Physical Education

Strand 1: Students will achieve a level of competency in motor skills and movement patterns.

Students in grade seven develop a solid foundation in skills and competencies. They are still mastering basic manipulative skills, and are ready to engage in lead-up games and drills that provide a progression toward participation in regulation or advanced play. Students will apply skills in modified games, and may be introduced to regulation rules and game play. Instruction includes an introduction to training principles and activities that can enhance health-related fitness as students pursue personal fitness goals.

Strand 2: Students will apply knowledge to attain efficient movement and performance.

Students will use tactics utilizing space, pathways, shapes, levels, speed, direction, force, and strategy for effective movement in an activity setting. Students will utilize defensive and offensive strategies to gain advantage in a game setting.

Strand 3: Students will understand the components necessary to maintain a healthy level of fitness to support physical activity.

Students will identify the components of designing, monitoring, and evaluating physical fitness. They will recognize and apply fitness concepts of personal activities to maintain a lifetime of fitness.

Strand 4: Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.

Students exhibit personal responsibility in a group setting by working well with others, accepting feedback, and understanding how rules and etiquette contribute to a safe and enjoyable environment. Students will review outdoor pursuits and understand how setting is an important factor in ensuring a safe and enjoyable experience.

Strand 5: Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family.

Students understand that physical activity provides the opportunity for enjoyment, challenges, self-expression, and social interaction.

Strand 1: Students will achieve a level of competency in motor skills and movement patterns.

Students in grade eight will continue to participate in a variety of instructional physical activities. Experiences increase complexity in content, concept and skill development for a broad spectrum of activities. Students continue to practice skills in modified games, but increasingly participate in activities that are regulation games with more complex playing environments. This class incorporates more in-depth instruction training principles that can enhance health-related fitness as students progress in achieving personal fitness goals.

Strand 2: Students will apply knowledge to attain efficient movement and performance.

Students will use tactics utilizing space, pathways, shapes, levels, speed, direction, force, and strategy for effective movement in an activity setting. Students will utilize defensive and offensive strategies to gain advantage in a game setting.

Strand 3: Students will understand the components necessary to maintain a healthy level of fitness to support physical activity.

Students will identify the components of designing, monitoring, and evaluating physical fitness, understanding the importance of attention to minimal fitness needs and implementing essential components to maintaining a lifetime of fitness.

Strand 4: Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.

Students exhibit personal responsibility in a group setting by working well with others, accepting feedback, understanding how rules and etiquette contribute to a safe and enjoyable environment. Students will review outdoor pursuits and understand how setting is an important factor to ensure a safe and enjoyable experience.

Strand 5: Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family.

Students understand that physical activity provides the opportunity for enjoyment, challenges, self-expression, and social interaction.

By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal fitness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fill a need for self-expression, challenge, social interaction and enjoyment.

By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal fitness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fill a need for self-expression, challenge, social interaction and enjoyment.

By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal fitness programs, demonstrate competency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fill a need for self-expression, challenge, social interaction and enjoyment.

Supplemental Standards

The goal of physical education is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. For graduation, students must complete courses in each of the following physical education courses: Participation Skills and Techniques, Fitness for Life, and Individual Lifetime Activities. Dance courses may be used to fulfill the graduation requirement for Individual Lifetime Activities when the course meets the Core Standards. These supplemental standards outline how a dance course fulfills the graduation requirement using the strands from the Utah Core Standards for Physical Education.

Supplemental Standards 

The goal of physical education is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. For graduation, students must complete courses in each of the following physical education courses: Participation Skills and Techniques, Fitness for Life, and Individual Lifetime Activities. Recreation courses may be used to fulfill the graduation requirement for Individual Lifetime Activities when the course meets the Core Standards. These supplemental standards outline how a recreation course fulfills the graduation requirement using the strands from the Utah Core Standards for Physical Education. Outdoor recreation or outdoor activity refers to recreation engaged in out of doors, most commonly in natural settings. Outdoor recreation includes activities that are designed for all levels of ability and should be facilitated to provide accommodations and adaptations as necessary. When the activity involves exceptional excitement, physical challenge, or risk, it is sometimes referred to as “adventure recreation” or “adventure training”, rather than an extreme sport. By participating in these activities, students learn not only lifelong leisure activities, but also about safety, risk, decision making, problem solving, leadership, and communication skills while participating in physically demanding activities.

Supplemental Standards

The goal of physical education is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. For graduation, students must complete courses in each of the following physical education courses: Participation Skills and Techniques, Fitness for Life, and Individual Lifetime Activities. Strength and conditioning courses may be used to fulfill the graduation requirement for Individual Lifetime Activities when the course meets the Core Standards. These supplemental standards outline how a strength and conditioning course fulfills the graduation requirements using the strands from the Utah Core Standards for Physical Education.

Supplemental Standards

The goal of physical education is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. For graduation, students must complete courses in each of the following physical education courses: Participation Skills and Techniques, Fitness for Life, and Individual Lifetime Activities. Yoga courses may be used to fulfill the graduation requirement for Individual Lifetime Activities when the course meets the Core Standards. These supplemental standards outline how a yoga course fulfills the graduation requirement using the strands from the Utah Core Standards for Physical Education.