Skills for Physical Education
B. Middle School
§116.21. Implementation
of Texas Essential Knowledge and Skills for Physical Education, Middle
School.
The provisions of this written curriculum shall be
implemented beginning September 1, 1997.
§116.22. Physical
Education, Grade 6.
(a) Introduction.
(1) In Physical Education, students acquire the
knowledge and skills for movement that provide the
foundation for enjoyment, continued social
development through physical activity, and access
to a physically-active lifestyle. The student
exhibits a physically-active lifestyle and
understands the relationship between physical
activity and health throughout the life span.
(2) In Grades 6-8, students understand in greater
detail the function of the body, learn to measure
their own performance more accurately, and develop
plans for improvement. They learn to use
technology such as heart rate monitors to assist
in measuring and monitoring their own performance.
Identifying the types of activities that provide
them with enjoyment and challenge and that will
encourage them to be physically active throughout
life is reinforced during instruction in these
grades.
(b) Knowledge and skills.
(6.1)Movement. The student demonstrates competency in
movement patterns and proficiency in a few
specialized movement forms. The student is expected
to:
(A) perform locomotor skills in dynamic fitness,
sport, and rhythmic activities;
(B) use relationships, levels, speed, direction,
and pathways effectively in complex group and
individual physical activities such as
crouching low for volleyball digs, stretching
high during lay-ups, positioning for a soccer
pass, or passing ahead of a receiver;
(C) perform sequences that combine traveling,
rolling, balancing, and weight transfer into
smooth, flowing sequences;
(D) move in time to complex rhythmical patterns
such as 3/4 time or 6/8 time;
(E) design and refine a jump rope routine to
music;
(F) throw a variety of objects demonstrating both
accuracy and distance such as frisbee,
softball, and basketball;
(G) strike a ball to a wall or a partner with a
paddle/racquet using forehand and backhand
strokes continuously;
(H) strike a ball using a golf club or a hockey
stick consistently so it travels in an
intended direction and height;
(I) hand and foot dribble while preventing an
opponent from stealing the ball;
(J) keep an object in the air without catching it
in a small group such as volleyball and
football; and
(K) throw and catch a ball consistently while
guarded by an opponent.
(6.2)Movement. The student applies movement concepts
and principles to the learning and development of
motor skills. The student is expected to:
(A) know that appropriate practice in static and
dynamic setting, attention, and effort are
required when learning movement skills;
(B) make appropriate changes in performance based
on feedback to improve skills; and
(C) practice in ways that are appropriate for
learning skills such as whole/part/whole,
shorter practice distributed over time is
better than one long session, or practicing is
best in game-like conditions.
(6.3)Physical activity and health. The student exhibits
a health enhancing, physically-active lifestyle
that provides opportunities for enjoyment and
challenge. The student is expected to:
(A) identify opportunities in the school and
community for regular participation in
physical activity;
(B) participate in moderate to vigorous health-
related physical activities on a regular
basis;
(C) establish and monitor progress toward
appropriate personal fitness goals in each of
the components of health-related fitness such
as personal logs, group projects, and no
space/or criterion referenced tests; and
(D) identify and know how to use technological
tools used for measuring and monitoring
fitness parameters such as computer programs,
heart rate monitors, skin-fold calipers, and
impedance testing equipment.
(6.4)Physical activity and health. The student knows
the benefits from involvement in daily physical
activity and factors that affect physical
performance. The student is expected to:
(A) describe selected long-term benefits of
regular physical activity;
(B) classify activities as being aerobic or
anaerobic;
(C) describe the effects of aerobic exercise on
the heart and overall health;
(D) analyze effects of exercise on heart rate
through the use of manual pulse checking and
recovery rates, heart rate monitors, perceived
exertion scales, and/or computer generated
data;
(E) identify each health-related fitness component
and describe how participating in
cardiovascular endurance, muscular strength
and endurance, and flexibility actions impact
personal fitness;
(F) identify specific foods that contain protein,
vitamins, and minerals that are key elements
to optimal body function;
(G) recognize the effects of substance abuse on
personal health and performance in physical
activity;
(H) analyze ways outside influences affect
decisions about care of the body such as
alcohol and tobacco advertising and peer
pressure; and
(I) recognize that idealized images of the human
body and performance as presented by the media
may not be appropriate to imitate.
(6.5)Physical activity and health. The student
understands and applies safety practices associated
with physical activities. The student is expected
to:
(A) use equipment safely and properly;
(B) select and use proper attire that promotes
participation and prevents injury;
(C) include warm-up and cool-down procedures
regularly during exercise; monitor potentially
dangerous environmental conditions such as
wind, cold, heat, and insects; and recommend
prevention and treatment;
(D) identify potentially dangerous exercises and
their adverse effects on the body; and
(E) explain water safety and basic rescue
procedures.
(6.6)Social development. The student understands basic
components such as strategies and rules of
structured physical activities including, but not
limited to, games, sports, dance, and gymnastics.
The student is expected to:
(A) know basic rules for sports played such as
setting up to start, restarting, violating
rules; and
(B) keep accurate score during a contest.
(6.7)Social development. The student develops positive
self-management and social skills needed to work
independently and with others in physical activity
settings. The student is expected to:
(A) participate in establishing rules, procedures,
and etiquette that are safe and effective for
specific activity situations;
(B) handle conflicts that arise with others
without confrontation;
(C) identify and follow rules while playing sports
and games;
(D) accept decisions made by game officials such
as student, teachers, and officials outside
the school;
(E) accept successes and performance limitations
of self and others, exhibit appropriate
behavior responses, and recognize that
improvement is possible with appropriate
practice; and
(F) modify games/activities to improve the
game/activity.
§116.23. Physical
Education, Grade 7.
(a) Introduction.
(1) In Physical Education, students acquire the
knowledge and skills for movement that provide the
foundation for enjoyment, continued social
development through physical activity, and access
to a physically-active lifestyle. The student
exhibits a physically-active lifestyle and
understands the relationship between physical
activity and health throughout the lifespan.
(2) Seventh grade students apply similar concepts from
one sport or movement setting to another. Students
can observe another individual's performance and
notice key elements for success. At this grade
level, students participate in physical activity
both in and out of school while maintaining a
healthy level of fitness as their bodies grow and
change. Their knowledge of safety and the ability
to manage their own behavior is reinforced.
Instruction is directed more toward encouraging
the incorporation of physical activity into a
daily routine and less toward fundamental skill
development.
(b) Knowledge and skills.
(7.1)Movement. The student demonstrates competency in
movement patterns and proficiency in a few
specialized movement forms. The student is expected
to:
(A) coordinate movements with teammates to achieve
team goals;
(B) demonstrate appropriate relationships to an
opponent in dynamic game situations such as
staying between opponent and goal and moving
between opponent and the ball;
(C) demonstrate appropriate speed and generation
of force such as running sprints, running
distance, throwing a disc, jumping, kicking;
(D) perform selected folk, country, square, line,
creative, and/or aerobic dances;
(E) design and perform sequences of dance
steps/movements in practiced sequences with
intentional changes in speed, direction, and
flow;
(F) demonstrate, without cue, critical elements in
specialized skills related to sports such as
overhand throw for distance/force, serving and
bumping, volleyball, shooting a basketball,
shooting a lay-up, forehand and backhand,
striking with a racket or club, or batting;
(G) combine skills competently to participate in
modified versions of team and individual
sports; and
(H) demonstrate introductory outdoor pursuit
skills such as backpacking, rock climbing,
orienteering, hiking, canoeing, cycling, or
ropes courses.
(7.2)Movement. The student applies movement concepts
and principles to the learning and development of
motor skills. The student is expected to:
(A) create and modify activities that provide
practice of selected skills to improve
performance such as practice with non-dominant
hand, practice specific game situations, or
practice jumps or cartwheels in both
directions;
(B) identify and apply similar movement concepts
and elements in a variety of sport skills such
as throwing and tennis serving;
(C) describe the importance of goal setting in
improving skill;
(D) detect and correct errors in personal or
partner's skill performance;
(E) make appropriate changes in performance based
on feedback;
(F) identify and apply basic biomechanical
principles such as lowering the center of
gravity and widening the base of support; and
(G) use basic offensive and defensive strategies
while playing a modified version of a sport.
(7.3)Physical activity and health. The student exhibits
a health enhancing, physically-active lifestyle
that provides opportunities for enjoyment and
challenge. The student is expected to:
(A) participate in games, sports, dance, and/or
outdoor pursuits in and outside of school
based on individual interests and/or
capabilities;
(B) identify favorite lifelong physical
activities;
(C) participate in moderate to vigorous health-
related physical activities on a regular
basis;
(D) evaluate personal fitness goals and make
appropriate changes for improvement; and
(E) select and use appropriate technology tools to
evaluate, monitor, and improve physical
development.
(7.4)Physical activity and health. The student knows
the benefits from involvement in daily physical
activity and factors that affect physical
performance. The student is expected to:
(A) list long term physiological and psychological
benefits that may result from regular
participation in physical activity;
(B) assess physiological effects of exercise
during and after physical activity;
(C) match personal physical activities to health-
related fitness components;
(D) analyze the strength and weaknesses of
selected physical activities;
(E) identify proteins, fats, carbohydrates, water,
vitamins, and minerals as key elements found
in foods that are necessary for optimal body
function;
(F) identify and apply basic weight training
principles and safety practices such as
appropriate goals, appropriate weight and
repetitions, body alignment, principle of
frequency, intensity, and time, and importance
of balance in muscle pairs;
(G) describe and predict the effects of fitness-
related stress management techniques on the
body;
(H) explain the effects of eating and exercise
patterns on weight control, self-concept and
physical performance; and
(I) recognize the effects of substance abuse on
personal health and performance in physical
activity.
(7.5)Physical activity and health. The student
understands and applies safety practices associated
with physical activities. The student is expected
to:
(A) use equipment safely and properly;
(B) select and use proper attire that promotes
participation and prevents injury;
(C) include warm-up and cool-down procedures
regularly during exercise; monitor potentially
dangerous environmental conditions such as
wind, cold, heat, and insects; and recommend
prevention and treatment;
(D) analyze exercises for their effects on the
body such as beneficial/potentially dangerous;
and
(E) recognize harmful effects of the sun such as
sunburn, heatstroke, heat exhaustion, and heat
cramps and recommend prevention methods.
(7.6)Social development. The student understands basic
components such as strategies and rules of
structured physical activities including, but not
limited to, games, sports, dance, and gymnastics.
The student is expected to:
(A) distinguish between compliance and
noncompliance with rules and regulations and
apply agreed upon consequences when
officiating; and
(B) describe fundamental components and strategies
used in net/wall, invasion, target, and
fielding games such as net/wall alternating
the speed and direction of the ball, invasion-
fakes, give and go, target-concentration, feel
the movement, and fielding-back up other
players.
(7.7)Social development. The student develops positive
self-management and social skills needed to work
independently and with others in physical activity
settings. The student is expected to:
(A) solve problems in physical activities by
analyzing causes and potential solutions;
(B) work cooperatively in a group to achieve group
goals in competitive as well as cooperative
settings;
(C) accept decisions made by game officials such
as student, teachers, and officials outside
the school;
(D) use peer interaction positively to enhance
personal physical activity and safety such as
encourage friends and joins teams; and
(E) recognize the role of games, sport, and dance
in getting to know and understand others.
§116.24. Physical
Education, Grade 8.
(a) Introduction.
(1) In Physical Education, students acquire the
knowledge and skills for movement that provide the
foundation for enjoyment, continued social
development through physical activity, and access
to a physically-active lifestyle. The student
exhibits a physically-active lifestyle and
understands the relationship between physical
activity and health throughout the lifespan.
(2) In Grade 8, although the acquisition of physical
fitness and skill development is important,
emphasis is placed more on participation for
enjoyment and challenge, both in and out of
school. Understanding the need to remain
physically active throughout life by participating
in enjoyable lifetime activities is the basis for
eighth grade instruction.
(b) Knowledge and skills.
(8.1)Movement. The student demonstrates competency in
fundamental movement patterns and proficiency in a
few specialized movement forms. The student is
expected to:
(A) coordinate movements with team mates to
achieve team goals;
(B) demonstrate appropriate relationships of the
body to an opponent in dynamic game situations
such as staying between opponent and goal and
moving between opponent and the ball;
(C) demonstrate appropriate speed and generation
of force such as running sprints, running
distance, throwing a disc, jumping, or
kicking;
(D) perform selected folk, country, square, line,
creative, and/or aerobic dances;
(E) design and perform sequences of dance
steps/movements into practiced sequences with
intentional changes in speed, direction, and
flow;
(F) demonstrate without cue critical elements in
specialized skills related to sports such as
overhand throw for distance/force, serving and
bumping, volleyball, shooting a basketball,
shooting a lay-up, forehand and backhand
striking with a racket or club, or batting;
(G) combine skills competently to participate in
modified versions of team and individual
sports; and
(H) demonstrate introductory outdoor pursuit
skills such as backpacking, rock climbing,
orienteering, hiking, canoeing, cycling, or
ropes courses.
(8.2)Movement. The student applies movement concepts
and principles to the learning and development of
motor skills. The student is expected to:
(A) create and modify activities that provide
practice of selected skills to improve
performance such as practice with non-dominant
hand, practice specific game situations, and
practice jumps or cartwheels in both
directions;
(B) identify and apply similar movement concepts
and elements in a variety of sport skills such
as throwing and tennis serving;
(C) describe the importance of goal setting in
improving skill;
(D) detect and correct errors in his/her or
partner's skill performance;
(E) make appropriate changes in performance based
on feedback;
(F) identify and apply basic biomechanical
principles such as lowering the center of
gravity and widening the base of support to
increase stability; and
(G) use basic offensive and defensive strategies
while playing a modified version of a sport.
(8.3)Physical activity and health. The student exhibits
a health enhancing, physically-active lifestyle
that provides opportunities for enjoyment and
challenge. The student is expected to:
(A) describe and select physical activities that
provide for enjoyment and challenge;
(B) identify opportunities in the school and
community for regular participation in
physical activity;
(C) participate in games, sports, dance, and/or
outdoor pursuits in and outside of school
based on individual interests and/or
capabilities;
(D) identify favorite lifelong physical
activities;
(E) participate in moderate to vigorous physical
activity for a sustained period of time on a
regular basis;
(F) maintain healthy levels of flexibility;
(G) develop and maintain muscular strength and
endurance of the arms, shoulders, abdomen,
back, and legs;
(H) evaluate personal fitness goals and make
appropriate changes for improvement; and
(I) select and use appropriate technology tools to
evaluate, monitor, and improve physical
development.
(8.4)Physical activity and health. The student knows
the benefits from being involved in daily physical
activity and factors that affect physical
performance. The student is expected to:
(A) list long term physiological and psychological
benefits that may result from regular
participation in physical activity;
(B) select aerobic exercises and describe the
effects on the heart and overall health;
(C) assess physiological effects of exercise
during and after physical activity;
(D) identify proteins, fats, carbohydrates, water,
vitamins, and minerals as key elements found
in foods that are necessary for optimal body
function;
(E) identify and apply basic weight training
principles and safety practices such as
appropriate goals, appropriate weight and
repetitions, body alignment, principle of
frequency, intensity and time, and importance
of balance in muscle pairs;
(F) describe and predict the effects of stress
management techniques on the body;
(G) explain the effects of eating and exercise
patterns on weight control, self-concept, and
physical performance; and
(H) recognize the effects of substance abuse on
personal health and performance in physical
activity.
(8.5)Physical activity and health. The student
understands and applies safety practices associated
with physical activities. The student is expected
to:
(A) use equipment safely and properly;
(B) select and use proper attire that promotes
participation and prevents injury;
(C) include warm-up and cool-down procedures
regularly during exercise; monitor potentially
dangerous environmental conditions such as
wind, cold, heat, and insects; and recommend
prevention and treatment;
(D) analyze exercises for their effects on the
body such as beneficial/potentially dangerous;
and
(E) recognize harmful effects of the sun such as
sunburn, heatstroke, heat exhaustion, and heat
cramps and recommend prevention methods.
(8.6)Social development. The student understands basic
components such as strategies and rules of
structured physical activities including, but not
limited to, games, sports, dance, and gymnastics.
The student is expected to:
(A) distinguish between compliance and
noncompliance rules and regulations and apply
agreed upon consequences when officiating; and
(B) describe fundamental components and strategies
used in net/wall, invasion, target, and
fielding games such as alternating the speed
and direction of the ball, invasion-fakes,
give and go, target-concentration, feeling the
movement, and fielding-back up other players.
(8.7)Social development. The student develops positive
self-management and social skills needed to work
independently and with others in physical activity
settings. The student is expected to:
(A) solve problems in physical activities by
analyzing causes and potential solutions;
(B) work cooperatively in a group to achieve group
goals in competitive as well as cooperative
settings;
(C) identify and follow rules while playing sports
and games;
(D) accept decisions made by game officials
including student, teachers, and officials
outside the school; and
(E) use peer interaction positively to enhance
personal physical activity and safety such as
encourage friends and join teams.