Grade 8 PE Michigan Standards

Demonstrates competency in a variety of motor skills and movement patterns.

Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.:

Exhibits responsible personal and social behavior that respects self and others.:

Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.:

Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.:

Dance and rhythms: Exhibits command of rhythm and timing by creating a movement sequence to music as an individual or in a group.

Shooting on goal: Shoots on goal with a long-handled implement for power and accuracy in modified invasion games such as hockey (floor, field, or ice) or lacrosse.

Defensive Skills: Drop-steps in the direction of the pass during player-to-player defense.

Games and sports. Net/Wall Games Serving: 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.

Striking: Strikes with a mature overhand pattern in a modified game for net/wall games such as volleyball, handball, badminton, or tennis.

Forehand and backhand: Demonstrates the mature form of forehand and backhand strokes with a short- or longhandled implement with power and accuracy in net games, such as pickleball, tennis, badminton, or paddleball.

Weight Transfer: Transfers weight with correct timing using low-to-high striking pattern with a longhandled implement on the backhand side.

Volley: Forehand and backhand volleys with a mature form and control using a short-handled implement during modified game play.

Two handed volley: Two-hand-volleys with control in a small-sided game.

Games and sports. Target Games: Performs consistently (70% of the time) a mature underhand pattern with accuracy and control for 1 target game such as bowling or bocce.

Striking: Strikes with an implement, a stationary object for accuracy and power in such activities as croquet, shuffleboard, or golf.

Games & sports. Invasion and field games – Throwing: Throws with a mature pattern for distance or power appropriate to the activity during smallsided game play.

Games and Sports. Fielding/striking games –Striking: Strikes a pitched ball with an implement for power to open space in a variety of smallsided games. (

Catching: Catches, using an implement, from different trajectories and speeds in a dynamic environment or modified game play.

Outdoor pursuits: Demonstrates correct technique for basic skills in 2 self-selected outdoor activities.

Individual-performance activities: Demonstrates correct technique for basic skills in at least 2 self-selected individualperformance activities.

: Apply knowledge of critical elements of safe water entry and exit in controlled settings.

: Apply knowledge of critical elements of aquatic skills: front crawl, backstroke, breaststroke, and treading in controlled settings.

: Apply knowledge of critical elements of assisting a distressed swimmer in controlled settings.

Catching: Catches using an implement in a dynamic environment or modified game play.

Games & sports. Invasion games – Passing and Receiving: Passes and receives with an implement in combination with locomotor patterns of running and change of direction, speed and/or level with competency in modified invasion games such as lacrosse or hockey (floor, field, ice).

Passing and Receiving: Throws a lead pass to a moving partner off a dribble or pass.

Offensive skills: Executes at least 2 of the following to create open space during modified game play: pivots, fakes, jab steps, screens.

Offensive skills: Executes the following offensive skills during small-sided game play: pivot, give and go, and fakes.

Dribbling/Ball Control: Dribbles with dominant and non-dominant hands using a change of speed and direction in small-sided game play.

Dribbling/Ball Control: Foot-dribbles or dribbles with an implement with control, changing speed and direction during small-sided game play.

Games and Sports. Invasion Games Creating space with movement: Opens and closes space during small-sided game play by combining locomotor movements with movement concepts.

Games and sports. Fielding and Striking games- Offensive strategies: Identifies sacrifice situations and attempt to advance a teammate.

Reducing space: Reduces open spaces in the field by working with teammates to maximize coverage.

Individual-performance activities, dance and rhythms- Movement concepts: Describes and applies mechanical advantage(s) for a variety of movement patterns.

Outdoor Pursuits -Movement concepts: Implements safe protocols in self-selected outdoor activities.

Creating space with offensive tactics: Executes at least 3 of the following offensive tactics to create an open space: moves to create open space on and off the ball; uses a variety of passes, fakes, and pathways; give and go.

Creating space using width and length: Creates open space by staying spread on offense, cutting and passing quickly, and using fakes off the ball.

Games and Sports. Invasion Games-Reducing space by changing size and shape: Reduces open space on defense by staying on the goal side of the offensive player and reducing the distance to him/her (third-party perspective).

Reducing space using denial: Reduces open space by not allowing the catch (denial) and anticipating the speed of the object or person for the purpose of interception or deflection.

Transitions: Transitions from offense to defense or defense to offense by recovering quickly, communicating with teammates, and capitalizing on an advantage.

Games and Sports. Net/Wall games - Creating Space through variation: Creates open space in net/wall games with either a long- or short-handled implement by varying force or direction or by moving opponent side to side and/or forward and back.

Using tactics and shots: Varies placement, force, and timing of return to prevent anticipation by opponent.

Games and Sports. Target games -Shot selection: Varies the speed, force, and trajectory of the shot based on location of the object in relation to the target.

Physical activity knowledge: Identifies the 5 components of health-related fitness (muscular strength, muscular endurance, flexibility, cardiorespiratory endurance, body composition) and explains the connections between fitness and overall physical and mental health.

Fitness knowledge: Describe the role of flexibility in injury prevention.

Fitness knowledge: Uses the overload principle (FITT formula) in preparing a personal workout.

Fitness knowledge: Designs and implements a warm-up/cooldown regimen for a self-selected physical activity.

Fitness knowledge: Defines how RPE Scale can be used to adjust workout intensity during physical activity.

Fitness knowledge: Explains how body systems interact with one another (e.g. blood transports nutrients from the digestive system, oxygen from the respiratory system) during physical activity.

Assessment and program planning: Designs and implements a program of remediation for 3 areas of weakness based on the results of health-related fitness assessment.

Assessment and program planning: Designs and implements a program to improve levels of health-related fitness and nutrition.

Nutrition: Describes the relationship between poor nutrition and health risk factors.

Stress Management: Demonstrates basic movements used in other stress-reducing activities, such as yoga and tai chi.

Engages in physical activity: Participates in a physical activity 3 times a week outside of physical education class.

Engages in physical activity: Participates in a variety of self-selected aerobic-fitness activities outside of school such as walking, jogging, biking, skating, dancing, and swimming.

Engages in physical activity: Plans and implements a program of crosstraining to include aerobic, strength and endurance, and flexibility training.

Engages in physical activity: Participates in a self-selected lifetime sport, dance, aquatic, or outdoor activities outside of the school day.

Fitness knowledge: Participates in moderate to vigorous aerobic and/or muscle- and bone-strengthening physical activity for at least 60 minutes per day at least 5 times per week.

Fitness knowledge: Compares and contrasts health-related fitness components.

Fitness knowledge: Uses available technology to self-monitor quantity of exercise needed for a minimal health standard and/or optimal functioning based on current fitness level.

Fitness knowledge: Employs a variety of appropriate staticstretching techniques for all major muscle groups.

Personal responsibility: Accepts responsibility for improving one’s own levels of physical activity and fitness.

Personal responsibility: Uses effective self-monitoring skills to incorporate opportunities for physical activity in and outside of school.

Accepting feedback: Provides encouragement and feedback to peers without prompting from the teacher.

Working with others: Responds appropriately to participants’ ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts.

Working with others: Cooperates with multiple classmates on problem-solving initiatives, including adventure activities, large-group initiatives, and game-play.

Rules and etiquette: Applies rules and etiquette by acting as an official for modified physical activities and games and creating dance routines within a given set of parameters.

Safety: Independently uses physical activity and fitness equipment appropriately, and identifies specific safety concerns associated with the activity.

Health: Identifies the 5 components of health-related fitness (muscular strength, muscular endurance, flexibility, cardiorespiratory endurance, and body composition) and explains the connections between fitness and overall physical and mental health.

Health: Analyzes the empowering consequences of being physically active.

Challenge: Develops a plan of action and makes appropriate decisions based on that plan when faced with an individual challenge.

Self-expression and enjoyment: Discusses how enjoyment could be increased in self-selected physical activities.

Self-expression and enjoyment: Identifies and participates in an enjoyable activity that prompts individual selfexpression.

Social interaction: Demonstrates respect for self by asking for help and helping others in various physical activities.