7th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(IG) Cluster: Invasion Games

PED-07.S1.IG.01 Throws with a mature pattern for distance or power appropriate to the activity in a dynamic environment.

• Consistently and accurately throws to a moving target.
• Consistently throws with proper form.

• throws with proper form at a moving target.
• opposite foot forward.
• hold ball at ear level.
• proper stance.
• follow through arm and hips to target.

• Game play
• Relay/Drills
• Football
• Softball
• Ultimate
• Speedball
• Tchoukball

•  Can throw using two out of the four proper throwing form components.

•  Can throw using one out of the four proper throwing form components.

7th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(IG) Cluster: Invasion Games

PED-07.S1.IG.07 Dribbles with dominant and non-dominant hand using a change of speed direction in a variety of practice tasks.

•  dribbles with dominant and non-dominant hand using a change of speed and direction in a game setting.

•  dribbles with dominant and non-dominant hand using a change of speed and direction.

• Game play
• Relay/Drills
• Tchoukball
• Team Handball
• Basketball

•  dribbles with dominant hand only.

• • dribbles in place.
  • dribbles with two hands.
  • picks up ball between bounces.

7th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(IG) Cluster: Invasion Games

PED-07.S1.IG.08 Foot-dribbles or dribbles with an implement combined with passing in a variety of practice tasks.

•  foot dribbles with an implement combined with passing in game play.

•  
  • foot dribbles or dribbles with an implement combined with passing in a variety of practice tasks.
  • dribbles ball with control with inside/outside of foot (not toe).
  • dribbles object with the face of the implement.

• Game play
• Relay/Drills
• Soccer
• Speedball
• Floor Hockey

•  foot dribbles to or dribbles with an implement but does not pass with control or accuracy.

•  with help struggles with foot dribbles/implement dribbles.

7th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(IG) Cluster: Invasion Games

PED-07.S1.IG.10 Slides in all directions while on defense without crossing feet.

•  slides in all directions on defense without crossing feet during game play.

• • slides in all directions on defense without crossing feet.

  • shuffles on balls of feet.

  • bent knees, athletic stance.

• Game play

• Football

• Ultimate

• Speedball

• Tchoukball

• Basketball

• Volleyball

• shuffle in all directions occasionally crossing feet.
  

•  with help only, student shuffles in all directions.

• even with help, performance of skill is not demonstrated.

7th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(NW) Cluster: Net and wall games

PED-07.S1.NW.01 Executes consistently (at least 70% of the time) an underhand serve to a predetermined target for net/wall games such as badminton, volleyball or pickleball.

•  
  • Serves consistently and accurately over the net at 90%
  • Uses proper serving form.

• Serving to a partner

• Serving in a game environment

•  

  • Uses proper serving form to serve with 70% accuracy

    • Step forward with foot opposite dominant hand.

    • Hold object at proper height.

    • Uses pendulum swing to strike object.

    • Strikes ball with open hand

    • Serves object out of hand

• Nitroball

• Volleyball

• Pickleball

• Tennis

• Badminton

•  demonstrates two out of the five proper serving form components with 40% accuracy.

•  with helps demonstrates proper serving form components with 40% accuracy. 

7th Grade (PED) Targeted Standards
Standard 2: Student applies knowledge of concepts, principles and tactics related to movement and performance.
(IG) Cluster: Invasion Games

PED-07.S2.IG.04 Reduces open space on defense by staying close to the opponent as he/she nears the goal.

•  

  • reduces open space on defense by staying close to the opponent as he/she nears the goal during game play.

  • manipulates the direction of the offense.

•  

  • reduces open space on defense by staying close to the opponent as he/she nears the goal.

  • arm and a half length from offensive player.

  • positioned between offense and the goal.

-

• Game play

• Drills

• Football

• Ultimate

• Speedball

• Tchoukball

•  

  • define vocabulary: offense, defense.

  • delayed reaction in transition from offense to defense.

•  

  • with directed help only student reduces open space on defense by staying close to opponent.

Physical Education PED-07 Targeted Standards
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Cluster: Engages in physical activity

PED-07.S3.AE.03 Identifies and participates in a variety of strength and endurance fitness activities such as weight or resistance training.

•  -sustain appropriate activity levels at all times during games and activities. (S3.M4.7, S3.M5.7)
  

•  model appropriate technique during strength and endurance activities (S3.M4.7)

  -list the specific benefits that strength training provides (S3.M4.7)

  • muscular endurance

  • cardiovascular endurance

  • flexibility

  • muscular strength

  • body composition

•  participates in physical activity in a variety of settings (S3.M4.7, S3.M5.7)

  • occasional inactivity

  • partial awareness of activity situations

  -lists 3 of the 5 benefits of strength or resistance training (S3.M4.7)

• no participation 

Physical Education PED-07 Targeted Standards
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Cluster: Engages in physical activity

PED-07.S3.AE.04 Identifies and participates in a variety of lifetime dual and individual sports, martial arts or aquatic activities (e.g., sports, parks and recreation leagues, health clubs, walking and biking paths).

•  -sustain appropriate activity levels at all times during games and activities. (S3.M4.7, S3.M5.7)
  

•  -list a variety of lifetime dual and individual sports (S3.M5.7)
  

•  participates in physical activity in a variety of settings (S3.M4.7, S3.M5.7)

  • occasional inactivity

  • partial awareness of activity situations

• no participation 

7th Grade (PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(AK) Cluster: Physical activity knowledge

PED-07.S3.AK.01 Identifies barriers related to maintaining a physically active lifestyle and seeks solutions for eliminating those barriers.

•  identifies barriers related to maintaining a physically active lifestyle and is implementing solutions to eliminating barriers.

•  

  • identifies barriers related to maintaining a physically active lifestyle.

  • seek solutions of eliminating those barriers.

• Activity log

• Barriers vs. Solutions 

•  identifies barriers related to maintaining a physically active lifestyle.

•  with help only can identify barriers related to maintaining a physically active lifestyle.

7th Grade (PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(FK) Cluster: Fitness knowledge

PED-07.S3.FK.01 Identifies and participates in moderate to vigorous muscle- and bone- strengthening phusical activity at least three times a week.

•  -sustain appropriate activity levels at all times during games and activities. (S3.M4.7, S3.M5.7)
  

•  model appropriate technique during strength and endurance activities (S3.M4.7)

  -list the specific benefits that strength training provides (S3.M4.7)

  • muscular endurance

  • cardiovascular endurance

  • flexibility

  • muscular strength

  • body composition

•  participates in physical activity in a variety of settings (S3.M4.7, S3.M5.7)

  • occasional inactivity

  • partial awareness of activity situations

  -lists 3 of the 5 benefits of strength or resistance training (S3.M4.7)

• no participation 

Physical Education PED-07 Targeted Standards
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Cluster: Fitness knowledge

PED-07.S3.FK.04 Describes and demonstrates the difference between dynamic and static stretches

• The student can:

  -create a stretching routine utilizing both dynamic and static stretching (S3.M9.7)  

• The student can:

  -model the differences between dynamic and static stretches

  (S3.M9.7)  

• The student:

  - demonstrates stretching techniques with errors (S3.M9.7)

  -is unable to distinguish between static and dynamic stretching (S3.M9.7)  

• no participation 

Physical Education PED-07 Targeted Standards
Standard 4: Student exhibits responsible personal and social behavior that respects self and others.
Cluster: Safety

PED-07.S4.S.01 Independently uses physical activity and exercise equipment appropriately and safely.

•  -demonstrates leadership while interacting with other students in following rules and established guidelines for participation in activities and games (S4.M7.7)
  

•  follow established rules and guidelines (S4.M7.7)

  • game/activity rules specific to each activity

  • classroom procedures necessary for safety

•  is off task, does not always follow rules/guidelines (S4.M7.7)
  

• no participation 

7th Grade (PED) Targeted Standards
Standard 5: Student recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
(SE) Cluster: Self expression and enjoyment

PED-07.S5.SE.01 Identifies why self-selected physical activities create enjoyment.

• identifies and participates in self-selected physical activities that create enjoyment.
  

•  identifies why self-selected physical activities create enjoyment.

• Create and teach activity or game

• create a rules and equipment handout

•  

  • can identify self-selected physical activities but not the reasons for creating enjoyment.

  • identifies vocabulary: self-image, social interaction, self-esteem, personality, fitness levels, body image, stress relief

• can identify why self selected physical activities create enjoyment.