7th Grade

Other Wisconsin Physical Education sets

• Grades Pre-K, K, 1, 2
• Kindergarten
• 1st Grade
• 2nd Grade
• 3rd Grade
• Grades 3, 4, 5
• 4th Grade
• 5th Grade
• 6th Grade
• Grades 6, 7, 8
• 8th Grade
• Grades 9, 10, 11, 12
• HS 1
• HS 2
• HS 3

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).PE.S2.M1.7

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.PE.S2.M2.7

Reduce open space on defense by staying close to the opponent as he/she nears the goal.PE.S2.M3.7

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.PE.S2.M4.7

Transition from offense to defense or defense to offense by recovering quickly and communicating with teammates.PE.S2.M5.7

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.PE.S2.M6.7

Select offensive shot based on opponent’s court or field position (i.e., hit where opponent is not).PE.S2.M7.7

Vary the speed and trajectory of the shot based on the location of the object in relation to the target.PE.S2.M8.7

Use a variety of shots (e.g., line drive high arc) to hit the object into open space.PE.S2.M9.7

Analyze, refine, and apply defensive strategy based on the situation (e.g., number of outs).PE.S2.M10.7

Explain Newton’s Three Laws of Motion as applied to various physical activities.PE.S2.M11.7

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.PE.S2.M12.7

Evaluate personal barriers for maintaining a physically active lifestyle and create and implement a plan to eliminate those barriers.PE.S3.M1.7

Differentiate between health-related and skill-related fitness.PE.S3.M2.7

Adjust physical activity based on quantity of exercise needed for a minimal health standard and optimal functioning based on current fitness level.PE.S3.M3.7

Describe and demonstrate the difference between dynamic and static stretches.PE.S3.M4.7

Identify exercises that are aerobic, anaerobic, muscular strength, and muscular endurance.PE.S3.M5.7

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.PE.S3.M6.7

Design a warm-up and cool-down regimen for a self-selected physical activity.PE.S3.M7.7

Demonstrate how the RPE Scale can be used to determine the perception of the work effort or intensity of exercise.PE.S3.M8A.7

Apply rates of perceived exertion to pacing.PE.S3.M8B.7

Describe how muscles pull on bones to create movement in pairs by relaxing and contracting.PE.S3.M9.7

Design and implement a program of remediation for two areas of improvement based on the results of health-related fitness assessment.PE.S3.M10.7

Maintain a physical activity and nutrition log for at least two weeks and reflect on activity levels and nutrition as documented in the log.PE.S3.M11.7

Identify foods within each of the basic food groups and select appropriate servings and portions for his/her age and physical activity levels.PE.S3.M12.7

Practice strategies for dealing with stress, such as deep breathing, guided visualization and aerobic exercise.PE.S3.M13.7

Engage in a variety of strength, endurance, and functional fitness activities.PE.S3.M14A.7

Reflect on inventory of physical fitness activities for each of the components of fitness (e.g., verbally, written, etc.).PE.S3.M14B.7

Reflect on personal participation in a variety of lifetime activities.PE.S3.M15.7

Participate in moderate to vigorous muscle- and bone-strengthening physical activity at least 3 times a week.PE.S3.M16.7

Implement safety protocols within the learning environment with teacher guidance.PE.S4.M1.7

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).PE.S4.M2.7

Understand the effects of discrimination and stereotyping. PE.S4.M3.7

Reflect on the progress toward meeting the short-term (S.M.A.R.T.) goals and adjust the goal if needed.PE.S4.M4.7

Provide and accept positive constructive feedback with a peer using clear communication skills, to improve performance using teacher-generated criteria.PE.S4.M5.7

Identify negotiation skills and conflict resolution strategies to resolve differences with minimal teacher guidance.PE.S4.M6.7

Identify various factors, solutions, and outcomes that will influence decisionmaking.PE.S4.M7.7

Compare and contrast the health benefits of participating in selected physical activities on overall health and well-being.PE.S5.M1.7

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.PE.S5.M2.7

Explain how moving competently in a physical activity setting creates enjoyment.PE.S5.M3.7

Explain the relationship between selfexpression and lifelong enjoyment through physical activity.PE.S5.M4.7

Demonstrate the importance of social interaction by helping and encouraging others and providing support to classmates.PE.S5.M5.7

Explain how physical activity provides opportunities for increasing social interaction.PE.S5.M6.7