Common Planner
K–12 Standards

Grade 8

Other Virginia Physical Education sets

Motor Skill Development

  • 1

    The student will apply and demonstrate movement concepts and skills in small-sided games/sports, rhythmic, dance, lifetime, and recreational activities.8.1

    1. a

      Demonstrate and apply movement forms to a variety of cooperative and tactical activities that include dynamic and unpredictable situations with a focus on defensive strategies, including reducing space, transitioning from offense to defense quickly, and selecting appropriate tactics to gain a defensive advantage. 8.1.a

    2. b

      Create a rhythmic movement or dance sequence to music as an individual or in a group.8.1.b

    3. c

      Demonstrate skill-related components of fitness (agility, balance, coordination, power, reaction time, and speed) specific to various activities. 8.1.c

    4. d

      Demonstrate and explain the role of balance (center of support, center of gravity, and planes of motion) in a variety of activities.8.1.d

    5. e

      Demonstrate physiological principles of warm-up, cool down, overload, specificity, and progression to improve performance.8.1.e

    6. f

      Demonstrate the use of technology tools to analyze and improve performance.8.1.f

    7. g

      Analyze movement performance/progressions (i.e., practice, self or peer assess, correct, practice at a higher level, and reassess) of a specific skill and use feedback to learn or improve the movement skills of self and others.8.1.g

Anatomical Basis of Movement

  • 2

    The student will apply movement principles and concepts and apply knowledge of major body structures to explain how body systems interact with and respond to physical activity and movement.8.2

    1. a

      Explain how body systems interact with one another during physical activity.  8.2.a

    2. b

      Identify and describe biomechanical principles (e.g., spin, rebound, effects of levers, force, motion, rotation, and energy) to understand skillful movements.8.2.b

    3. c

      Explain how offensive and defensive tactics and strategies are used to gain an advantage in games and sports.8.2.c

    4. d

      Analyze performance in a variety of selected skills/activities using movement concepts of agility, power, coordination, reaction time, speed, force, motion, rotation, and energy of self and partner.8.2.d

    5. e

      Analyze movement progressions (i.e., practice, self or peer assess, correct, practice at a higher level, and reassess) of a specific skill and use feedback to improve the movement skills of self and/or others.8.2.e

    6. f

      Describe the effects of physical activity and exercise on the body, including cardiorespiratory, muscular, and nervous systems.8.2.f

    7. g

      Apply knowledge of anatomy to accurately describe movements in relation to type of joint and associated movement/motion, associated bones and muscles, and type of muscle contraction.8.2.g

Fitness Planning

  • 3

    The student will apply self-assessment skills and use technology to create and implement a personal fitness plan to improve or maintain personal fitness.8.3

    1. a

      Complete a self-assessment of current fitness levels and develop a comprehensive personal fitness plan, including SMART (specific, measurable, attainable, realistic, timely) goals, an action plan that incorporates the FITT (frequency, intensity, time and type of exercise) principle, a timeline, documentation of activities inside and outside of school, roadblocks/barriers and solutions, midyear and end-of-year assessments, and reflection on progress for improving at least three components of health-related fitness.8.3.a

    2. b

      Describe how an RPE scale can be used to adjust workout intensity during physical activity.8.3.b

    3. c

      Use a variety of resources, including available technology tools and prior fitness data, to evaluate, monitor, and record activities for personal fitness improvement.8.3.c

    4. d

      Create and implement an activity plan (that includes warm-up, cool-down, and appropriate intensity levels) applying specificity, overload, progression, and identify safety precautions to meet the Centers for Disease Control and Prevention’s Physical Activity Guidelines for Americans.8.3.d

    5. e

      Describe the body’s physiological responses to warm-ups and cool downs.8.3.e

    6. f

      Identify activities that use the anaerobic and aerobic energy systems.8.3.f

    7. g

      Demonstrate perseverance in achieving fitness goals.8.3.g

Social and Emotional Development

  • 4

    The student will describe and apply social and safety skills to achieve individual and group goals in physical activity settings.8.4

    1. a

      Describe and demonstrate best practices for participating safely in physical activity, exercise, and dance (e.g., injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection). 8.4.a

    2. b

      Describe and demonstrate appropriate encouragement and feedback to peers without prompting from the teacher.8.4.b

    3. c

      Identify and demonstrate proper etiquette, respect for others, integrity, effective communication, problem-solving skills, conflict-resolution skills, self-management and teamwork skills while engaging in cooperative and dynamic physical activity and/or social dance.8.4.c

    4. d

      Identify and demonstrate self-awareness in selecting stress-reducing activities (e.g., yoga, Pilates, tai chi). 8.4.d

    5. e

      Apply relationship skills and strategies (e.g., trust, compassion, empathy) that promote team/group dynamics and inclusion.8.4.e

    6. f

      Analyze the proper use of equipment and self-management skills in relation to safety in physical activity.8.4.f

    7. g

      Analyze and compare social and emotional benefits of participation in a variety of activities.8.4.g

    8. h

      Identify opportunities for social interaction through physical activity in the community. 8.4.h

    9. i

      Develop plans to enhance inclusion and reduce social exclusion/marginalization.8.4.i

Energy Balance 

  • 5

    The student will explain the relationship of caloric intake, caloric expenditure, and body composition.8.5

    1. a

      Describe the relationship between inadequate caloric intake and health risk factors.8.5.a

    2. b

      Explain the role of energy balance in weight management and body composition.8.5.b

    3. c

      Describe types of body-composition measures.8.5.c

    4. d

      Explain a Rate of Perceived Exertion (RPE) scale and how it relates to energy expenditure.8.5.d

    5. e

      Create a one-day energy balance plan, including meals, snacks, and physical activity, based on Recommended Dietary Allowance (RDA). 8.5.e

Frequently asked questions

What grade levels do these standards cover?
Grade 8
Where can I read the official document?
2022 Physical Education Standards of Learning

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Keep exploring Physical Education standards

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