies to be successful.
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Prepared Graduates:
- 1. Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Grade Level Expectation:
2. Participate in activities that require problem-solving, cooperation, and team-building.
Evidence Outcomes:
Students Can:
- Participate in initiative and cooperative activities.
- Cooperate with a small group of classmates during activities, game play or team-building activities.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Participate in team-building activities to enhance group cohesion. (Civic/Interpersonal Skills: Collaboration/Teamwork)
- Utilize problem-solving skills to overcome a physical challenge at home such as moving furniture safely without damage. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
- Cooperate in a variety of physical tasks at home such as painting a house. (Civic/Interpersonal Skills: Collaboration/Teamwork)
Inquiry Questions:
- What activities require problem-solving, cooperation, and team-building? Why?
- Is cooperation or competition more important? Why?
- Is it more important to learn to compete first, or learn to cooperate first? Can one aid the other?
- Why is team-building important?
Components of a Physically Literate Individual:
- Individuals who learn to move safely, effectively and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
- Physical education settings provide a problem-solving arena, with the problem able to be increased or decreased by changing a number of factors such as the number of participants, level of competition, and number of rules for activity.
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Prepared Graduates:
- 2. Apply movement concepts, principles, strategies, and tactics to learning and performing physical activities.
Grade Level Expectation:
3. Demonstrate beginning strategies for a variety of activities, games, or sports.
Evidence Outcomes:
Students Can:
- Use basic understanding of the knowledge of strategies in activity settings such as moving to open space to receive a pass or intercept an object.
- Analyze and correct errors in movement patterns, and provide and use feedback from a peer or instruction technology.
- Develop a cooperative movement game that uses locomotor skills, object manipulation, and an offensive strategy, and teach the game to another person.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Teach family members how to play a game that uses locomotor skills. (Civic/Interpersonal Skills: Communication)
- Utilize the internet to study strategies of activities, games, or sports. (Civic/Interpersonal Skills: Communication)
Inquiry Questions:
- How can aspects of movement contribute to the successful outcomes of physical activity?
- When would the use of video feedback be more useful for learning a skill than feedback from a peer or teacher?
- What strategies could one use to improve performance?
- What strategies works best for you in improving performance? Why?
Components of a Physically Literate Individual:
- Knowing and understanding concepts of movement and skill mechanics improve performance in a specific skill, and provide the foundation for transfer of skills in a variety of sports and activities.
- Technology can be used as a tool to improve physical performance. For example, pulse monitors maximize performance.
- The implementation of strategies is beneficial for all players to be successful in game situations.
Physical Education
Sixth Grade, Standard 2. Physical and Personal Wellness
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Prepared Graduates:
- 3. Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade Level Expectation:
1. Understand and apply basic principles of training to improving physical fitness.
Evidence Outcomes:
Students Can:
- Correctly differentiate the body's response to physical activities of various exercise intensities.
- Record and analyze food consumption for one day, and make a plan to replace foods with healthier choices.
- Explain why dehydration impairs temperature regulation and physical and mental performance.
- Determine an appropriate cardiovascular training zone.
- Perform flexibility exercises that will stretch particular muscles area for given physical activities.
- Identify, select, and participate in activities designed to improve self-diagnosed areas for improvement in health-related fitness components.
- Engage in moderate to vigorous physical activity at the target heart rate for a minimum of 60 minutes per day.
- Accurately identify activities that are aerobic and anaerobic.
- Determine the intensity of personal physical activity using the concept of perceived exertion.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Create and implement a fitness plan that reflects current best practices about fitness. (Entrepreneurial Skills: Creativity/Innovation)
- Utilize a heart rate monitor such as a clock or watch to measure intensity of activity and determine whether or not the intensity of their activity is appropriate. (Personal Skills: Self-Awareness)
- Participate safely in a training program. For example, parents sign up their children for YMCA or community center classes. (Civic/Interpersonal Skills: Civic Engagement)
- Create a graph, plotting resting and exercise heart rates over an established period of time. (Entrepreneurial Skills: Inquiry/Analysis)
- Communicate with family members on ways they can become more physically active together. (Civic/Interpersonal Skills: Communication)
Inquiry Questions:
- Which are more important, short-term goals or long-term goals? Why?
- What are all of the different ways that one can determine the intensity of an activity?
- How are your physical activity habits similar to or different from the other members of your family? Why are they similar or different? Who in your family benefits the most from their activities?
- What would a comprehensive, one-month fitness calendar include? How would this calendar change depending on the weather and available equipment?
Components of a Physically Literate Individual:
- Knowledge of training principles is critical for developing an effective health-related fitness plan.
- Physical activity has health and fitness benefits for all ages.
- Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.
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Prepared Graduates:
- 3. Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade Level Expectation:
2. Recognize how health-related and skill-related fitness components contribute to a health-enhancing lifestyle that embraces physical fitness.
Evidence Outcomes:
Students Can:
- Monitor the intensity of one's heart rate during physical activity.
- Identify target heart rate.
- Explain how the six skill-related fitness components (agility, balance, eye-hand coordination, power, speed, reaction time) affect ability to enhance participation in activities.
- Distinguish between health-related and skill-related fitness.
- Identify activities that utilize enhanced skill-related components of fitness.
- Compare results of fitness testing with research-based standards for self-improvement.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Self-assess fitness levels in order to make and implement a personal wellness plan. (Personal Skills: Self-Awareness)
- Utilize a heart rate monitor to keep activity within the recommended intensity level. (Personal Skills: Perseverance/Resilience)
- Compare the heart rates of family members during physical activities. (Entrepreneurial Skills: Inquiry/Analysis)
- Self-assess fitness levels in order to set short term and long-term goals. (Personal Skills: Initiative/Self-Direction)
Inquiry Questions:
- Why can a peer of the same age and same size have a completely different pace during a cardiovascular activity?
- Why is the concept of pace so important during both aerobic and anaerobic activities?
- If you wanted to improve your cardiovascular endurance, what would your training look like?
- What is your optimum heart rate for improving your cardiovascular endurance? How can you check and monitor this?
- In which skill-related fitness component are you the strongest? How can you continue to improve in this component? How can you improve in other components?
Components of a Physically Literate Individual:
- Cardio-respiratory endurance is extremely important for the prevention of heart disease.
- Health-enhancing lifestyles require basic knowledge and an understanding of skill-related and health-related components.
- Combinations of skill-related components and health-related components are needed to participate in a variety of physical activities.
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Prepared Graduates:
- 4. Participate in and understand the benefits of regular physical activity.
Grade Level Expectation:
3. Identify opportunities in school and in the community for regular participation in physical activity to enhance physical fitness.
Evidence Outcomes:
Students Can:
- Set age-appropriate fitness goals.
- Strive to attain fitness goals through participation in physical activity of individual choosing.
- Identify where individuals can engage in regular physical activity to meet their personal fitness goals.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Establish physical activity goals relevant to a selected component of fitness such as deciding how many push-ups to do once a week. (Personal Skills: Perseverance/Resilience)
- Utilize technology to document and record progress toward fitness goals such as tracking progress with a computer or keeping a journal. (Entrepreneurial Skills: Inquiry/Analysis)
- Recognize that there are physical activities available to people of all ages in their community. (Civic/Interpersonal Skills: Collaboration/Teamwork)
- Distinguish opportunities in school and at home that enhance physical activity and fitness. (Personal Skills: Initiative/Self-Direction)
Inquiry Questions:
- Why should people of different ages have different fitness goals?
- How does an individual demonstrate taking responsibility for his or her own physical fitness?
- What muscular strength and endurance invention has made the most impact on people's fitness?
- What five muscular strength and endurance activities would you do to become physically fit? Would your choices stay the same in order to maintain your fitness level?
Components of a Physically Literate Individual:
- An individual's success in and enjoyment of physical activity choices are affected by changes in geographical and community setting, lifestyles, friends, and age.
- Living a healthy lifestyle contributes to a positive self-awareness, fewer illnesses, and more opportunities to be active.
- Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.
Physical Education
Sixth Grade, Standard 3. Social Emotional Wellness
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Prepared Graduates:
- 5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Grade Level Expectation:
1. Recognize diverse skill performance in self and in others and how diversity affects activities, games, and sport participation.
Evidence Outcomes:
Students Can:
- Evaluate individual responsibility in group efforts.
- Accept differences among classmates in physical development, maturation and varying skill levels.
- Participate in activities that address diversity with individuals of various skill levels.
- Exhibit responsible social behavior by cooperating with classmates, demonstrating inclusive behaviors.
- Acknowledge and accommodate individual differences in others' physical abilities in small-group activities.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Collaborate with others from a variety of cultural backgrounds in community sports leagues. (Civic/Interpersonal Skills: Global/Cultural Awareness)
- Acknowledge that others have different levels of skills and physical abilities. (Personal Skills: Adaptability/Flexibility)
Inquiry Questions:
- Why might it be difficult to be the smallest person in class? The largest?
- What variety of modifications could be made in a game of basketball, volleyball, or other game to include others of beginning to advanced skills on the same team?
- Why is it important to encourage participation in physical activities regardless of skill level?
- What are ways to include others who are physically unable to participate due to a disability?
Components of a Physically Literate Individual:
- Physical activity experiences are enriched by the diversity of the participants.
- Individuals of different physical skill levels can make a contribution to a group activity.
- All participants in a group activity can make a contribution and have responsibilities.
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Prepared Graduates:
- 5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Grade Level Expectation:
2. Choose to participate cooperatively and productively in group and individual physical activities.
Evidence Outcomes:
Students Can:
- Help others with physical activity challenges.
- Contribute ideas and listen to the ideas of others in cooperative problem solving activities.
- Officiate an activity, game, or sport.
- Demonstrate conflict resolution behavior in socially appropriate ways.
- Demonstrate cooperation skills by establishing rules and guidelines for resolving conflicts.
- Problem-solve with a small group of classmates during adventure activities, game play or team-building activities.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Solve problems or help to negotiate a conflict among friends. (Entrepreneurial: Critical Thinking/Problem Solving)
- Interact with people such as officials, teachers, and coaches who are in leadership roles in a sport or game setting. (Civic/Interpersonal: Communication)
Inquiry Questions:
- How might one interact with a friend who dominates the discussion in a cooperative problem-solving activity?
- What are ways to include others who are physically unable to participate due to an injury?
- Does your view of talking to officials change when you are an official yourself?
- Why is resolving conflicts more important than winning a game?
Components of a Physically Literate Individual:
- Successful participation in physical activity requires communication and cooperation.
- Individuals with different opinions and physical skill levels can participate and contribute to activities.
Physical Education
Sixth Grade, Standard 4. Prevention and Risk Management
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Prepared Graduates:
- 6. Apply personal safety knowledge and skills to prevent and treat injury.
Grade Level Expectation:
1. Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury.
Evidence Outcomes:
Students Can:
- Identify proper safety equipment for various physical activities.
- Describe and demonstrate the correct form to push, pull, and lift heavy objects.
- Identify appropriate footwear and sport-related gear/clothing for safe participation in various activities.
- Create a list or poster that describes safety rules while participating in physical activities, with or without the help of an instructor.
- List the benefits and risks of following and not following safety rules associated with physical activity.
- Use physical activity and fitness equipment appropriately and safely, with the teacher’s guidance.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Prevent lower-back injuries by lifting heavy objects using proper form. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
- Select proper footwear at a store for when they participate in physical activity. For example, they might buy basketball shoes versus cleats. (Personal Skills: Personal Responsibility)
- Utilize technology to create a poster about safety. (Civic/Interpersonal Skills: Communication)
- Assess the equipment in a sporting good store and determine its safety benefits. (Entrepreneurial Skills: Inquiry/Analysis)
- Research safety rules for a sport on the internet. (Personal Skills: Initiative/Self-Direction)
Inquiry Questions:
- What is a possible risk of not following rules?
- When and for which activities should helmets be mandatory, and when should they be optional?
- How should people lift heavy objects?
- What would be your number-one safety rule? Why?
- Why do football players need to wear a lot of protective gear, and basketball players don't?
Components of a Physically Literate Individual:
- Injuries can be prevented through the use of proper movement technique.
- Clothing and footwear are important considerations for safe participation in physical activity.
Physical Education
Seventh Grade, Standard 1. Movement Competence and Understanding
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Prepared Graduates:
- 1. Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Grade Level Expectation:
1. Combine the critical elements of movement and skills concepts.
Evidence Outcomes:
Students Can:
- Design and perform movement sequences that combine traveling, balancing, and weight transfer into smooth, flowing sequences with changes in direction, speed, and flow.
- Cooperate with another student to create, develop, and refine movement routines based on a theme.
- Create a game, movement, dance, or sport with a group.
- Identify and describe key elements in the mature performance of overhand, sidearm, and underhand throwing, catching; kicking and punting; striking; trapping; dribbling (hand and foot); and volleying.
- Analyze movement patterns, and correct errors.
- Use principles from motor learning to establish, monitor, and meet goals for motor skill development.
- Compare and contrast the effectiveness of practicing skills as a whole and practicing skills in smaller parts.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Identify the key elements used to perform movement patterns. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
- Compare movement patterns of a sport with the movement patterns of everyday life. (Entrepreneurial Skills: Inquiry/Analysis)
Inquiry Questions:
- Why do some physical activities require more complex movements than others?
- How does one determine what the goal is when creating a game, movement, dance, or sport with a group?
- What are some activities and sports in which balance and body rotation are integral for success?
- When would it be most effective to learn a skill in parts?
Components of a Physically Literate Individual:
- There are similarities in movements and skill mechanics between different sports or activities.
- Individuals who learn to move safely, effectively, efficiently, and who feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
- The knowledge and understanding of concepts of movement and skill mechanics improve performance in a specific skill, and provide the foundation for transfer of skills in a variety of sports and activities.
- Knowledge of critical elements for a variety of skills encourages connections and application of those elements when learning a new sport or activity.
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Prepared Graduates:
- 2. Apply movement concepts, principles, strategies, and tactics to learning and performing physical activities.
Grade Level Expectation:
2. Demonstrate beginning offensive and defensive strategies for individual and team physical activities and sports.
Evidence Outcomes:
Students Can:
- Diagram and demonstrate basic offensive and defensive strategies for individual and dual physical activities.
- 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.
- Reduce open space by using locomotor movements in combination with movement concepts.
- Reduce open space on defense by staying close to the opponent as he/she nears the goal.
- Use a variety of passes, pivots and fakes; give and go to create open space.
- Select an effective defensive play based on the situation.
- Transition from offense to defense or defense to offense quickly.
- Create open space in net or wall games by varying force and directions and by moving opponent from side to side.
- Select an offensive shot based on an opponent’s location.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Understand how to modify or create a game/activity and adjust strategies as needed. (Personal Skills: Adaptability/Flexibility)
- Apply and adapt offensive and defensive strategies to real-life physical activities and sports. (Entrepreneurial Skills: Inquiry/Analysis)
- Transfer knowledge of offensive and defensive strategies between a variety of physical activities and sports. (Entrepreneurial Skills: Creativity/Innovation)
Inquiry Questions:
- Why is it important to use a variety of offensive strategies in individual and/or team physical activities and sports?
- Why is it important to use a variety of defensive strategies in individual and/or team physical activities and sports?
- Explain the benefits of creating open space.
- Rationalize the importance of being able to transition quickly.
- How does knowing an opponent’s positioning influence offensive or defensive strategy?
Components of a Physically Literate Individual:
- Individuals who have an understanding of basic offensive and defensive strategies and can apply them in different physical activities and sport settings effectively, will more likely experience success and will want to continue to participate in physical activities or sports for a lifetime.
- Knowing different offensive and defensive strategies and the benefits of each one, can contribute to making a more decisive, competent, and confident decision in real-life game play situations.
Physical Education
Seventh Grade, Standard 2. Physical and Personal Wellness
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Prepared Graduates:
- 3. Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade Level Expectation:
1. Understand and apply principles of physical fitness to create a personal fitness plan and set personal physical fitness goals.
Evidence Outcomes:
Students Can:
- Explain the principles of physical fitness (S.P.O.R.T.); Specificity, progression, overload, reversibility, and tedium.
- Incorporate the F.I.T.T. Principle into a fitness plan.
- Create an individual physical activity portfolio.
- Identify elements that comprise an age-appropriate fitness plan, according to an individual's age, level of fitness and goals.
- Identify and incorporate self-selected activities that are enjoyable into one’s personal fitness plan.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Utilize technology/apps to record and monitor their portfolio and fitness goals. (Entrepreneurial Skills: Inquiry/Analysis)
- Utilize the internet to find activities that will help them reach and maintain their fitness goals. (Personal Skills: Perseverance/Resilience)
Inquiry Questions:
- What are the benefits of having a personalized fitness plan?
- Why is it important to find lifetime activities that you enjoy doing on a regular basis?
- How can a SMART Goal and the F.I.T.T. principle coincide to make a successful fitness plan?
Components of a Physically Literate Individual:
- Setting fitness goals is a critical component to maintaining a healthy lifestyle.
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Prepared Graduates:
- 3. Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade Level Expectation:
2. Demonstrates fitness knowledge and skills that maintain a health-enhancing lifestyle, while actively engaging in the participation of lifetime physical activities.
Evidence Outcomes:
Students Can:
- Maintain involvement in a physical activity, twice a week, outside physical education class.
- Engage in a variety of strength and endurance fitness activities.
- Participate in a variety of lifetime dual and individual sports, martial arts, or aquatic activities.
- Identify moderate to vigorous muscle and bone strengthening physical activities.
- Develop and describe short-term and long-term fitness goals as they relate to improving health-related or skill-related components.
- Design a warm-up and cool-down regime for a self-selected physical activity.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Identify barriers related to maintaining a physically active lifestyle and seek solutions for eliminating those barriers. (Entrepreneurial: Critical Thinking/Problem Solving)
Inquiry Questions:
- What is the difference between dynamic and static stretches?
- How does exercise and nutrition affect weight management?
- Why is overall physical fitness separated into two different categories (health vs. skill)?
Components of a Physically Literate Individual:
- By demonstrating competency in fitness knowledge and skills, one will feel confident and competent in engaging in a variety of lifetime physical activities of his or her choosing.
- Demonstrating the ability to properly warm-up and cool-down will minimize the risk of injury.
Physical Education
Seventh Grade, Standard 3. Social Emotional Wellness
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Prepared Graduates:
- 5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Grade Level Expectation:
1. Demonstrate inclusiveness in and out of classroom settings.
Evidence Outcomes:
Students Can:
- Seek out participation with, and show respect for, a peer with varying skill ability in a variety of physical activities.
- Participate in group cooperation games and adventure activities to encourage team-building and fun.
- Make suggestions to the instructor on how to modify a game to allow all members with varying skill abilities to participate.
- Recognize the role of physical activity in getting to know and understand others of similar and different backgrounds.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Recognize and utilize the talents of others when solving a problem. (Civic/Interpersonal: Collaboration/Teamwork)
- Recognize that others of varying physical skill levels can contribute to a group activity. (Civic/Interpersonal: Collaboration/Teamwork)
- Appreciate that physical activities can be useful tools for getting to know other people. For example, community sports leagues are used for social networking. (Civic/Interpersonal: Civic Engagement)
Inquiry Questions:
- Are some physical activities better for getting people to interact with each other? Which ones?
- What is the value of team-building activities? How can what is learned in team-building activities be applied to other settings?
- How could schools support a physically active environment outside of physical education classes?
- Why is it important to learn to cooperate with many types of individuals from diverse backgrounds?
- When would an individual participate in a cooperative activity outside of physical education?
Components of a Physically Literate Individual:
- Physical activities are for people of all abilities.
- Responsible participants demonstrate positive and appropriate interpersonal skills while participating in physical activity.
Physical Education
Seventh Grade, Standard 4. Prevention and Risk Management
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Prepared Graduates:
- 6. Apply personal safety knowledge and skills to prevent and treat injury.
Grade Level Expectation:
1. Understand and utilize safe and appropriate warm-up, pacing, and cool-down techniques for injury prevention and safe participation.
Evidence Outcomes:
Students Can:
- Describe proper warm-up and cool-down procedures for a chosen activity (e.g., create a report, bulletin board, or poster).
- Identify proper warm-up and cool-down techniques.
- Explain that warm-up and cool-down activities prepare the body for physical activity and help to prevent injuries.
- Identify safety rules for the activity and area being used.
- Independently use physical activity and exercise equipment appropriately and safely.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Communicate with family members about how to participate safely in a physical activity. (Civic/Interpersonal: Communication)
- Demonstrate proper warm-up and cool-down techniques at home. (Personal: Personal Responsibility)
- Practice warming up when participating in a variety of physical activities. (Personal: Initiative/Self-Direction)
Inquiry Questions:
- Does the time of year matter when cooling down after exercising?
- Which warm-up activities are the most effective in preparing the body for movement?
- Why is it important to be able to identify safety rules on your own?
- Do different sports require more or less warming up than other sports?
Components of a Physically Literate Individual:
- Safe participation in physical activity requires an individual to manage risks.
- Warm-up and cool-down activities are important for safe participation in physical activity.
Physical Education
Eighth Grade, Standard 1. Movement Competence and Understanding
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Prepared Graduates:
- 1. Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Grade Level Expectation:
1. Demonstrate competency in a variety of motor skills and movement patterns.
Evidence Outcomes:
Students Can:
- Use a variety of motor skill patterns to create a movement sequence.
- Create and perform a timed routine using rotational, balancing, and supporting skills.
- Create, develop, and refine movement sequence based on self-generated themes and self-selected music.
- Integrate information from other subject matter into a movement activity or routine.
- Identify the characteristics of a highly skilled performance for the purpose of improving one's own performance.
- Analyze motor skills and movement patterns through a variety of skill assessments.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Engage in activities such as social dances that require the integration of skills and knowledge in their social life. (Entrepreneurial Skills: Informed Risk Taking)
- Recognize that the principles of locomotion provide the basics for new skill acquisition. (Personal Skills: Perseverance/Resilience)
- Select activities and sports in which they choose to participate as their interests change over their lifetime. (Personal Skills: Initiative/Self-Direction)
Inquiry Questions:
- Which sport would be easiest or hardest to integrate into a movement routine, and why?
- What are activities and sports in which balance and body rotation are integral for success?
- Under which conditions could the transfer of skills be detrimental?
- How can skill assessments be used to help analyze motor skills and movement patterns?
Components of a Physically Literate Individual:
- Individuals who learn to move safely, effectively, and efficiently and who feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
- Knowing and understanding concepts of movement and skill mechanics can improve performance in a specific skill, and provide the foundation for transfer of skills in a variety of sports and activities.
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Prepared Graduates:
- 2. Apply movement concepts, principles, strategies, and tactics to learning and performing physical activities.
Grade Level Expectation:
2. Understand and apply game strategies to physical activities and sports.
Evidence Outcomes:
Students Can:
- Diagram and demonstrate basic offensive, defensive skills and strategies in games and sports.
- Apply locomotor, non-locomotor, and manipulative skills to games and sports.
- Diagram, explain, and justify offensive and defensive strategies in net/wall, target, invasion, and fielding/run scoring games.
- Develop and teach a game that incorporates designated offensive and defensive space, a penalty system, and a scoring system.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Apply game strategies while participating in a wide range of sports and games in community-organized sports leagues. (Civic/Interpersonal Skills: Civic Engagement)
- Implement effective offensive, defensive, and cooperative strategies to be successful in game situations. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
- Recognize that game strategy can increase enjoyment and participation in a range of activities. (Civic/Interpersonal Skills: Character)
Inquiry Questions:
- Is it better to have a strong offense or a strong defense? Why?
- As a defense, how does one decide where to force the offense to move with the ball in an invasion game? How does one decide (group decision-making), why does one decide (reading game strategy), and what does one decide (making game strategy)?
- To what extent does strategy influence performance in competitive games and activities?
- What would a game without a scoring system look like?
Components of a Physically Literate Individual:
- Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
- A strong foundation in physical education prepares an individual for a lifetime of physical activity.
Physical Education
Eighth Grade, Standard 2. Physical and Personal Wellness
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Prepared Graduates:
- 3. Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade Level Expectation:
1. Identify areas for growth and design personal goals utilizing assessment and program planning concepts.
Evidence Outcomes:
Students Can:
- Plan and implement an extended personal physical fitness plan in collaboration with an instructor utilizing assessment data.
- Design and implement a program of remediation for three areas of weakness based on the results of health-related fitness assessments.
- Design and implement a program to improve levels of health-related fitness.
- Maintain a physical activity for at least two weeks and reflect on activity levels as documented in the log.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Identify sports or professions that utilize assessment data to improve an athlete's performance. (Entrepreneurial Skills: Inquiry/Analysis)
- Utilize technology such as computer spreadsheets to record activity goals, and monitor progress toward those goals. (Personal Skills: Perseverance/Resilience)
Inquiry Questions:
- What are the benefits to analyzing an individual's fitness assessment data?
- Why are fitness plans not "one size fits all"?
- Why is it important for an individual to identify areas of growth?
Components of a Physically Literate Individual:
- Being able to use fitness assessment data allows for individuals to set realistic goals.
- Fitness assessment data can be used to determine areas of growth for an individual.
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Prepared Graduates:
- 4. Participate in and understand the benefits of regular physical activity.
Grade Level Expectation:
2. Identify preferences for lifetime physical activity.
Evidence Outcomes:
Students Can:
- Participate in a variety of recreational activities appropriate to a geographical area.
- Match personal preferences in physical activities with each of the five components of health-related physical fitness (body composition, cardiovascular endurance, flexibility, muscular endurance, and muscular strength).
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Choose physical activities that are appropriate for a home environment, such as stretching or jogging. (Personal Skills: Self-Awareness)
- Utilize the internet to learn about the health benefits of physical activities appropriate to their area such as mountain biking, rock climbing, skiing, or hiking. (Civic/Interpersonal Skills: Civic Engagement)
Inquiry Questions:
- What recreational activities do you and your family participate in weekly, and where do you go to participate?
- What is your favorite adventure sport?
Components of a Physically Literate Individual:
- Physical activity choices have a positive effect on the individual's overall health.
- Being aware of personal strengths, individual needs, and specific health risks is essential for safely starting a new physical activity.
- A variety of physical activities can be performed in any geographical area.
Physical Education
Eighth Grade, Standard 3. Social Emotional Wellness
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Prepared Graduates:
- 5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Grade Level Expectation:
1. Recognize diverse skill performance in self and in others and how diversity affects activities, games, and sport participation.
Evidence Outcomes:
Students Can:
- Acknowledge the performance of others, regardless of the outcome.
- Participate with others in all types of physical activity, regardless of their race or ethnicity, gender, or culture.
- Practice conflict management and listening skills in a competitive atmosphere.
- Respond appropriately to participants’ ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Appreciate the diversity of physical activity experiences in the broader community such as visiting a park and seeing the variety of people engaged in physical activities. (Civic/Interpersonal Skills: Global/Cultural Awareness)
Inquiry Questions:
- Why do some attendees at sporting events behave so badly?
- What constitutes healthy competition?
- What might one do if someone were being bullied because he or she showed poor physical fitness skills?
- If peer pressure were nonexistent, how would you determine your choices of physical activity?
- How might one peacefully resolve a dispute between friends? Between people who are not friends?
Components of a Physically Literate Individual:
- Physical education can help individuals from different backgrounds to work together successfully.
- Developing self-esteem, resiliency, tolerance, and coping skills support social and emotional health.
- In order for all participants and spectators to experience the maximum benefit from games and sports, everyone must demonstrate knowledge and commitment to sportsmanship, rules, and safety guidelines.
Physical Education
Eighth Grade, Standard 4. Prevention and Risk Management
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Prepared Graduates:
- 6. Apply personal safety knowledge and skills to prevent and treat injury.
Grade Level Expectation:
1. Apply rules, procedures, and safe practices to create a safe school environment with no reinforcement.
Evidence Outcomes:
Students Can:
- Maintain safety within personal space while using physical activity and fitness equipment.
- Follow safety rules in the gymnasium and in other physical activity settings.
- Make appropriate decisions to ensure the safety of self and others during outdoor activities.
- Independently use fitness equipment appropriately.
- Identify specific safety issues associated with all physical activities.
- Identify and demonstrate best practices for safe participation in all physical activities.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Identify good and bad safety practices while watching a sports/fitness video. (Entrepreneurial Skills: Inquiry/Analysis)
- Demonstrate proper/safe usage of fitness equipment. (Personal Skills: Personal Responsibility)
Inquiry Questions:
- Why don’t you want to be outdoors when lightning is in the area?
- Why is it important to check the integrity of equipment on a regular basis?
- How does quality equipment effect a safe school environment?
Components of a Physically Literate Individual:
- Understanding and applying knowledge of safety will help prevent injuries and make physical activities more enjoyable for all involved.
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us