Grade 8 Movement (Individual and Dual Activities)

Prescribed Learning Outcomes

It is expected that students will:

• use body mechanics related to a variety of individual and dual activities to describe the performance of self and others
  
• apply activity-specific motor skills when performing a variety of individual and dual activities
  
• demonstrate ways to throw a variety of objects with accuracy toward a target

To view the prescribed learning outcomes for Movement (Individual and Dual Activities) in other grades click on an icon below.

Suggested Instructional Strategies

Through individual and dual activities, students develop throwing, running, and jumping skills that provide the foundation for a lifelong involvement in athletics (track and field), combatives (self-defence, martial arts), or training programs (aerobics, cycling), or target activities (bowling, archery, curling).

Strategies

• Invite qualified instructors from the community to provide training in activities such as martial arts or self-defence. Ensure self-defence is taught in the context of gender issues.
  
• Have students plan and lead aerobic activities, combining locomotor and non-locomotor skills, with or without music.
  
• Have students work individually and with a partner to create a juggling routine, using scarves, small balls, or juggling sticks.
  
• Have students use stations to practise field events (e.g., shot-put, discus, javelin, long jump). Rotate students from station to station, having them record their analyses and comments.
  
• Have students assess and record their individual fitness levels in a portfolio. Have them plan a training program, set and modify goals, and reflect on results.
  
• Show videos to demonstrate running styles and techniques involved in athletic events, being sure to include a variety of role models.
  
• Have teams of four or six practise baton passing for relay races.
  
• Have students time runs (e.g., 100 m, 200 m, 400 m).
  
• Have students create a miniature putting course or visit a driving range to practise golf skills.
  
• Have students participate in activities using community facilities (e.g., curling, bowling, archery).

Suggested Assessment Strategies

• Students develop a rating scale or checklist for an activity-specific skill or technique they wish to demonstrate and receive credit for (e.g., a wrestling hold, field event, chip shot in golf). Their ratings should include both technique and result. Students should try out their form or scale themselves as well as enlist others to help them revise it. When they are satisfied that it works effectively, they ask two or three people to observe and rate them as they perform the skill. They submit the results as evidence of their understanding of the skill and their own skill level. In assessing students' rating scales, look for evidence that they:
  
  • describe the components clearly
    
  • include key aspects of the skill or activity
    
  • recognize the key criteria for judging performance in this skill or activity
    
• Students may include a self-assessment of their rating scale by responding to prompts such as the following:
  
  • Which of the following best describes your rating scale: extremely useful, somewhat useful, not useful?
    
  • What parts of the scale provided the most helpful feedback? How could you improve it?

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
  
• The Canadian Active Living Challenge
  
• Double Dutch Handbook
  
• Fit Skip Ness: The Skipping Challenge
  
• Fitness Fun
  
• Physical Education: VCE Units 1, 2, 3, 4
  
• Power Training for Sport: Plyometrics for Maximum Power Development
  
• Quality Lesson Plans for Secondary Physical Education
  
• Skip To Health
  
• Skip To It! The New Skipping Book

• Archery: On Target for Fun

• Moving to Inclusion
  
• Steps to Success

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Physical Education Coordinator

Revised: January 27, 1999

Ministry of Education Home Page