MARLBORO TOWNSHIP PUBLIC SCHOOLS

DEPARTMENT OF CURRICULUM AND INSTRUCTION

PHYSICAL EDUCATION
CURRICULUM GUIDE
GRADE 8

Copyright © 2018, 2015 Marlboro Township Board of Education

 ACKNOWLEDGMENTS
Dr. Eric Hibbs, Superintendent of Schools
Mr. Michael Ballone, Director of Curriculum & Instruction

BOARD OF EDUCATION
Robyn Wolfe, President
Randy Heller, Vice President
Robert Daniel
Dara Enny
Anisha Gizersky
Vlad Goldfarb
Stephen Shifrinson
Susie Shrem
Ellen Xu

CURRICULUM WRITING COMMITTEE

Eric Tatgenhorst, Chairperson
Brian Duggan
Lisa lsganitis, Secretary

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 PURPOSE AND GOALS

Comprehensive Health and Physical Education

Health literacy is an integral component of 21​st century education. Healthy students are learners
who are “knowledgeable and productive, (and) also emotionally and physically healthy, motivated,
civically engaged, prepared for work and economic self-sufficiency, and ready for the world beyond
their own borders.” The contemporary view of health and physical education focuses on taking
personal responsibility for one’s health through an active, healthy lifestyle that fosters a lifelong
commitment to wellness. The mission and vision for comprehensive health and physical education
reflects this perspective.

Mission: ​Knowledge of health and physical education concepts and skills empowers students to
assume lifelong responsibility to develop physical, social, and emotional wellness.

Vision: ​A quality comprehensive health and physical education program fosters a population that:
● Maintains physical, social, and emotional health by practicing healthy behaviors and goal
setting.
● Engages in a physically active lifestyle.
● Is knowledgeable about health and wellness and how to access health resources.
● Recognizes the influence of media, technology, and culture in making informed
health-related decisions as a consumer of health products and services.
● Practices effective cross-cultural communication, problem solving, negotiation, and conflict
resolution skills.
● Is accepting and respectful of individual and cultural differences.
● Advocates for personal, family, community, and global wellness and is knowledgeable about
national and international public health and safety issues.

All students participate in a comprehensive, sequential, health and physical education program
that emphasizes the natural interdisciplinary connection between wellness and health and physical
education. The primary focus is on the development of knowledge and skills that influence healthy
behaviors within the context of self, family, school, and the local and global community.

THE SPECIAL EDUCATION PROGRAM USES THE

FOLLOWING CURRICULUM WITH APPROPRIATE
MODIFICATION BEING MADE TO ADDRESS THE
NEEDS OF THE INDIVIDUAL STUDENTS.
See Addendum for ESL Modifications and for Embedded Mindfulness Lessons from
The Mindful Education Workbook - Lessons for Teaching Mindfulness to Students.

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Standard 2.5 Motor Skill Development: ​All students will utilize safe, efficient,
Grade 8
and effective movement to develop and maintain a healthy, active lifestyle.
Strand A. Movement Skills and Concepts
Strand B. Strategy
Strand C. Sportsmanship, Rules, and Safety
Essential Questions Enduring Understandings
How can understanding Research shows that people who participate in regular physical activity,
movement concepts improve no matter what the form, are more likely to do so because they feel
my performance? comfortable and competent in movement skills.

How can I make movement Skill development involves an understanding of movement concepts, the
more interesting, fun, and underlying principles of physics, as a means to analyze movement
enjoyable? performance and make adjustments.

How does my use of
movement influence that of
others?
Content and Cumulative
Progress Indicators (CPIs)
Content
Movement skill
performance is primarily
impacted by the quality of
instruction, practice,
assessment, feedback, and
effort.
CPI
2.5.8.A.1
Explain and demonstrate the
transition of movement
skills from isolated settings
(i.e., skill practice) into
applied settings (i.e., games,
sports, dance, and
recreational activities).
Implementing movement principles such as space, speed, force,
projection or tempo makes movement more effective and more
interesting.
Classroom Applications
Instructional Guidance
To assist in meeting this CPI, students may:
● Apply previously learned skills and concepts to specific games,
sports and recreational activities.
● Create and implement fitness activities using rhythmic concepts
(i.e., tempo).
● Evaluate and assess critical elements of movement.
● Monitor, adjust, and refine movement skills.
● Demonstrate effective offensive and defensive strategies.
● Analyze individual performance, and team effectiveness used in
achieving a goal.
● Demonstrate good sportsmanship, positive interaction, and
responsible behavior among peers.
● Follow all safety rules and procedures.
Sample Assessments
To show evidence of meeting this CPI, students may complete the
following performance assessment:
CPI 2.5.8.A.1
● SW apply their skills and knowledge of strategy by participating in
sport-specific games.
● SW work cooperatively with a group to accomplish a common goal.
● SW understand the fitness components and how to incorporate them
into a fitness training workout.

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CPI
2.5.8.A.2
Apply the concepts of force
and motion (weight transfer,
power, speed, agility, range
of motion) to impact
performance.
CPI
2.5.8.A.3
Create, explain, and
demonstrate, as a small
group, a planned movement
sequence that includes
changes in rhythm, tempo,
and musical style (creative,
cultural, social and fitness
dance).
CPI
2.5.8.A.4
Detect, analyze, and correct
errors and apply to refine
movement skills.
Special Education Modification:
-Students can work with a partner or small group to complete the
activities.
Gifted and Talented Modification:
-Students will work with a partner to complete the activities.
CPI 2.5.8.A.2
● SW consistently strike a moving object, utilizing proper form.
● SW use proper technique when spotting peers during advanced trust
fall activities.
● SW utilize speed and agility during fitness activities and games.
CPI 2.5.8.A.3
● SW create a step aerobics or jump rope routine set to music and lead
the class.
● SW lead the class through a set sequence of fitness movements.
● SW explain and analyze how cardiovascular endurance can be
increased through dance by keeping a fitness journal of their
performance when using the Dance Dance Revolution interactive
video game.
Special Education Modifications:
-Students will strike an object using proper form prior to progressing to
striking a moving object.
-Students can choose to create a step aerobics routine or jump rope
routine based on ability and interest.
-Students will write or verbally explain information related to
cardiovascular endurance.
Gifted and Talented Modifications:
-Students will strike a moving object using proper form. The object will
move at different speeds as the skill is performed by the students.
-Students will create a step aerobics routine and a jump rope routine
using multiple stations based on ability and interest.
-Students will write and verbally explain information related to
cardiovascular endurance.
CPI 2.5.8.A.4
● SW use constructive feedback to improve performance.
● SW discuss how regular participation in a timed run helped increase
performance.
● SW discuss the benefits of constructive feedback and how it
increases performance as opposed to negative feedback while
participating in cooperative games.
Special Education Modification:
-Students will write or verbally explain information related to
performance improvement.
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Content
Individual and team
execution in games, sports,
and other activity situations
is based on the interaction of
tactical use of strategies,
positive mental attitudes,
competent skill levels, and
teamwork.
CPI ​2.5.8.B.1
Compare and contrast the
use of offensive, defensive,
and cooperative strategies in
a variety of settings.
CPI
2.5.8.B.2
Assess the effectiveness of
specific mental strategies
applied to improve
performance.
CPI
2.5.8.B.3
Analyze individual and team
effectiveness in achieving a
goal and make
recommendations for
improvement.
Gifted and Talented Modification:
-Students will write and verbally explain information related to
performance improvement.
CPI 2.5.8.B.1
● SW demonstrate proper technique of the pick and roll in basketball
and incorporate into game play.
● SW utilize cooperative strategies in various tag games.
● SW understand the various formations of offensive and defensive
strategies in soccer, basketball, badminton, pickleball, lacrosse,
volleyball, and football.
Special Education Modification:
-Students will participate in modified game play and actual game play in
the highlighted activities based on mastery of content and ability level.
Gifted and Talented Modification:
-Students will participate in actual game play in the highlighted activities
following traditional rules.
CPI 2.5.8.B.2
● SW participate in a mental imagery activity and discuss how it
affected performance.
● SW describe and contrast the differences in mental preparation
strategies between a team and an individual sport.
● SW utilize technology to research ways to incorporate mental
preparation to enhance overall sports and fitness performance.
Special Education Modification:
-Students will write or verbally explain information related to the
activities.
Gifted and Talented Modification:
-Students will write and verbally explain information related to the
activities.
CPI 2.5.8.B.3
● SW work within a small group to accomplish a common goal within
cooperative games such as moon ball, titanic, and rope rectangle and
discuss ways to improve group performance.
Special Education Modification:
-Students will work with a partner or small group to complete the
activities.
Gifted and Talented Modification:
-Students will work with a partner to complete the activities.
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Content
Self-initiated behaviors that
promote personal and group
success include safety
practices, adherence to
rules, etiquette, cooperation,
teamwork, ethical behavior,
and positive social
interaction.
CPI ​2.5.8.C.1
Assess player behavior for
evidence of sportsmanship
in individual, small-group,
and team activities.
CPI ​2.5.8.C.2
Summarize types of
equipment, products,
procedures, and rules that
contribute to the safety of
specific individual,
small-group, and team
activities.
Content
Movement activities provide
a timeless opportunity to
connect with people around
the world.
CPI ​2.5.8.C.3
Analyze the impact of
different world cultures on
present-day games, sports,
and dance.
CPI 2.5.8.C.1
● SW compare the roles and responsibilities of participants and
observers, and recommend strategies to improve behavior,
participation, and enjoyment.
Special Education Modification:
-Students will write or verbally explain information related to the
activities.
Gifted and Talented Modification:
-Students will write and verbally explain information related to the
activities.
CPI 2.5.8.C.2
● SW analyze the rules and regulations, and discuss how they enhance
safety and performance during participation.
● SW understand necessary equipment usage and placement for a
given activity.
● SW list and explain the purpose, care, and safety procedures for each
piece of equipment in fitness facilities.
Special Education Modification:
-Students will write or verbally explain information related to the
activities.
Gifted and Talented Modification:
-Students will write and verbally explain information related to the
activities.
CPI 2.5.8.C.3
● SW research and discuss the global influence on present day games,
sports, and dance.
● SW research and discuss the major differences of physical education
and cooperative games among varied cultures.
Special Education Modification:
-Students will be given a list of approved websites when researching the
content.
Gifted and Talented Modification:
-Students will research using appropriate websites and then get approval
of the information from the teacher prior to progressing with the task.
Resources
● http://www.njahperd.org/
● www.pecentral.org
● http://www.sportsknowhow.com/
● Physical Activity and Sport for Secondary School Students​ by Neil J.
Dougherty
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● Teaching Cues for Sport Skills​, 2​nd​ Edition, by Benjamin Cummings
● Team Building Through Physical Challenges​ by Glover and Midura
● Rhythmic Activities and Dance,​ 2​nd​ Edition, by Bennett and Reiner
● www.pa.org
● Pedometers
● Heart Rate Monitors
● Just Dance
● PhEdGames:
https://www.youtube.com/channel/UCnbRIQ5NUImCyCxFiIDppXg
● The Physical Educator: ​http://www.thephysicaleducator.com
● Physical Education for Learning: ​http://www.pe4learning.com
● SHAPE:
http://www.shapeamerica.org/jump/peresources/skills-and-games.cf
m
Suggested Activities
P.E. Indoor Activities
Fitness Testing
Fitness Unit – (i.e. Relays, Cardio kickboxing, jump rope stations)
Weight-Training
Bop Ball
Team Handball
Indoor Soccer / Sideline soccer
Basketball (skills, then game stations)
Speedball / Ultimate ball
Volleyball
Floor Hockey
Lifetime Activities – bowling, golf, horseshoes, shuffleboard, table
tennis, wiffle batting
Tag Activities
Capture the Object – 12 items on each side – capture objects without
getting tagged
Mat Ball
Scooter Ball/Medic
Kickball
Badminton / Pickleball
Battleship
Dance Dance Revolution
Cooperative / Team-Building Activities
Name Game with gatorskin ball (circle)
Birthday Game (no talking, no hand gestures, line up in chronological
order, month and date)
Hula Hoop Game (straight line, then circle)
Rope Rectangle
Earthball Transport (Move big ball across the gym – no team member can
move their feet while touching the ball)
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Moon Ball (volleyball trainer or beach ball - travel across gym)
Fitness Ball Challenge
Human Knots
Rock wall (w/ lead-up & off-wall activities)
a. Back-to-back stand-up (do not lock arms)
b. Human Spring (Face-to-face, hands out front)
c. Ground Trust Fall (groups of three)
d. Trust Circle (“Willow in the Wind”) – groups of five or six
e. Poly Spots on floor to practice traversing

P.E. Outdoor Activities

Soccer
Football
Softball
Basketball
Walk/Jog/Running
Ultimate Ball
Ultimate Frisbee
Lacrosse
Four Square/Box Ball

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Standard 2.6 Fitness: ​All students will apply health-related and skill-related
fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Strand A. Fitness and Physical Activity
Essential Questions
Why is it so difficult to
become healthy and
physically fit?
Why is it even harder to
stay healthy and physically
fit?
How can I set challenging
fitness goals that help me
stay committed to wellness?
Content and Cumulative
Progress Indicators (CPIs)
Content
Knowing and applying a
variety of effective fitness
principles over time
enhances personal fitness
level, performance, and
health status.
Grade 8
Enduring Understandings
Children who regularly participate in physical activity tend to stay active
throughout their lives. While there are immediate benefits, including
maintaining a healthy weight, feeling more energetic, and promoting a
better outlook, participating in team and individual sports and other forms
of physical activity can boost self-confidence, provide opportunities for
social interaction, and offer a chance to have fun. In the long term, regular
physical activity can help prevent heart disease, diabetes, and other
medical problems later in life. Getting active and staying active is a key
component of a healthy, active lifestyle.
Classroom Applications
Instructional Guidance
To assist in meeting this CPI, students may:
● Explain the physical, social, and emotional benefits of regular
physical activity.
● Explain how body systems adapt over time to regular physical
activity.
● Explain how gender, age, heredity, training, and health behaviors
impact fitness.
● Research and discuss technological advances that impact physical
activity and fitness.
● Explain the relationship between physical activity, healthy eating,
and body composition.
● Apply how the principles of training including FITT, overload,
progression, specificity improve personal fitness.
● Apply the appropriate training principles to various forms of
physical activity to improve personal fitness.
● Explain the legal and ethical consequences of the use of anabolic
steroids and other performance-enhancing substances.
● Engage in moderate to vigorous forms of physical activity that
address each component of fitness.
● Develop an age and gender-specific personal fitness plan that
targets and improves each component of fitness.

Sample Assessments
To show evidence of meeting this CPI, students may complete the
following performance assessment:

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CPI
2.6.8.A.1
Summarize the short- and
long-term physical, social,
and emotional benefits of
regular physical activity.
CPI
2.6.8.A.2
Use health data to develop
and implement a personal
fitness plan and evaluate its
effectiveness
CPI
2.6.8.A.3
Analyze how medical and
technological advances
impact personal fitness.
CPI 2.6.8.A.1
● SW survey physically active members of their community and
describe how their level of activity benefits the person socially,
emotionally, and physically.
● SW analyze and explain how movement activities provide
opportunities for self-expression, creativity, and enhanced
cardiovascular endurance by developing fitness routines, using
resources such as the Dance Dance Revolution Interactive Video
Game.
Special Education Modifications:
-Students will survey one physically active member of their community in
regard to social, emotional, and physical benefits of being active.
-Students will write or verbally explain information related to the
activities.
Gifted and Talented Modifications:
-Students will survey multiple physically active members of their
community in regard to social, emotional, and physical benefits of being
active.
-Students will write and verbally explain information related to the
activities.
CPI 2.6.8.A.2
● SW research, list, and discuss personal fitness goals according to
their specific age and gender.
● SW develop a personal fitness plan based upon their findings.
● SW evaluate the effectiveness of their fitness plan through the use of
various fitness tests throughout the school year (i.e., push-ups,
jumping rope, curl-ups, pull-ups, shuttle-run, and half-mile run.)
Special Education Modification:
-Students will create a fitness plan based on their specific data.
Gifted and Talented Modification:
-Students will create a fitness plan based on their specific data.
CPI 2.6.8.A.3
● SW define and explain the medical and technological advances that
have developed and changed how we accomplish our fitness goals.
● SW analyze and determine the effectiveness of newly developed
ideas in fitness.
Special Education Modification:
-Students will write or verbally explain the similarities and differences
between positive and negative technological advances on personal fitness.
Gifted and Talented Modification:
-Students will write and verbally explain similarities and differences
between positive and negative technological advances on personal fitness.
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CPI
2.6.8.A.4
Determine ways to achieve
a healthy body composition
through healthy eating,
physical activity, and other
lifestyle behaviors.
CPI
2.6.8.A.5
Use the primary principles
of training (FITT) for the
purposes of modifying
personal levels of fitness.
CPI
2.6.8.A.6
Determine the physical,
behavioral, legal, and
ethical consequences of the
use of anabolic steroids and
other
performance-enhancing
substances.
CPI 2.6.8.A.4
● SW create a diet and activity plan intended to improve body mass
index (BMI).
● SW explain the benefits of healthy eating when combined with a
regular fitness regimen.
● SW keep a food and fitness journal to monitor and adjust the
effectiveness of their plan.
Special Education Modifications:
-Students will document associated work using technology or handwriting
the information based on personal preference.
-Students will create a nutrition and fitness schedule based on their
specific data.
Gifted and Talented Modifications:
-Students will document associated work using a technology programs of
their choice.
-Students will create a nutrition and fitness schedule based on their
specific data.
CPI 2.6.8.A.5
● SW describe frequency, intensity, type and time (FITT principle) and
how it relates to their personal level of fitness.
● SW research and develop a personal fitness plan based on the FITT
principle.
● SW create a chart comparing cardio and resistance training,
illustrating the pros and cons of each, frequency suggestions, and
time for each.
● SW demonstrate and explain the importance of monitoring their
heart rate during physical activity using heart rate monitors.
Special Education Modification:
-Students will create a fitness plan based on their specific data.
Gifted and Talented Modification:
-Students will create a fitness plan based on their specific data.
CPI 2.6.8.A.6
● SW research and discuss the legal consequences related to the use of
anabolic steroids and other performance-enhancing substances.
● SW research and determine the ethical consequences of illegal
substance use in professional sports.
● SW research and explain the effectiveness of random drug testing in
athletics on all levels (i.e., high school, college).
● SW understand the long-term effects that anabolic steroids and
other performance-enhancing substances have on the body and
mind.
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Special Education Modification:
-Students will write or verbally explain the information related to
performance enhancing substances.
Gifted and Talented Modification:
-Students will write and verbally explain the information related to
performance enhancing substances.

Further Assessments
● Physical Fitness Rubrics (Boys/Girls) ​intranet link
● Written Fitness Final Exam ​ intranet link

Resources
● http://www.sport-fitness-advisor.com/fitt-principle.html
● www.pecentral.org
● http://www.cdc.gov/physicalactivity/everyone/guidelines/index.html
● 20 Meter Progressive Aerobic Cardiovascular Endurance Run
(PACER): ​https://www.youtube.com/watch?v=Y82jDHRrswc
● Physical Activity and Sport for Secondary School Students​ by Neil J.
Dougherty
● Heart Rate Monitors
● Pedometers

Suggested Activities

Step Aerobics
Walk-A-Thon
Weight-Room: Circuit-training, cardio machines, weight training
Jump Rope
Fitness Testing
Cardio Kickboxing
Dance Dance Revolution
Running/Jogging
Fitness Relays
Skillastics Games

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 Addendum

ESL Modifications:

This list includes the accommodations and modifications commonly used to address the needs of ELL
students.

Content/Material Accommodations/Modifications Organizational Accommodations

Allow extra time for task completion Use a consistent daily routine
Break down tasks into manageable units

Instructional Accommodations Accommodations for Attention/Focus

Frequently check for understanding Seat student near front of room
Emphasize use of visual aids Preferential seating
Simplify task directions Monitor on-task performance
Provide hands-on learning activities Establish and maintain eye contact when giving
Provide modeling oral directions
Assign peer buddies Provide short breaks when refocusing is needed
Modify pace of instruction to allow additional Refocusing and redirection
processing time
Provide small group instruction
Demonstrate directions and provide a model or Supplemental Services
example of completed task 1:1 Assistant
Emphasize multi-sensory presentation of data Prompting, cueing and redirecting student
Allow for repetition and/or clarification of directions, participation
as needed Reinforcing of personal, social, behavioral and
Directions repeated, clarified or reworded academic learning goals
Provide multi-sensory instruction
Allow wait time for processing before calling on
student for response
Provide visual models of completed tasks

Social/Behavioral Accommodations
Provide opportunities for peer interactions
Encourage student to self-advocate
Present alternatives to negative behavior
Monitor for overload, excess stimuli
Maintain communication with home
Provide positive reinforcement
Provide consistent praise to elevate self esteem
Model and role play problem solving

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