West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-044F - 21st Century Physical Education 5-12 Content Standards And Objectives For West Virginia Schools (2520.6) › Section 126-44F-4 - Summary of the Content Standards and Objectives

Current through Register Vol. XLI, No. 28, July 12, 2024
4.1. The West Virginia Board of Education has
				the responsibility for establishing high quality standards pertaining to all
				educational standards pertaining to all education programs (W. Va. Code §
									18-9A-22). The content standards
				and objectives provide a focus for teachers to teach and students to learn
				those skills and competencies essential for future success in the workplace and
				further education. The document includes content standards for 5-12 physical
				education, an explanation of terms; objectives that reflect a rigorous and
				challenging curriculum; and performance descriptor.
West Virginia Department of Education
West Virginia Board of Education Policy
2520.6
21st Century Physical Education
				  5-12
Content Standards and Objectives for
West Virginia Schools
Steven L. Paine
State Superintendent
Foreword
A 21st century physical
				  education curriculum is an increasingly important aspect of developing learners
				  prepared for success in the 21st century. Thus, the
				  West Virginia Board of Education and the West Virginia Department of Education
				  are pleased to present Policy 2520.6, 21st Century
				  Physical Education 5-12 Content Standards and Objectives for West Virginia
				  Schools. The West Virginia Physical Education Standards for
				  21st Century Learning includes
				  21st century content standards and objectives as
				  well as 21st century standards and objectives for
				  learning skills and technology tools. This broadened scope of physical
				  education curriculum is built on the firm belief that quality engaging
				  instruction must be built on a curriculum that triangulates rigorous
				  21st century content,
				  21st century learning skills and the use of
				  21st century technology tools.
Committees of educators from across the state convened
				  to revise the content standards and objectives. The overarching goal was to
				  build a rigorous, relevant and challenging physical education curriculum that
				  would prepare students for the 21st century. West
				  Virginia educators, including regular classroom teachers, special education
				  teachers, and teachers representing higher education institutions played a key
				  role in shaping the content standards to align with national standards,
				  rigorous national assessments and research and best practice in the field of
				  physical education. The contribution of these professionals was critical in
				  creating a policy that is meaningful to classroom teachers and appears in a
				  format that can easily be used and understood.
Policy 2520.6 is organized around the three major
				  components of a standards-based curriculum: learning standards, instructional
				  objectives and performance descriptors. The learning standards are the broad
				  descriptions of what all students must know and be able to do at the conclusion
				  of the instructional sequence. The accompanying grade-level objectives are
				  specific descriptors of knowledge, skills and attitudes that when mastered will
				  enable the student to attain the standard. The instructional objectives guide
				  instructional planning and provide a basis for determining appropriate
				  assessments, instructional strategies and resources. The performance
				  descriptors provide the basis for assessing overall student competence of grade
				  level standards. The performance descriptors define the five student
				  performance levels ranging from novice to distinguished. With the ultimate goal
				  of "learning for all," these descriptors allow the teacher, students and
				  parents to judge the level of student proficiency in each
				  21st century learning standard.
In combination, the use of learning standards,
				  instructional objectives and performance descriptors become a comprehensive
				  guide for delivering a rigorous and relevant physical education curriculum to
				  all West Virginia students. These elements, when used to guide the
				  instructional process and when delivered with the creativity and instructional
				  expertise of West Virginia teachers, will become a powerful resource for
				  preparing students to meet the challenges of the
				  21st century.
Steven L. Paine
State Superintendent of Schools
Explanation of Terms
Content Standards
are broad descriptions of what
				  students should know and be able to do in a content area. Content standards
				  describe what students' knowledge and skills should be at the end of a K-12
				  sequence of study.
Objectives
are incremental steps toward
				  accomplishment of content standards. Objectives are listed by grade level and
				  are organized around the content standards. Objectives build across grade
				  levels as students advance in their knowledge and skills.
Performance Descriptors
describe in narrative
				  format how students demonstrate achievement of the content standards. Five
				  performance levels have been proposed for West Virginia: distinguished, above
				  mastery, mastery, partial mastery and novice. Performance Descriptors serve two
				  functions. Instructionally, they give teachers more information about the level
				  of knowledge and skills they are building in their students. Performance levels
				  and descriptors are also used to categorize and explain student performance on
				  statewide assessment instruments.
Numbering of Standards
The number for each content standard is composed of three
				  parts, each part separated by a period:
$ The content area code (e.g., PE for Physical
				  Education;
$ The letter S, for Standard; and
$ The standard number.
Illustration: PE.S.1 refers to Physical Education content
				  standard #1.
Numbering of Objectives
The number of each objective is composed of four parts, each
				  part separated by a period:
$ The content area code or course code;
$ The grade level (an exception is high school physical
				  education, which uses PE for the grade designation);
$ The number of the content standard addressed; and
$ The objective number.
Illustration: PE.6.2.03 refers to a Physical Education sixth
				  grade objective that addresses standard #2 in Physical Education and that is
				  the third objective listed under that standard.
Numbering of Performance Descriptors
The number for each group of five performance descriptors is
				  composed of four parts, each part separated by a period:
$ The content area or course code;
$ The letters PD, for Performance Descriptors;
$ The grade level (See exceptions noted above for grade level
				  under numbering of objectives); and
$ The standard number.
Illustration: PE.PD.8.02 refers to Physical Education
				  performance descriptors for eighth grade, content standard 2.
Unique Electronic Numbers (UENs)
Unique Electronic Numbers (or UENs) are numbers that help to
				  electronically identify, categorize and link specific bits of information. Once
				  Policy 2520.6 is available on the Web, each standard, each objective, and each
				  group of five performance descriptors will have a Unique Electronic Number
				  (UEN) that will always remain the same. The codes printed in Policy 2520.6 form
				  the basis of the UENs. The only additional set of numbers that will be added to
				  each code to formulate its UEN will be a prefix that indicates the year and
				  month that a particular version of Policy 2520.6 is approved by the State Board
				  of EducationThe prefix for the UENs for each content area in Policy 2520.6 is
				  noted at the top of each page containing standards, objectives and performance
				  descriptors. As sections of 2520.6 are revised, UENs will be changed to reflect
				  the new approval date. UENs (Unique Electronic Numbers) are unique numbers that
				  facilitate implementation of WV Standards into Electronic formats such as
				  Databases and XML Files. The WV Department of Education encourages everyone who
				  is going to use the WV Content Standards in any kind of electronic
				  distribution, alignment, or software development to use the UENs so that all
				  efforts can be cross-referenced and there is consistency across
				  initiatives.
Illustration: The UEN for performance descriptors for fifth
				  grade physical education, standard #2 will be "200602.PE.5.02".
Abbreviations
Content Area
PE Physical Education
CFS Conditioning, Fitness and Strength Training
LPA Lifetime Physical Activities
OA Outdoor Adventure
Other Abbreviations
PD Performance Descriptors
S Standard (Content Standard)
PHYSICAL EDUCATION - POLICY 2520.6
West Virginia's vision for education includes the
				  integration of technology throughout the curriculum so that all West Virginia
				  students have the opportunity to develop technology skills that support
				  learning. Successful learning environments provide opportunities for students
				  to use education technology interwoven with relevant curriculum content. West
				  Virginia teachers are responsible for integrating technology appropriately in
				  the students' learning environment.
Standard 1: Movement Forms (PE.S.1)
The intent of this standard is development of the
				  movement/physical skills needed to enjoy participation in physical activities.
				  Mastering movement fundamentals establishes a foundation to facilitate
				  continued motor skill acquisition and gives students the capacity for
				  successful and advanced levels of performance to further the likelihood of
				  participation on a daily basis.
Standard 2: Development of Motor Skills
				  (PE.S.2)
The intent of this standard is for students to establish
				  patterns of regular participation in meaningful physical activity. This
				  standard connects what is done in the physical education class with the lives
				  of students outside of the classroom. While participation within the physical
				  education class is important, what the student does outside the physical
				  education class is critical to developing an active, healthy lifestyle that
				  could help prevent a variety of health problems among future generations of
				  adults. Students make use of the skills and knowledge learned in physical
				  education class as they engage in regular physical activity outside of the
				  physical education class.
Standard 3: Physical Activity (PE.S.3)
The intent of this standard is to develop an awareness of the
				  intrinsic values and benefits of participation in physical activity that
				  provides personal meaning. Physical activity provides opportunities for
				  self-expression and social interaction and can be enjoyable, challenging, and
				  fun. These benefits develop self-confidence and promote positive self image,
				  thereby enticing people to continue participation in activity throughout the
				  life span.
Standard 4: Physical Fitness (PE.S.4)
The intent of this standard is for students to have both the
				  ability and willingness to accept responsibility for personal fitness leading
				  to an active, health lifestyle. Students develop higher levels of basic fitness
				  and physical competence as needed for many work situations and active leisure
				  participation. Health-related fitness components include cardiorespiratory
				  endurance, muscular strength and endurance, flexibility, and body
				  composition.
Standard 5: Responsible Personal and Social Behavior
				  (PE.S.5)
The intent of this standard is achievement of self- initiated
				  behaviors that promote personal and group success in activity settings. These
				  include safe practices, adherence to rules and procedures, etiquette,
				  cooperation and teamwork, ethical behavior in sport, and positive social
				  interaction. Key to this standard is developing respect for individual
				  similarities and differences through positive interaction among participants in
				  physical activity. Similarities and differences include characteristics of
				  culture, ethnicity, motor performance, disabilities, physical
				  characteristics.
Fifth Grade Physical Education Content Standards and
				  Objectives
The goal of the physical education program of study at
				  the fifth grade level is to continue a vigorous program to enhance physical
				  development and foster participation in enjoyable physical activity outside the
				  classroom. The objectives emphasize lifetime wellness, social skills,
				  motor/skill development, movement/rhythmic development, and physical activity.
				  Physical activity is important to the physical, emotional and social maturation
				  of students at this age. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology and
				  objectives.
Note: In accordance with W. Va. Code §
											18-2-7a, the FITNESSGRAM shall be
				  administered to all students.
Grade 5
Physical Education
Standard:1
Movement Forms (PE.S.1)
(PE.S.1)
Students will demonstrate movement patterns and motor
							 skills needed to perform a variety of physical activities.
Performance Descriptors PE.S.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fifth grade students performing at the distinguished
							 level will model for others the proper technique when: throwing overhand with
							 force and accuracy; dribbling with hands or feet while evading an opponent;
							 striking with an implement using force and accuracy; traveling in movement and
							 perform simple dance sequences using smooth transitions in speed, level, and
							 direction in time to music; performing jump sequences with partner(s) using
							 equipment.
Fifth grade students performing at the above mastery
							 level will apply and implement proper technique when: throwing overhand with
							 force and accuracy; dribbling with hands or feet while evading an opponent;
							 striking with an implement using force and accuracy; traveling in movement and
							 perform simple dance sequences using smooth transitions in speed, level, and
							 direction in time to music; performing jump sequences with partner(s) using
							 equipment.
Fifth grade students performing at the mastery level
							 will: throw overhand with force and accuracy; dribble with hands or feet while
							 evading an opponent; strike with an implement using force and accuracy; travel
							 in movement and perform simple dance sequences using smooth transitions in
							 speed, level, and direction in time to music; perform jump sequences with
							 partner(s) using equipment.
Fifth grade students performing at the partial
							 mastery level, after practice, will: throw overhand with force and accuracy;
							 dribble with hands or feet while evading an opponent; strike with an implement
							 using force and accuracy; travel in movement and perform simple dance sequences
							 using smooth transitions in speed, level, and direction in time to music;
							 perform jump sequences with partner(s) using equipment.
Fifth grade students performing at the novice level
							 will, with teacher or peer assistance and guidance: throw overhand with force
							 and accuracy; dribble with hands or feet while evading an opponent; strike with
							 an implement using force and accuracy; travel in movement and perform simple
							 dance sequences using smooth transitions in speed, level, and direction in time
							 to music; perform jump sequences with partner(s) using equipment.
Objectives
Students will
PE.5.1.01
throw overhand with force and accuracy.
PE.5.1.02
dribble with hands or feet while evading an opponent
							 (i.e., basketball, soccer).
PE.5.1.03
strike with an implement using force and accuracy
							 (i.e., bat and softball, racquetball).
PE.5.1.04
travel in movement and perform simple dance sequences
							 using smooth transitions in speed, level, and direction in time to
							 music.
PE.5.1.05
perform jump sequences with partner(s) using
							 equipment.
Grade 5
Physical Education (PE.S.2)
Standard:2
Development of Motor Skills
(PE.S.2)
Students will apply concepts and principles of human
							 movement to the development of motor skills and learning of new skills.
Performance Descriptors PE.S.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fifth grade students performing at the distinguished
							 level will model and translate the sequential components or critical elements
							 while: performing the objectives: identifying critical elements or components
							 for dribbling with feet, striking with racquets and striking with long-handled
							 implements; identifying the critical elements or components of simple dance
							 sequences; employing critical elements or component terminology to provide
							 feedback to others; exploring appropriate motor skill techniques to
							 independently develop/improve performance.
Fifth grade students performing at the above mastery
							 level will implement and employ the sequential components or critical elements
							 while: identifying critical elements or components for dribbling with feet,
							 striking with racquets and striking with long-handled implements; identifying
							 the critical elements or components of simple dance sequences; employing
							 critical elements or component terminology to provide feedback to others;
							 exploring appropriate motor skill techniques to independently develop/improve
							 performance.
Fifth grade students performing at the mastery level
							 will: identify critical elements or components for dribbling with feet,
							 striking with racquets and striking with long-handled implements; identify the
							 critical elements or components of simple dance sequences; employ critical
							 elements or component terminology to provide feedback to others; explore
							 appropriate motor skill techniques to independently develop/improve
							 performance.
Fifth grade students performing at the partial
							 mastery level will, with practice: identify critical elements or components for
							 dribbling with feet, striking with racquets and striking with long-handled
							 implements; identify the critical elements or components of simple dance
							 sequences; employ critical elements or component terminology to provide
							 feedback to others; explore appropriate motor skill techniques to independently
							 develop/improve performance.
Fifth grade students performing at the novice level
							 will, with teacher or peer assistance and guidance: identify critical elements
							 or components for dribbling with feet, striking with racquets and striking with
							 long-handled implements; identify the critical elements or components of simple
							 dance sequences; employ critical elements or component terminology to provide
							 feedback to others; explore appropriate motor skill techniques to independently
							 develop/improve performance.
Objectives
Students will
PE.5.2.01
identify critical elements or components for
							 dribbling with feet, striking with racquets and striking with long-handled
							 implements (e.g., bats, sticks, clubs).
PE.5.2.02
identify the critical elements or components of
							 simple dance sequences (e.g., time, repetitions, steps).
PE.5.2.03
employ critical elements or component terminology to
							 provide feedback to others.
PE.5.2.04
explore appropriate motor skill techniques to
							 independently develop/improve performance.
Grade 5
Physical Education
Standard:3
Physical Activity (PE.S.3)
(PE.S.3)
Students will exhibit a physically active lifestyle
							 that provides the opportunity for enjoyment, challenge, self-expression, and
							 social interaction.
Performance Descriptors PE.S.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fifth grade students performing at the distinguished
							 level will model and provide the information needed to promote the appropriate
							 component/s while: documenting involvement in physical activities in addition
							 to physical education class; describing healthful benefits resulting from
							 regular participation in physical activity; implementing lifestyle behaviors to
							 increase physical activity; identifying school and community programs that
							 promote lifelong physical activity; explaining the importance of teaming
							 skills.
Fifth grade students performing at the above mastery
							 level will implement and apply the appropriate component/s while: documenting
							 involvement in physical activities in addition to physical education class;
							 describing healthful benefits resulting from regular participation in physical
							 activity; implementing lifestyle behaviors to increase physical activity;
							 identifying school and community programs that promote lifelong physical
							 activity; explaining the importance of teaming skills.
Fifth grade students performing at the mastery level
							 will: document involvement in physical activities in addition to physical
							 education class; describe healthful benefits resulting from regular
							 participation in physical activity; implement lifestyle behaviors to increase
							 physical activity; identify school and community programs that promote lifelong
							 physical activity; explain the importance of teaming skills.
Fifth grade students performing at the partial
							 mastery level will, with practice: document involvement in physical activities
							 in addition to physical education class; describe healthful benefits resulting
							 from regular participation in physical activity; implement lifestyle behaviors
							 to increase physical activity; identify school and community programs that
							 promote lifelong physical activity; explain the importance of teaming
							 skills.
Fifth grade students performing at the novice level
							 will, with teacher or peer assistance and guidance: document involvement in
							 physical activities in addition to physical education class; describe healthful
							 benefits resulting from regular participation in physical activity; implement
							 lifestyle behaviors to increase physical activity; identify school and
							 community programs that promote lifelong physical activity; explain the
							 importance of teaming skills.
Objectives
Students will
PE.5.3.01
document involvement in physical activities in
							 addition to physical education class (e.g., maintain activity log).
PE.5.3.02
describe healthful benefits resulting from regular
							 participation in physical activity.
PE.5.3.03
implement lifestyle behaviors to increase physical
							 activity (e.g., taking stairs instead of elevator, bicycle riding, roller
							 blading).
PE.5.3.04
identify school and community programs that promote
							 lifelong physical activity.
PE.5.3.05
participate in cooperative team building physical
							 activities.
PE.5.3.06
explain the importance of teaming skills.
Grade 5
Physical Education
Standard:4
Physical Fitness (PE.S.4)
(PE.S.4)
Students will apply physical fitness concepts to
							 achieve and maintain a health-enhancing level of physical fitness.
Performance Descriptors DE.S.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fifth grade students performing at the distinguished
							 level will model and perform the appropriate fitness component/s when:
							 performing at the gender and age-appropriate health-related fitness standards
							 defined in FITNESSGRAM; demonstrating knowledge of the five fitness components;
							 defining the components of the F.I.T.T. principle of exercise: frequency,
							 intensity, time, and type; participating in warm-up and cool-down procedures
							 before and after vigorous activities.
Fifth grade students performing at the above mastery
							 level will implement and apply the appropriate fitness component/s when:
							 performing at the gender and age-appropriate health-related fitness standards
							 defined in FITNESSGRAM; demonstrating knowledge of the five fitness components;
							 defining the components of the F.I.T.T. principle of exercise: frequency,
							 intensity, time, and type; participating in warm-up and cool-down procedures
							 before and after vigorous activities.
Fifth grade students performing at the mastery level
							 will: perform at the gender and age-appropriate health-related fitness
							 standards defined in FITNESSGRAM; demonstrate knowledge of the five fitness
							 components; define the components of the F.I.T.T. principle of exercise:
							 frequency, intensity, time, and type; participate in warm-up and cool-down
							 procedures before and after vigorous activities.
Fifth grade students performing at the partial
							 mastery level will, with practice: perform at the gender and age-appropriate
							 health-related fitness standards defined in FITNESSGRAM; demonstrate knowledge
							 of the five fitness components; define the components of the F.I.T.T. principle
							 of exercise: frequency, intensity, time, and type; participate in warm-up and
							 cool-down procedures before and after vigorous activities.
Fifth grade students performing at the novice level
							 will, with teacher or peer assistance and guidance: perform at the gender and
							 age-appropriate health-related fitness standards defined in FITNESSGRAM;
							 demonstrate knowledge of the five fitness components; define the components of
							 the F.I.T.T. principle of exercise: frequency, intensity, time, and type;
							 participate in warm-up and cool-down procedures before and after vigorous
							 activities.
Objectives
Students will
PE.5.4.01
perform at the gender and age-appropriate
							 health-related fitness standards defined in FITNESSGRAM.
PE.5.4.02
demonstrate knowledge of the five fitness components
							 (cardiovascular fitness, muscular strength, muscular endurance, body
							 composition, flexibility).
PE.5.4.03
define the components of the F.I.T.T. principle of
							 exercise (i.e. frequency, intensity, time, and type).
PE.5.4.04
participate in warm-up and cool-down procedures
							 before and after vigorous activities.
Grade 5
Physical Education
Standard: 5
Responsible Personal and Social Behavior
							 (PE.S.5)
(PE.S.5)
Students will Identify and apply responsible,
							 personal and social behaviors in physical activity settings.
Performance Descriptors PE.S.5
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fifth grade students performing at the distinguished
							 level will be a role model and exemplify the personal and social
							 characteristics when: participating appropriately with those having different
							 skills and abilities; responding appropriately in competitive settings
							 regardless of the outcome; working independently and on task; working
							 cooperatively and productively with a partner or small group; identifying and
							 demonstrate safety procedures for a variety of activities.
Fifth grade students performing at the above mastery
							 level will independently: participate appropriately with those having different
							 skills and abilities; respond appropriately in competitive settings regardless
							 of the outcome; work independently and on task; work cooperatively and
							 productively with a partner or small group; identify and demonstrate safety
							 procedures for a variety of activities.
Fifth grade students performing at the mastery level
							 will: participate appropriately with those having different skills and
							 abilities; respond appropriately in competitive settings regardless of the
							 outcome; work independently and on task; work cooperatively and productively
							 with a partner or small group; identify and demonstrate safety procedures for a
							 variety of activities.
Fifth grade students performing at the partial
							 mastery level will, with practice: participate appropriately with those having
							 different skills and abilities; respond appropriately in competitive settings
							 regardless of the outcome; work independently and on task; work cooperatively
							 and productively with a partner or small group; identify and demonstrate safety
							 procedures for a variety of activities.
Fifth grade students performing at the novice level
							 will, with teacher or peer assistance and guidance: participate appropriately
							 with those having different skills and abilities; respond appropriately in
							 competitive settings regardless of the outcome; work independently and on task;
							 work cooperatively and productively with a partner or small group; identify and
							 demonstrate safety procedures for a variety of activities.
Objectives
Students will
PE.5.5.01
participate appropriately with those having different
							 skills and abilities (e.g., share, play fairly).
PE.5.5.02
respond appropriately in competitive settings
							 regardless of the outcome (e.g., sportsmanship).
PE.5.5.03
work independently and on task.
PE.5.5.04
work cooperatively and productively with a partner or
							 small group.
PE.5.5.05
identify and demonstrate safety procedures for a
							 variety of activities.
Sixth Grade Physical Education Content Standards and
				  Objectives
The goal of the physical education program of study at
				  the sixth grade level is to improve the pre-adolescent student's understanding
				  of the connections between physical activity and lifetime wellness. Movement is
				  critical to proper growth and development at this age and physical education
				  will assist students in developing a healthy body, self-image/concept. Social
				  and emotional development is enhanced as students begin to use motor skill in
				  team building situations. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology and
				  objectives.
Note: In accordance with W. Va. Code §
											18-2-7a, the FITNESSGRAM shall be
				  administered to all students.
Grade 6
Physical Education
Standard:1
Movement Forms (PE.S.1)
(PE.S.1)
Students will demonstrate movement patterns and motor
							 skills needed to perform a variety of physical activities.
Performance Descriptors PE.S.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Sixth grade students performing at the distinguished
							 level will model and perform independently in physical activity and/or exercise
							 to improve skill/fitness, perform basic skills and lead-up activities that
							 encompass elements of individual, dual, team, and lifetime activities including
							 social and/or multicultural dances.
Sixth grade students performing at the above mastery
							 level will initiate and perform independently in physical activity and/or
							 exercise to improve skill/fitness, perform basic skills and lead-up activities
							 that encompass elements of individual, dual, team, and lifetime activities
							 including social and/or multicultural dances.
Sixth grade students performing at the mastery level
							 will perform independently in physical activity and/or exercise to improve
							 skill/fitness, perform basic skills and lead-up activities that encompass
							 elements of individual, dual, team, and lifetime activities including social
							 and/or multicultural dances.
Sixth grade students performing at the partial
							 mastery level will need guidance to perform independently in physical activity
							 and/or exercise to improve skill/fitness, perform basic skills and lead-up
							 activities that encompass elements of individual, dual, team, and lifetime
							 activities including social and/or multicultural dances.
Sixth grade students performing at the novice level
							 will need teacher and/ or peer assistance to perform physical activity and/or
							 exercise to improve skill/fitness, perform basic skills and lead-up activities
							 that encompass elements of individual, dual, team, and lifetime activities
							 including social and/or multicultural dances.
Objectives
Students will
PE.6.1.01
perform independently in physical activity and/or
							 exercise to improve skill/fitness.
PE.6.1.02
perform basic skills necessary to participate in
							 individual, dual, team, and lifetime activities.
PE.6.1.03
perform lead-up activities that encompass elements of
							 individual, dual, team, and lifetime activities.
PE.6.1.04
perform social and/or multicultural dances.
Grade 6
Physical Education (PE.S.2)
Standard:2
Development of Motor Skills
(PE.S.2)
Students will apply concepts and principles of human
							 movement to the development of motor skills and learning of new skills.
Performance Descriptors PE.S.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Sixth grade students performing at the distinguished
							 level will model and explain the proper techniques in a variety of movement
							 forms and perform basic body mechanics necessary to develop new motor
							 skills.
Sixth grade students performing at the above mastery
							 level will initiate proper techniques in a variety of movement forms and
							 perform basic body mechanics necessary to develop new motor skills.
Sixth grade students performing at the mastery level
							 will identify proper techniques in a variety of movement forms and perform
							 basic body mechanics necessary to develop new motor skills.
Sixth grade students performing at the partial
							 mastery level will need guidance to identify proper techniques in a variety of
							 movement forms and perform basic body mechanics necessary to develop new motor
							 skills.
Sixth grade students performing at the novice level
							 will need Teacher and/or peer assistance and guidance to identify proper
							 techniques in a variety of movement forms and perform basic body mechanics
							 necessary to develop new motor skills.
Objectives
Students will
PE.6.2.01
identify proper techniques necessary to perform a
							 variety of movement forms (e.g., catching, running, throwing, striking,
							 kicking).
PE.6.2.02
perform basic body mechanics necessary to develop new
							 motor skills (e.g., opposite hand-opposite foot, head-up,
							 follow-through).
Grade 6
Physical Education
Standard:3
Physical Activity (PE.S.3)
(PE.S.3)
Students will exhibit a physically active lifestyle
							 that provides the opportunity for enjoyment, challenge, self-expression, and
							 social interaction.
Performance Descriptors PE.S.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Sixth grade students performing at the distinguished
							 level will incorporate lifelong fitness activities and collaborate with family
							 and peers to identify lifestyle behaviors that increase physical activity and
							 participate in games, sports, dance and outdoor pursuits both in and outside
							 school to improve performance and fitness.
Sixth grade students performing at the above mastery
							 level will implement and identify lifestyle behaviors that increase physical
							 activity and participate in games, sports, dance and outdoor pursuits both in
							 and outside school to improve performance and fitness.
Sixth grade students performing at the mastery level
							 will identify lifestyle behaviors that increase physical activity and
							 participate in games, sports, dance and outdoor pursuits both in and outside
							 school to improve performance and fitness.
Sixth grade students performing at the partial
							 mastery level will need guidance to identify lifestyle behaviors that increase
							 physical activity and participate in games, sports, dance and outdoor pursuits
							 both in and outside school to improve performance and fitness.
Sixth grade students performing at the novice level
							 will need teacher and/ or peer assistance to identify lifestyle behaviors that
							 increase physical activity and participate in games, sports, dance and outdoor
							 pursuits both in and outside school to improve performance and fitness.
Objectives
Students will
PE.6.3.01
participate in physical activity in addition to
							 physical education class (e.g., maintain an activity log, activity
							 gram).
PE.6.3.02
participate in games, sports, dance and outdoor
							 pursuits both in and outside school to improve performance and fitness (e.g.,
							 DDR).
PE.6.3.03
identify lifestyle behaviors to increase physical
							 activity (e.g., taking stairs, walk/ride bike to school).
Grade 6
Physical Education
Standard:4
Physical Fitness (PE.S.4)
(PE.S.4)
Students will apply physical fitness concepts to
							 achieve and maintain a health-enhancing level of physical fitness.
Performance Descriptors DE.S.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Sixth grade students performing at the distinguished
							 level will model and perform at the gender and age-appropriate health-related
							 fitness standards as defined in FITNESSGRAM; define the five components of
							 FITNESSGRAM; examine the fitness benefits of a variety of physical activities;
							 describe the necessity of warm-up and cool-down activities; practice the
							 F.I.T.T. principle to achieve physical fitness.
Sixth grade students performing at the above mastery
							 level will assess and apply the appropriate fitness/health related components
							 to perform at the gender and age-appropriate health-related fitness standards
							 as defined in FITNESSGRAM; define the five components of FITNESSGRAM; examine
							 the fitness benefits of a variety of physical activities; describe the
							 necessity of warm-up and cool-down activities; practice the F.I.T.T. principle
							 to achieve physical fitness.
Sixth grade students performing at the mastery level
							 will perform at the gender and age-appropriate health-related fitness standards
							 as defined in FITNESSGRAM; define the five components of FITNESSGRAM; examine
							 the fitness benefits of a variety of physical activities; describe the
							 necessity of warm-up and cool-down activities; practice the F.I.T.T. principle
							 to achieve physical fitness.
Sixth grade students performing at the partial
							 mastery level will, with guidance and practice, perform at the gender and
							 age-appropriate health-related fitness standards as defined in FITNESSGRAM;
							 define the five components of FITNESSGRAM; examine the fitness benefits of a
							 variety of physical activities; describe the necessity of warm-up and cool-down
							 activities; practice the F.I.T.T. principle to achieve physical fitness.
Sixth grade students performing at the novice level
							 will need teacher and/ or peer assistance and guidance to perform at the gender
							 and age-appropriate health-related fitness standards as defined in FITNESSGRAM;
							 define the five components of FITNESSGRAM; examine the fitness benefits of a
							 variety of physical activities; describe the necessity of warm-up and cool-down
							 activities; practice the F.I.T.T. principle to achieve physical fitness.
Objectives
Students will
PE.6.4.01
perform at the gender and age-appropriate
							 health-related fitness standards as defined in FITNESSGRAM.
PE.6.4.02
define the five components of FITNESSGRAM.
PE.6.4.03
examine the fitness benefits of a variety of physical
							 activities (e.g., stretching, walking).
PE.6.4.04
describe the necessity of warm-up and cool-down
							 activities.
PE.6.4.05
practice the F.I.T.T. principle to achieve physical
							 fitness
Grade 6
Physical Education
Standard: 5
Responsible Personal and Social Behavior
							 (PE.S.5)
(PE.S.5)
Students will identify and apply responsible,
							 personal and social behaviors in physical activity settings.
Performance Descriptors PE.S.5
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Sixth grade students performing at the distinguished
							 level will model and exemplify the personal and social behaviors to work
							 cooperatively and productively in a group to accomplish a set goal/task; make
							 appropriate decisions when applying rules, procedures, etiquette, and safety;
							 practice behaviors that are supportive and inclusive in physical
							 activity.
Sixth grade students performing at the above mastery
							 level will initiate and apply the appropriate behaviors to work cooperatively
							 and productively in a group to accomplish a set goal/task; make appropriate
							 decisions when applying rules, procedures, etiquette, and safety; practice
							 behaviors that are supportive and inclusive in physical activity.
Sixth grade students performing at the mastery level
							 will: work cooperatively and productively in a group to accomplish a set
							 goal/task; make appropriate decisions when applying rules, procedures,
							 etiquette, and safety; practice behaviors that are supportive and inclusive in
							 physical activity.
Sixth grade students performing at the partial
							 mastery level will need guidance to work cooperatively and productively in a
							 group to accomplish a set goal/task; make appropriate decisions when applying
							 rules, procedures, etiquette, and safety; practice behaviors that are
							 supportive and inclusive in physical activity.
Sixth grade students performing at the novice level
							 will need teacher or peer assistance and guidance to work cooperatively and
							 productively in a group to accomplish a set goal/task; make appropriate
							 decisions when applying rules, procedures, etiquette, and safety; practice
							 behaviors that are supportive and inclusive in physical activity.
Objectives
Students will
PE.6.5.01
work cooperatively and productively in a group to
							 accomplish a set goal/task.
PE.6.5.02
make appropriate decisions when applying rules,
							 procedures, etiquette, and safety.
PE.6.5.03
practice behaviors that are supportive and inclusive
							 in physical activity.
Seventh Grade Physical Education Content Standards and
				  Objectives
The physical education program of study at the seventh
				  grade level continues to develop specialized skills, offers new opportunities
				  to explore recreational activities and lifetime fitness activities, and builds
				  on lifetime wellness and social skills concepts previously introduced. During
				  this critical time period, changes due to maturation and growth affect the
				  students' skill level as they adjust to physical changes. Social development is
				  an important part of the physical education curriculum. The West Virginia
				  Standards for 21st Century Learning include the
				  following components: 21st Century Content Standards
				  and Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology and
				  objectives.
Note: In accordance with W. Va. Code §
											18-2-7a, the FITNESSGRAM shall be
				  administered to all students.
Grade 7
Physical Education
Standard:1
Movement Forms (PE.S.1)
(PE.S.1)
Students will: demonstrate movement patterns and
							 motor skills needed to perform a variety of physical activities.
Performance Descriptors PE.S.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Seventh grade students performing at the
							 distinguished level will model and perform a variety of movement patterns
							 while: participating in a variety of modified individual, dual and team sports;
							 participating in a variety of non-competitive individual, dual and team
							 activities; creating and perform a simple dance sequence in time to
							 music.
Seventh grade students performing at the above
							 mastery level will implement and perform proper movement patterns while:
							 participating in a variety of modified individual, dual and team sports;
							 participating in a variety of non-competitive individual, dual and team
							 activities; creating and perform a simple dance sequence in time to
							 music.
Seventh grade students performing at the mastery
							 level will: participate in a variety of modified individual, dual and team
							 sports; participate in a variety of non-competitive individual, dual and team
							 activities; create and perform a simple dance sequence in time to music.
Seventh grade students performing at the partial
							 mastery level will, with guidance: participate in a variety of modified
							 individual, dual and team sports; participate in a variety of non-competitive
							 individual, dual and team activities; create and perform a simple dance
							 sequence in time to music.
Seventh grade students performing at the novice
							 level, with teacher or peer assistance and guidance: participate in a variety
							 of modified individual, dual and team sports; participate in a variety of
							 non-competitive individual, dual and team activities; create and perform a
							 simple dance sequence in time to music.
Objectives
Students will
PE.7.1.01
participate in a variety of modified individual, dual
							 and team sports.
PE.7.1.02
participate in a variety of non-competitive
							 individual, dual and team activities.
PE.7.1.03
create and perform a simple dance sequence in time to
							 music.
Grade 7
Physical Education (PE.S.2)
Standard:2
Development of Motor Skills
(PE.S.2)
Students will apply concepts and principles of human
							 movement to the development of motor skills and learning of new skills.
Performance Descriptors PE.S.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Seventh grade students performing at the
							 distinguished level will model and evaluate the basic skills necessary to
							 participate in movement forms; demonstrate knowledge of rules and terminology
							 necessary to participate in movement forms; and utilize appropriate practice
							 plans to independently improve performance.
Seventh grade students performing at the above
							 mastery level will initiate and perform the basic skills necessary to
							 participate in movement forms; demonstrate knowledge of rules and terminology
							 necessary to participate in movement forms; and utilize appropriate practice
							 plans to independently improve performance.
Seventh grade students performing at the mastery
							 level will: analyze and demonstrate the basic skills necessary to participate
							 in movement forms; reflect knowledge of rules and terminology necessary to
							 participate in movement forms; and utilize appropriate practice plans to
							 independently improve performance.
Seventh grade students performing at the partial
							 mastery level will need guidance and practice to demonstrate the basic skills
							 necessary to participate in movement forms, discuss knowledge of rules and
							 terminology necessary to participate in movement forms, and apply appropriate
							 practice plans to independently improve performance.
Seventh grade students performing at the novice level
							 will need teacher and/ or peer assistance and guidance and practice to
							 demonstrate the basic skills necessary to participate in movement forms,
							 discuss knowledge of rules and terminology necessary to participate in movement
							 forms, and apply appropriate practice plans to independently improve
							 performance.
Objectives
Students will
PE.7.2.01
analyze and demonstrate the basic skills necessary to
							 participate in movement forms (e.g., eye-hand, eye-foot coordination).
PE.7.2.02
reflect knowledge of rules and terminology necessary
							 to participate in movement forms.
PE.7.2.03
utilize appropriate practice plans to independently
							 improve performance (e.g., rubric, checklist).
Grade 7
Physical Education
Standard:3
Physical Activity (PE.S.3)
(PE.S.3)
Students will exhibit a physically active lifestyle
							 that provides the opportunity for enjoyment, challenge, self-expression, and
							 social interaction.
Performance Descriptors PE.S.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Seventh grade students performing at the
							 distinguished level will determine and initiate physical activity opportunities
							 available in their community and state both in and outside of school and
							 research economic impact on regional resources relating to physical
							 activity.
Seventh grade students performing at the above
							 mastery level will perform in physical activity opportunities available in
							 their community and state both in and outside of school and research economic
							 impact on regional resources relating to physical activity.
Seventh grade students performing at the mastery
							 level will participate in physical activity opportunities available in their
							 community and state both in and outside of school and research economic impact
							 on regional resources relating to physical activity.
Seventh grade students performing at the partial
							 mastery level will need guidance and encouragement to participate in physical
							 activity opportunities available in their community and state both in and
							 outside of school and research economic impact on regional resources relating
							 to physical activity.
Seventh grade students performing at the novice level
							 will need teacher and/ or peer assistance and encouragement to participate in
							 physical activity opportunities available in their community and state both in
							 and outside of school and research economic impact on regional resources
							 relating to physical activity.
Objectives
Students will
PE.7.3.01
participate in physical activity available in their
							 community and state (e.g., bicycling, golfing, white water rafting, kayaking,
							 hunting, fishing, skiing, mountain biking, hiking, rock climbing).
PE.7.3.02
research economic impact on regional resources
							 relating to physical activity (e.g., internet search)
PE.7.3.03
participate in physical activities both in and
							 outside of school (e.g., physical education class, intramurals, recreation
							 leagues).
Grade 7
Physical Education
Standard:4
Physical Fitness (PE.S.4)
(DE.S.4)
Students will apply physical fitness concepts to
							 achieve and maintain a health-enhancing level of physical fitness.
Performance Descriptors DE.S.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Seventh grade students performing at the
							 distinguished level will model, perform and assess at the gender and
							 age-appropriate health-related fitness standards and components defined in
							 FITNESSGRAM, identify personal fitness needs and participate in physical
							 activities to improve fitness and explain the principles of progression and
							 overload.
Seventh grade students performing at the above
							 mastery level will perform at the gender and age-appropriate health-related
							 fitness standards and components defined in FITNESSGRAM, identify personal
							 fitness needs and participate in physical activities to improve fitness and
							 explain the principles of progression and overload.
Seventh grade students performing at the mastery
							 level will meet the gender and age-appropriate health-related fitness standards
							 and components defined in FITNESSGRAM, identify personal fitness needs and
							 participate in physical activities to improve fitness and explain the
							 principles of progression and overload.
Seventh grade students performing at the partial
							 mastery level will need guidance and practice to meet the gender and
							 age-appropriate health-related fitness standards and components defined in
							 FITNESSGRAM, identify personal fitness needs and participate in physical
							 activities to improve fitness and explain the principles of progression and
							 overload.
Seventh grade students performing at the novice level
							 will need teacher and/or peer assistance and practice to meet the gender and
							 age-appropriate health-related fitness standards and components defined in
							 FITNESSGRAM, identify personal fitness needs and participate in physical
							 activities to improve fitness and explain the principles of progression and
							 overload.
Objectives
Students will
PE.7.4.01
meet the gender and age-appropriate health-related
							 fitness standards defined in FITNESSGRAM.
PE.7.4.02
examine health-related fitness of FITNESSGRAM
							 components (e.g., body composition, muscular strength, muscular endurance,
							 cardiovascular endurance, and flexibility).
PE.7.4.03
Identify personal fitness needs and participate in
							 physical activities to improve specified fitness components (e.g., strength,
							 flexibility and body composition).
PE.7.4.04
explain the principles of progression and overload
							 (e.g., gradual increase in F.I.T.T.).
Grade 7
Physical Education
Standard: 5
Responsible Personal and Social Behavior
							 (PE.S.5)
(PE.S.5)
Students will identify and apply responsible,
							 personal and social behaviors in physical activity settings.
Performance Descriptors PE.S.5
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Seventh grade students performing at the
							 distinguished level will model and exemplify cooperative team building skills
							 appropriate for physical activity including conflict resolution, knowledge of
							 rules, etiquette and safety and practice decision-making and communication
							 skills while participating in physical activity.
Seventh grade students performing at the above
							 mastery level will initiate and practice cooperative team building skills
							 appropriate for physical activity including conflict resolution, knowledge of
							 rules, etiquette and safety and practice decision-making and communication
							 skills while participating in physical activity.
Seventh grade students performing at the mastery
							 level will demonstrate cooperative team building skills appropriate for
							 physical activity including conflict resolution, knowledge of rules, etiquette
							 and safety and practice decision-making and communication skills while
							 participating in physical activity.
Seventh grade students performing at the partial
							 mastery level will need guidance and encouragement to demonstrate cooperative
							 team building skills appropriate for physical activity including conflict
							 resolution, knowledge of rules, etiquette and safety and practice
							 decision-making and communication skills while participating in physical
							 activity.
Seventh grade students performing at the novice level
							 will need teacher and/or peer assistance along with guidance and encouragement
							 to demonstrate cooperative team building skills appropriate for physical
							 activity including conflict resolution, knowledge of rules, etiquette and
							 safety and practice decision-making and communication skills while
							 participating in physical activity.
Objectives
Students will
PE.7.5.01
demonstrate cooperative team building skills
							 appropriate for physical activity (e.g., equal opportunity for
							 participation).
PE.7.5.02
demonstrate appropriate conflict resolution skills
							 (e.g., peer mediation).
PE.7.5.03
demonstrate knowledge of rules, etiquette and safety
							 while participating in various physical activities (e.g. sportsmanship, fair
							 play).
PE.7.5.04
practice decision-making and communication skills
							 while participating in physical activity.
Eighth Grade Physical Education Content Standards and
				  Objectives
The eighth grade physical education program of study
				  allows students to further explore individual interests in lifetime physical
				  activities and gain the knowledge and skills for future participation. A strong
				  emphasis on lifetime wellness, physical activity and social skills offers all
				  students important benefits toward the goal of becoming a physically-active
				  adult. Emphasis on rhythmic movement and motor skills allows for student
				  creativity and talent to be showcased in a non-competitive manner. Safety must
				  be stressed in all activities. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology and
				  objectives.Note:
In accordance with W. Va. Code §
											18-2-7a, the FITNESSGRAM shall be
				  administered to all students.
Grade 8
Physical Education
Standard:1
Movement Forms (PE.S.1)
(PE.S.1)
Students will demonstrate movement patterns and motor
							 skills needed to perform a variety of physical activities.
Performance Descriptors PE.S.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eighth grade students performing at the distinguished
							 level will model and perform advanced offensive and defensive strategy while
							 participating in individual, dual, and team sports; implement basic techniques
							 and safety procedures while participating in non-competitive lifetime physical
							 activities and perform a variety of dances.
Eighth grade students performing at the above mastery
							 level will anticipate and perform basic offensive and defensive strategy while
							 participating in individual, dual, and team sports; implement basic techniques
							 and safety procedures while participating in non-competitive lifetime physical
							 activities and perform a variety of dances.
Eighth grade students performing at the mastery level
							 will utilize basic offensive and defensive strategy while participating in
							 individual, dual, and team sports; implement basic techniques and safety
							 procedures while participating in non-competitive lifetime physical activities
							 and perform a variety of dances
Eighth grade students performing at the partial
							 mastery level will need guidance to demonstrate basic offensive and defensive
							 strategy while participating in individual, dual, and team sports; implement
							 basic techniques and safety procedures while participating in non-competitive
							 lifetime physical activities and perform a variety of dances.
Eighth grade students performing at the novice level
							 will need teacher and/or peer assistance along with guidance and practice to
							 demonstrate basic offensive and defensive strategy while participating in
							 individual, dual, and team sports; implement basic techniques and safety
							 procedures while participating in non-competitive lifetime physical activities
							 and perform a variety of dances
Objectives
Students will
PE.8.1.01
utilize basic offensive and defensive strategy while
							 participating in individual, dual, and team sports (e.g., lead-up
							 games/activities).
PE.8.1.02
implement basic techniques and safety procedures
							 while participating in non-competitive lifetime physical activity (e.g., use a
							 spotter when lifting weights, shift gears one at a time while climbing a hill
							 on a bicycle).
PE.8.1.03
perform a variety of dances (e.g., square, line and
							 social).
Grade 8
Physical Education (PE.S.2)
Standard:2
Development of Motor Skills
(PE.S.2)
Students will apply concepts and principles of human
							 movement to the development of motor skills and learning of new skills.
Performance Descriptors PE.S.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eighth grade students performing at the distinguished
							 level will perform, model and critique various motor skills that increase
							 physical activity participation and performance and identify characteristics of
							 skilled performance.
Eighth grade students performing at the above mastery
							 level will perform and evaluate various motor skills that increase physical
							 activity participation and performance and identify characteristics of skilled
							 performance.
Eighth grade students performing at the mastery level
							 will demonstrate various motor skills that increase physical activity
							 participation and performance and identify characteristics of skilled
							 performance.
Eighth grade students performing at the partial
							 mastery level will need guidance and practice to demonstrate various motor
							 skills that increase physical activity participation and performance and
							 identify characteristics of skilled performance.
Eighth grade students performing at the novice level
							 will need teacher and/or peer assistance along with guidance and practice to
							 demonstrate various motor skills that increase physical activity participation
							 and performance and identify characteristics of skilled performance.
Objectives
Students will
PE.8.2.01
demonstrate various motor skills that increase
							 physical activity participation and performance
PE.8.2.02
identify characteristics of skilled performance
							 (e.g., rubric, self/peer assessment).
Grade 8
Physical Education
Standard:3
Physical Activity (PE.S.3)
(PE.S.3)
Students will exhibit a physically active lifestyle
							 that provides the opportunity for enjoyment, challenge, self-expression, and
							 social interaction.
Performance Descriptors PE.S.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eighth grade students performing at the distinguished
							 level will devise a unique set of strategies to share with peers in developing
							 an activity plan and predict the benefits of physical activity.
Eighth grade students performing at the above mastery
							 level will incorporate the benefits of physical activity, design and implement
							 a personal physical activity plan.
Eighth grade students performing at the mastery level
							 will explain the benefits of physical activity and develop and implement a
							 personal physical activity plan.
Eighth grade students performing at the partial
							 mastery level will need guidance and encouragement to explain the benefits of
							 physical activity and develop and implement a personal physical activity
							 plan.
Eighth grade students performing at the novice level
							 will need: teacher and/or peer assistance in addition to guidance and
							 encouragement to explain the benefits of physical activity and develop and
							 implement a personal physical activity plan.
Objectives
Students will
PE.8.3.01
explain the benefits of physical activity (e.g.,
							 heart health, weight control).
PE.8.3.02
develop and implement a personal physical activity
							 plan (e.g., where, when, cost, equipment, procedures).
Grade 8
Physical Education
Standard:4
Physical Fitness (PE.S.4)
(PE.S.4)
Students will apply physical fitness concepts to
							 achieve and maintain a health-enhancing level of physical fitness.
Performance Descriptors DE.S.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eighth grade students performing at the distinguished
							 level will model, perform and exemplify gender and age-appropriate
							 health-related fitness standards defined in FITNESSGRAM, will apply knowledge
							 of progression and overload and assess personal fitness related to the five
							 components of fitness.
Eighth grade students performing at the above mastery
							 level will implement and perform the gender and age-appropriate health-related
							 fitness standards defined in FITNESSGRAM, will apply knowledge of progression
							 and overload and assess personal fitness related to the five components of
							 fitness.
Eighth grade students performing at the mastery level
							 will perform at gender and age-appropriate health-related fitness standards
							 defined in FITNESSGRAM, will apply knowledge of progression and overload and
							 assess personal fitness related to the five components of fitness.
Eighth grade students performing at the partial
							 mastery level will need guidance and practice to perform at gender and
							 age-appropriate health-related fitness standards defined in FITNESSGRAM, will
							 apply knowledge of progression and overload and assess personal fitness related
							 to the five components of fitness.
Eighth grade students performing at the novice level
							 will need teacher and/or peer assistance in addition to guidance and practice.e
							 to meet the gender and age-appropriate health-related fitness standards defined
							 in FITNESSGRAM, will apply knowledge of progression and overload and assess
							 personal fitness related to the five components of fitness.
Objectives
Students will
PE.8.4.01
perform at gender and age-appropriate health-related
							 fitness standards defined in FITNESSGRAM.
PE.8.4.02
apply knowledge of progression and overload (e.g.,
							 gradual increase in F.I.T.T.) in the development of a personal fitness
							 program.
PE.8.4.03
assess personal fitness related to the five
							 components of fitness (e.g., cardiovascular fitness, muscular strength,
							 muscular endurance, body composition, and flexibility) and participate in
							 activities to improve specific fitness components.
Grade 8
Physical Education
Standard: 5
Responsible Personal and Social Behavior
							 (PE.S.5)
(PE.S.5)
Students will identify and apply responsible,
							 personal and social behaviors in physical activity settings.
Performance Descriptors PE.S.5
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eighth grade students performing at the distinguished
							 level will model and exemplify the appropriate behaviors in physical activity
							 settings including proper rules, etiquette and safety, discuss situations that
							 may lead to conflict and practice mediation skills and recognize the affect
							 peer pressure has on physical activity participation and performance.
Eighth grade students performing at the above mastery
							 level will initiate and perform appropriate behaviors in physical activity
							 settings including proper rules, etiquette and safety, discuss situations that
							 may lead to conflict and practice mediation skills and recognize the affect
							 peer pressure has on physical activity participation and performance.
Eighth grade students performing at the mastery level
							 will demonstrate appropriate behaviors in physical activity settings including
							 proper rules, etiquette and safety, discuss situations that may lead to
							 conflict and practice mediation skills and recognize the affect peer pressure
							 has on physical activity participation and performance.
Eighth grade students performing at the partial
							 mastery level will need guidance and reinforcement to demonstrate appropriate
							 behaviors in physical activity settings including proper rules, etiquette and
							 safety, discuss situations that may lead to conflict and practice mediation
							 skills and recognize the affect peer pressure has on physical activity
							 participation and performance.
Eighth grade students performing at the novice level
							 will need teacher and/or peer assistance in addition to guidance and
							 reinforcement to demonstrate appropriate behaviors in physical activity
							 settings including proper rules, etiquette and safety, discuss situations that
							 may lead to conflict and practice mediation skills and recognize the affect
							 peer pressure has on physical activity participation and performance.
Objectives
Students will
PE.8.5.01
demonstrate appropriate, responsible behaviors in
							 physical activity settings including proper rules, etiquette and safety (e.g.,
							 sportsmanship, fair play, use of safety equipment-goggles, helmets).
PE.8.5.02
discuss situations that may lead to conflict and
							 practice mediation skills (e.g., compromise, "I" messages).
PE.8.5.03
recognize the affect peer pressure has on physical
							 activity participation and performance.
High School Physical Education Content Standards and
				  Objectives
Physical education can be a vehicle through which high
				  school students transition from adolescence to adulthood. High school physical
				  education programs should focus on fitness, offer diverse movement patterns,
				  development of motor skills and emphasize lifetime activities. Students need to
				  be exposed to a wide variety of activities, both competitive and
				  non-competitive that bring them enjoyment and challenge, thus enabling them to
				  maintain an active lifestyle for a lifetime. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology and objectives.Note: In
				  accordance with W. Va. Code §
											18-2-7a, the FITNESSGRAM shall be
				  administered to all students.
Grade HS
Physical Education
Standard:1
Movement Forms (PE.S.1)
(PE.S.1)
Students will demonstrate movement patterns and motor
							 skills needed to perform a variety of physical activities.
Performance Descriptors PE.S.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Students performing at the distinguished level will
							 demonstrate and model motor skills necessary to participate in a variety of
							 physical activities. Students will exhibit proper procedures rules, and
							 techniques.
Students performing at the above mastery level
							 possess competent motor skills to participate in a variety of activities
							 utilizing proper techniques. Students exhibit proper procedures and
							 rules.
Students performing at the mastery level will
							 participate and perform a variety of activities that combine many movement
							 forms and skills using proper techniques. Students will explain proper
							 procedures and rules.
Students performing at the partial mastery level will
							 need additional practice of motor skills and movement patterns to participate
							 and perform a variety of activities. Students will identify proper techniques,
							 procedures and rules.
Students performing at the novice level will need
							 additional instruction, repetition and practice of motor skills in order to
							 participate and perform a variety of activities. Students will recall correct
							 procedures and rules.
Objectives
Students will
PE.HS.1.01
Participate in a variety of team sports (e.g.
							 Volleyball, basketball, soccer).
PE.HS.1.02
Participate in a variety of
							 competitive/non-competitive individual and dual activities (e.g., tennis, golf,
							 archery).
PE.HS.1.03
Participate in a variety of outdoor adventure
							 activities (e.g., orienteering, canoeing, biking, hiking).
PE.HS.1.04
Participate in a variety of dance and rhythmic
							 activities (e.g., line dancing, aerobics, yoga, square dancing).
Grade HS
Physical Education (PE.S.2)
Standard:2
Development of Motor Skills
(PE.S.2)
Students will apply concepts and principles of human
							 movement to the development of motor skills and learning of new skills.
Performance Descriptors PE.S.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Students performing at the distinguished level will
							 be able to model, determine and perform motor skills and incorporate them into
							 personal performance.
Students performing at the above mastery level will
							 be able to identify, practice and perform motor skills and incorporate them
							 into personal performance.
Students performing at the mastery level will
							 demonstrate proficiency in motor skills that enhance the principles of human
							 movement and apply to personal performance.
Students performing at the partial mastery level will
							 need additional practice to demonstrate competency in motor skills and begin to
							 utilize principles of human movement to understand personal performance.
Students performing at the novice level will need
							 additional instruction, repetition and practice to demonstrate competency in
							 motor skills and identify principles of human movement to examine personal
							 performance.
Objectives
Students will
PE.HS.2.01
Identify, practice and apply discipline-specific
							 skills (e.g., overhand serve, opposite hand-opposite foot, body balance,
							 posture)
PE.HS.2.02
recognize and perform movement skills that enhance
							 motor development proficiency (e.g., body mechanics, balance)
PE.HS.2.03
identify and explain specific motor skills (e.g.,
							 dribbling, passing, follow through) and incorporate into personal
							 performances.
Grade HS
Physical Education
Standard:3
Physical Activity (PE.S.3)
(PE.S.3)
Students will exhibit a physically active lifestyle
							 that provides the opportunity for enjoyment, challenge, self-expression, and
							 social interaction.
Performance Descriptors PE.S.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Students performing at the distinguished level can
							 explain physical activity behavior patterns that encourage participation for a
							 healthy lifestyle. Students participate regularly in physical activity
							 opportunities within their community, state or region and can predict how
							 physical participation patterns change throughout a lifespan.
Students performing at the partial mastery level can
							 communicate physical activity behavior patterns that encourage participation
							 for a healthy lifestyle. Students participate regularly in various physical
							 activity opportunities within their community, state or region and can analyze
							 the social/economic factors that impact physical activity.
Students performing at the mastery level can examine
							 physical activity behaviors both in and out of school that contribute to the
							 development of a healthy lifestyle. Students will participate in and evaluate
							 various physical activity opportunities within their community/state. Students
							 will also be able to evaluate behavior patterns and the social/economic factors
							 that impact physical activity.
Students performing at the partial mastery level will
							 need encouragement and guidance to: recognize lifestyle behaviors that increase
							 physical activity, document participation in physical activity in addition to
							 physical education class, and list how participation patterns change throughout
							 the life span. Students will be able to locate physical activity opportunities
							 within their community/state and review the social/economic factors that will
							 impact physical activity.
Students performing at the novice level will need
							 assistance to identify physical activity in addition to physical education
							 class, will need prompts to list how participation patterns change throughout
							 the life span. Students will be able to list physical activity opportunities
							 within their community/state and state the social/economic factors that can
							 impact physical activity.
Objectives
Students will
PE.HS.3.01
determine behaviors and activities that increase
							 physical activity in addition to physical education class.
PE.HS.3.02
explain how physical activity participation patterns
							 are likely to change throughout the life span.
PE.HS.3.03
identify and describe local, state, national, and/or
							 international fitness and recreational resources and organizations.
PE.HS.3.04
assess the social/economic factors that impact
							 physical activity.
Grade HS
Physical Education
Standard:4
Physical Fitness (PE.S.4)
(PE.S.4)
Students will apply physical fitness concepts to
							 achieve and maintain a health-enhancing level of physical fitness.
Performance Descriptors DE.S.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Students performing at the distinguished level will
							 exceed the gender and age appropriate fitness standard for Fitnessgram.
							 Students can evaluate the five components of fitness, model for others the
							 principles of training in implementing a personal fitness program. Students can
							 assess the fitness values of various physical activities.
Students performing at the above mastery level will
							 perform at the gender and age appropriate fitness standard for Fitnessgram.
							 Students can express the five components of fitness and utilize the principles
							 of training in creating a personal fitness program. Students can evaluate the
							 fitness values of various physical activities.
Students performing at the mastery level will
							 participate at the gender and age appropriate fitness standard for Fitnessgram.
							 Students can explain the five components of fitness, recognize the fitness
							 value of various physical activities and can outline a personal fitness
							 program.
Students performing at the partial mastery level will
							 meet the gender and age appropriate fitness standard for Fitnessgram. Students
							 can list the five components of fitness and may need encouragement to recognize
							 the fitness value of various physical activities and can explain a personal
							 fitness program.
Students performing at the novice level will need
							 additional practice and repetition to meet the age and gender appropriate
							 fitness standard for Fitnessgram. Students can recall the five components of
							 fitness and will need encouragement to state the fitness value of various
							 physical activities and to design a personal fitness program
Objectives
Students will
PE.HS.4.01
perform at the gender and age-appropriate
							 health-related fitness standards defined in Fitnessgram.
PE.HS.4.02
interpret and compare personal fitness related to the
							 five components of fitness: cardiovascular fitness, muscular strength, muscular
							 endurance, body composition, and flexibility.
PE.HS.4.03
practice principles of training in the design and
							 implementation of a personal fitness program.
PE.HS.4.04
compare and contrast the fitness values of various
							 physical activities.
Grade HS
Physical Education
Standard: 5
Responsible Personal and Social Behavior
							 (PE.S.5)
(PE.S.5)
Students will identify and apply responsible,
							 personal and social behaviors in physical activity settings.
Performance Descriptors PE.S.5
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Students performing at the distinguished level will:
							 assess potential dangers of physical activity and develop strategies to
							 minimize associated risks; model and promote responsible/ considerate personal
							 behavior in physical activity settings; model proper procedures, etiquette and
							 fair play in all physical activity settings; and can determine peer pressure on
							 physical activity participation and performance.
Students performing at the above mastery level will:
							 anticipate potential dangers of physical activity and analyze solutions to
							 minimize associated risks; perform responsible/ considerate personal behavior
							 in physical activity settings; utilize proper procedures, demonstrate etiquette
							 and fair play in all physical activity settings; analyze the influence of peer
							 pressure on physical activity participation and performance.
Students performing at the mastery level will:
							 recognize potential dangers of physical activity and predict ways to minimize
							 associated risks; demonstrate responsible/ considerate personal behavior in
							 physical activity settings; identify proper procedures, etiquette and fair play
							 in physical activity settings; identify the influence of peer pressure on
							 physical activity participation and performance.
Students performing at the partial mastery level will
							 need encouragement and guidance to: cite potential dangers of physical activity
							 and identify ways to minimize associated risks.
Students will need repetition to practice
							 responsible/ considerate behavior in physical activity settings including
							 proper etiquette and fair play. Students begin to recognize the influence of
							 peer pressure on physical activity participation and performance.
Students performing at the novice level will need
							 assistance to: recognize potential dangers of physical activity and identify
							 ways to minimize associated risks. Students will need additional prompts and
							 encouragement to demonstrate responsible/ considerate personal behavior in
							 physical activity settings including proper etiquette and fair play. Students
							 will need assistance to anticipate the influence of peer pressure on physical
							 activity and performance.
Objectives
Students will
PE.HS.5.01
examine potential dangers of physical activity and
							 determine how to minimize associated risks.
PE.HS.5.02
utilize responsible/considerate personal behavior s
							 in physical activity settings.
PE.HS.5.03
practice proper procedures, demonstrate etiquette and
							 fair play in physical activity settings.
PE.HS.5.04
explain the influence of peer pressure on physical
							 activity participation and performance.