Grade 7 PE Wisconsin Standards

Social Interaction

Social Interaction

Self-expression and Enjoyment

Self-expression and Enjoyment

Self-awareness and Self-management: Challenge and Growth Mindset

Health and Wellbeing

The student will recognize the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction.

Decision-making

Relationship Skills: Conflict Resolution

Relationship Skills: Feedback

Self-management: Goal Setting

Social Awareness

Social Awareness: Procedures and Protocols

Safety

The student will exhibit responsible personal and social behavior that respects self and others.

Knowledge Application

Mindfulness and Stress Management

Nutrition: Healthy Nutritional Choices

Assessment and Program Planning

Fitness Knowledge: Components

Physical Activity Knowledge: Barriers

The student will demonstrate the knowledge and skills to achieve a health-enhancing level of physical activity and fitness.

Aquatics: Safety

Movement Concepts, Principles, and Knowledge

Fielding and Striking Games: Reducing Space

Fielding and Striking Games: Offensive Strategies

Target Games: Shot Selection

Net/Wall Games: Using Tactics and Shots

Net/Wall Games: Creating Space (through variation)

Invasion Games: Transition

Invasion Games: Reducing Space (using denial)

Invasion Games: Reducing Space (changing the size and shape)

Invasion Games: Creating Space (with offensive tactics)

Invasion Games: Creating Space (with movement)

The student will apply knowledge of concepts, principles, strategies, and tactics related to movement performance.

Aquatics: Swim Skills

Outdoor Pursuits/ Adventure Activities

Fielding and Striking Games: Catching

Fielding and Striking Games: Striking

Target Games: Striking

Target Games: Throwing

Net/Wall Games: Two-hand Volley

Net/Wall Games: Volley

Net/Wall Games: Weight Transfer

Net/Wall Games: Forehand and Backhand

Net/Wall Games: Striking

Net/Wall Games: Serving

Invasion Games: Defensive Skills

Invasion Games: Shooting on Goal

Invasion Games: Dribbling/Object Control

Invasion Games: Dribbling/Object Control

Invasion Games: Offensive Skills

Invasion Games: Passing and Receiving

Invasion Games: Passing and Receiving

Invasion Games: Catching

Invasion Games: Throwing

Dance and Rhythms

The student will demonstrate competency in a variety of motor skills and movement patterns.

Slide in all directions while on defense without crossing feet.

Execute an underhand serve to a predetermined target for net and wall games.

Strike with a mature overhand pattern in a dynamic environment for net/wall games.

Demonstrate the mature form of forehand and backhand strokes with a long-handled implement in net games.

Transfer weight with correct timing using low to high striking pattern with a short-handled implement on the forehand side.

Forehand and backhand volley with a mature form and control using a shorthandled implement.

Two-hand volley with control in a dynamic environment.

Execute consistently a mature throwing pattern for target activity in a dynamic environment.

Strike, with an implement, a stationary object for accuracy in a dynamic environment.

Strike an object with an implement to open space in a variety of practice tasks in a dynamic environment.

Demonstrate correct rhythm and pattern for a different dance form (folk, cultural, social, creative, line, and world dance) or a rhythmic based fitness activity.

Create a dance/rhythm sequence consisting of at least 4 various movement phases.

Throw with a mature pattern for distance or power appropriate to the activity in a dynamic environment.

Catch, with a mature pattern, from different trajectories using a variety of objects in a dynamic environment.

Demonstrate correct technique for a variety of skills in one individual performance or outdoor activity.

Demonstrate swim skills as described by the American Red Cross “Learn to Swim and Achieve” or any other nationally recognized swim program. Students may exhibit skills in any of the swim skill levels.

Catch with a mature pattern from a variety of trajectories using different objects in dynamic environments or modified game play.

Pass and receive with hands, feet, or implement in combination with locomotor patterns of running and change of direction and speed with competency within invasion games, including those from other cultures.

Throw, while moving, a leading pass to a moving receiver.

Execute at least one of the following designed to create open space with defensive pressure in a dynamic environment: pivots, fakes, jab steps, screens, give and go.

Dribble with dominant and nondominant hands using a change of speed and direction in a dynamic environment.

Foot-dribbles or dribbles with an implement combined with passing in a dynamic environment.

Shoot on goal with power and accuracy in a dynamic environment.

Reduce open space by using locomotor patterns (e.g., walking, running, jumping, and landing, changing the size and shape of the body) in combination with movement concepts (e.g., reducing the angle in the space, and reducing the distance between player and goal).

Analyze, refine, and apply defensive strategy based on the situation (e.g., number of outs).

Explain Newton’s Three Laws of Motion as applied to various physical activities.

Students for grades 6-8 will demonstrate knowledge of all water safety concepts as outlined by the American Red Cross or any other nationally recognized swim program.

Execute in a practice task at least one of the following offensive tactics to create open space: stay spread on offense; use a variety of passes, pivots, and fakes; give and go.

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

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

Transition from offense to defense or defense to offense by recovering quickly and communicating with teammates.

Create open space in net/wall games with either a long- or short-handled implement by varying force and direction and by moving opponent from side to side.

Select offensive shot based on opponent’s court or field position (i.e., hit where opponent is not).

Vary the speed and trajectory of the shot based on the location of the object in relation to the target.

Use a variety of shots (e.g., line drive high arc) to hit the object into open space.

Evaluate personal barriers for maintaining a physically active lifestyle and create and implement a plan to eliminate those barriers.

Design and implement a program of remediation for two areas of improvement based on the results of health-related fitness assessment.

Maintain a physical activity and nutrition log for at least two weeks and reflect on activity levels and nutrition as documented in the log.

Identify foods within each of the basic food groups and select appropriate servings and portions for his/her age and physical activity levels.

Practice strategies for dealing with stress, such as deep breathing, guided visualization and aerobic exercise.

Engage in a variety of strength, endurance, and functional fitness activities.

Reflect on inventory of physical fitness activities for each of the components of fitness (e.g., verbally, written, etc.).

Reflect on personal participation in a variety of lifetime activities.

Participate in moderate to vigorous muscle- and bone-strengthening physical activity at least 3 times a week.

Differentiate between health-related and skill-related fitness.

Adjust physical activity based on quantity of exercise needed for a minimal health standard and optimal functioning based on current fitness level.

Describe and demonstrate the difference between dynamic and static stretches.

Identify exercises that are aerobic, anaerobic, muscular strength, and muscular endurance.

Describe overload principle (FITT formula) for different types of physical activity, the training principles on which the formula is based and how the formula and principles affect fitness.

Design a warm-up and cool-down regimen for a self-selected physical activity.

Demonstrate how the RPE Scale can be used to determine the perception of the work effort or intensity of exercise.

Apply rates of perceived exertion to pacing.

Describe how muscles pull on bones to create movement in pairs by relaxing and contracting.

Implement safety protocols within the learning environment with teacher guidance.

Demonstrate knowledge of procedures and protocols by self-officiating and following parameters within a variety of learning environments (e.g., small-sided games, individual performance activities).

Understand the effects of discrimination and stereotyping.

Reflect on the progress toward meeting the short-term (S.M.A.R.T.) goals and adjust the goal if needed.

Provide and accept positive constructive feedback with a peer using clear communication skills, to improve performance using teacher-generated criteria.

Identify negotiation skills and conflict resolution strategies to resolve differences with minimal teacher guidance.

Identify various factors, solutions, and outcomes that will influence decisionmaking.

Compare and contrast the health benefits of participating in selected physical activities on overall health and well-being.

Integrate personal strengths, and respond in an optimistic way to individual challenges (e.g., extending, engagement, asking for help or feedback, and modifying the task) with minimal teacher guidance.

Explain how moving competently in a physical activity setting creates enjoyment.

Explain the relationship between selfexpression and lifelong enjoyment through physical activity.

Demonstrate the importance of social interaction by helping and encouraging others and providing support to classmates.

Explain how physical activity provides opportunities for increasing social interaction.