Common Planner
K–12 Standards

Grades 6, 7, 8

Other South Carolina Physical Education sets

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. (Psychomotor Domain)

  • 1.

    Demonstrate basic skills and tactics during a three-on-two modified invasion game (for example, passing to open space during a three-on-two soccer game).8-1.1

  • 2.

    Use good technique in performing two different dance and rhythmic activities (for example, demonstrating correct steps with balance and control when performing a line dance and a folk dance).8-1.2

  • 3.

    Exhibits command of rhythm and patterns by creating a movement sequence to music as an individual or in a group.8-1.3

  • 4.

    Demonstrate in a modified situation the basic skills and tactics used for target games and net/wall games (for example, the four-step delivery without the bowling ball, or the tennis forehand from a tossed ball).8-1.4

  • 5.

    Demonstrate the basic skills that one uses in an outdoor pursuit (for example, reading a compass for orienteering, adjusting the seat height for biking, launching a canoe).8-1.5

  • 6.

    Demonstrate basic skills and tactics during modified fielding/striking games (for example, striking a pitched ball with an implement).8-1.6

  • 7.

    Demonstrate basic skills in aquatics (if access to facilities permits) (for example, bobbing, treading water, front crawl stroke).8-1.7

The physically literate individual demonstrates knowledge of concepts, principles, strategies and tactics related to movement and performance. (Cognitive Domain)

  • 1.

    Identify critical elements/learning cues of skills performed in invasion games, target and net/wall games, striking/fielding games.(for example, recognize "balance, eyes, elbows and follow through" as learning cues for performing a free throw).8-2.1

  • 2.

    Design a sequence of progressive rhythmic movement patterns (for example, create a repeatable aerobic sequence of four, eight count steps, with coordinated arm movements).8-2.2

  • 3.

    Identify the five components of health-related physical fitness (muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition) and, with limited teacher assistance, use them to design a personal health-related physical fitness plan based on FITT (frequency, intensity, type, and time) training principles.8-2.3

  • 4.

    Integrate prior knowledge of movement concepts into new learning experiences in the physical-activity setting (for example, state the similarities between the overhand throwing pattern and the overhand volleyball serve).8-2.4

  • 5.

    Identify physical-activity experiences for social, emotional, and health benefits (for example, jogging to reduce stress, walking with a friend for social interaction).8-2.5

  • 6.

    Describe tactics within invasion games, target and net/wall games, striking/fielding games and explain how to use them effectively in modified situations (for example, explain why hitting the ball away from the opponent when playing tennis is an offensive strategy).8-2.6

The physically literate individual achieves and maintains a health-enhancing level of physical activity and fitness. (Psychomotor Domain)

  • 1.

    Monitor his or her own participation in physical activity (for example, maintain an activity log for a seven-day period, documenting progress toward achievement of personal goals).8-3.1

  • 2.

    Identify community resources to support varied opportunities for participation in physical activity outside of physical education class (for example, YMCA programs, city recreation programs, biking paths, walking trails).8-3.2

  • 3.

    Achieve and maintain the age- and gender-specific health-related fitness standards as defined by a state-approved fitness assessment (for example, scoring within the healthy fitness zone on Fitnessgram).8.3.3

  • 4.

    Identify personal health-related fitness goals and implement a plan to achieve and/or maintain personal fitness (for example, when flexibility criteria is not achieved, select and perform appropriate exercises until the goal is achieved).8-3.4

  • 5.

    Participate in health-related fitness activities outside of the physical education class (for example, rollerblading after school, taking swim lessons, playing in a softball league).8-3.5

The physically literate individual exhibits responsible personal and social behavior that respects self and others in physical-activity settings. (Affective Domain)

  • 1.

    Work cooperatively within a group to establish and achieve group goals in competitive as well as cooperative physical activity settings (for example, consider ideas from all group members when creating an aerobic dance routine).8-4.1

  • 2.

    Recognize and resolve potential conflicts in physical activity settings (for example, shows self-control by accepting a controversial decision of an official).8-4.2

  • 3.

    Accept differences among people and make an effort to include a diversity of participants in physical activities (for example, seeks out, participates with, and shows respect for peers with different ability levels).8-4.3

  • 4.

    Uses equipment appropriately in physical activity settings and identifies safety concerns associated with specific activities.8-4.4

The physically literate individual demonstrates awareness that physical activity provides the opportunity for health, enjoyment, challenge, self-expression and/or social interaction. (Affective Domain)

  • 1.

    Seek and explore physical activity opportunities that provide personal meaning and enjoyment (for example, participate in organized sports for the joy of competition, ride a mountain bike to enjoy nature trails).8-5.1

  • 2.

    Seek and explore health-enhancing physical activities that provide challenge enjoyment, and social interaction (for example, participate in local road race or youth recreational league).8-5.2

  • 3.

    Identify and participate in an enjoyable activity that prompts social interaction or self-expression.8-5.3

  • 4.

    Identify the health benefits of a physically active lifestyle.8-5.4

Frequently asked questions

What grade levels do these standards cover?
Grade 6, Grade 7, and Grade 8
When were these standards adopted?
2014

Keep exploring

Keep exploring Physical Education standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More South Carolina Physical Education sets

Physical Education