COURSE OUTCOMES

PHYSICAL EDUCATION-8
(July 2019)

The Physical Education 8 course is designed for eight-year-old students with maturing
body and physical skills. The focus of this course is to develop efficient, effective, and
expressive movement patterns that promote overall physical well being and
appropriate social and behavior skills in a Physical Education environment.
Fundamental skills of body awareness, body movement, locomotion, spatial
awareness, and manipulative skills are developed. The goal is for all students to feel
safe participating in physical education classes. This is not a sport centered program;
rather it offers opportunity to develop a wide variety of motor skills in fun creative
activities that everyone can participate in and be successful. Developing ongoing
interest in physical activity is the ultimate end result.
The Physical Education environment is a place to nourish sportsmanship and develop
inter-personal skills which are as important as developing physical skills. This will be
demonstrated through effort, attitude, leadership, cooperation, safe movement and respect
and care of equipment. The QSI physical education curriculum is implemented in an
atmosphere that encourages physical activity that produces feelings of effectiveness and
success.
Course Units:
PE - 8 is divided into 4 essential units and 5 selective units. The student is required to
complete a total of 4 units during the year. While all essential units must be completed, the
instructor chooses which selective units to complete the required number from those
available. Students normally engage in this course in 45 min. blocks. The normal pace
for the course leads to mastery of 4 units in one school year.
PE - 8 is designed to use 2 class periods per week or the equivalent. A class period is a
minimum of 45 minutes.

QSI follows the mastery model of education. Pre-assessment gauges the knowledge
students possess before beginning each unit. Group instruction with differentiation is
applied to teach the unit’s outcomes. Ongoing formative assessment is used to gauge
teaching; informing the instructor on when students are ready for assessment. Suggested
rubrics are provided for unit assessments.

The traditions of QSI teaching and its philosophy of mastery learning are applied to the
instruction of this course. This course supports and aligns to the success orientations,
competencies and knowledge noted in the QSI Physical Education Program Outcomes.

Course Teaching and Assessments:

Emphasis is on the whole child through physical activity, social development, and
character education. In all units the evaluation process emphasizes effort, attitude,
leadership, cooperation, and safe movement in activities and games as well as
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demonstrating the proper care of equipment. Expectations for “A” level mastery in
these areas follow:
• Effort – Participates with an obvious exceptional effort making individual
improvement.
• Attitude – is verbally positive and encouraging in activities.
• Leadership – Is quick to follow directives, encouraging others to do the same.
• Cooperation – Is quick to work with others of different ability, race and
gender when needed.
• Safety –Displays self-control making safe movement choices
• Respect and care of equipment – Voluntarily picks up equipment.

The essential units are designed to be completed in the order below. Most selective units
are designed to be opened concurrently with essential units, for a single unit, multiple
units, or the entire year. In these cases, the essential unit(s) should be entered into the
QMS Desktop as engaged for 1 periods per week, with the selective unit entered as
engaged for 1 period per week. Teachers should be mindful of the number of open units at
any given time.

A note on pacing: if teachers choose to open selective units concurrently with essential
units, the essential units may be able to be engaged over multiple weeks.

Students that do not achieve at least a ‘B’ grade in each TSW, must continue to work
toward mastery after re-teaching in those particular TSWs. If a student cannot master the
unit or particular TSWs, their unit can be placed on Hold (‘H’), until they are able to
master the skill. Re-teaching, correctives and parent notification must be applied before a
student can be deemed deficient in effort and assessed with a ‘D’ (consult QSI policy).
Proper behavioral and skill interventions long with re-teaching are continued; assisting the
student toward mastery. All students can succeed.

Suggested Course Materials:

The primary textbook is: Pangrazi, Robert, and Beighle, Aaron. Dynamic Physical
Education for Elementary School Children 16th edition, Pearson/Benjamin Cummings,
2010. .ISBN 978-0-321-59253-8 hardcover (abbreviated Dyn PE 16th.).
Teacher and student editions are available in each school. Online access is provided to the
full text for both teachers and students.

Additional Course Materials:

The materials identified for use in the course are:
Glover ,Donald, and Anderson, Leigh Ann. Character Education . Human Kinetics,
2003.Champaign, Illinois. ISBN0-7360-4504-X (abbreviated Char.Ed).
Larson, Tony L. Scooter Games. Human Kinetics. 2010. Champaign, Illinois ISBN-
13:978-0-7360-527-6.

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Oatma, David. Old Favorites, new Fun Phusical Education Activitie for Children. Human
Kinetics. 2007. Champaign, Ilinois. ISBN-13:978-0-7360-6282-4 (abbreviated Old
Fav).
O’Quinn Jr., Garland. Teaching Developmental Gymnastics Skills to take through Life,
University of Texas Press, Austin, Texas 1990. (abbreviated TDG).
Pangrazi, Robert. Curriculum Guide: Lesson Plans for Implementation 16th ed.
Pearson/Benjamin Cummings, 2010. .ISBN 978-0-321-56164-0 softcover (
abbreviated lessons Dyn PE 16th.).
McKenzie, Thom, Williston, B.J., SPARK K-2 Physical Education Program, School
Specialty , 2010. (abbreviated Sparks K-2).
Strong, Tood and DeKoven, Bernie. Great Games for Big Activity Balls. Human
Kenetics, 2010. Champaign, Illinois. ISBN-13: 978-0-7360-7481-0 (abbreviated Big
Ball).
Weikart, Phyllis S. Movement Plus Movement. High/Scope Press, Ypsilanti, Michigan
1985. (abbreviated Movement Plus).
Weikart, Phyllis S. Teaching Movement and Dance: A Sequential Approach. CD’s/Tapes
and direction book to movements and folk dances. High/Scope Press, Ypsilanti,
Michigan 1985. (abbreviated TM&D).
World of Fun Around the World in Folk Dance, Tape/CDs and book of Folk Dances.
Melody House (Abbreviated Wld of Fun).

Online Resources:
QSI PE Games Manual, See Appendix.

The following is a list of Course Title Essential and Selective units:

Essential Units:
E01-Fitness/Movement
Physically educated individuals possess the knowledge and skills necessary to
demonstrate competent movement performance and health-enhancing fitness
activities. The physically literate individual demonstrates competency in a variety
of motor skills and movement patterns
E02 - Object Manipulation
The affects of force on the body and an object will be explored as the child
experiences throwing, catching, rolling, kicking and striking objects through
activities and games. This is not a sport based but a skill development unit practiced
in a variety of games and activities.

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E03 - Throwing/Catching
Drills and activities will be introduced and practiced to develop throwing and
catching skills. Emphasis is on application of these skills in a variety of games.
E04 - Kicking/Striking
Drills and activities will be introduced and practiced to develop
throwing/catching skills. Emphasis is on the application of these skills in a
variety of games.
An outline of the Selective Outcomes follow. These selective units correspond to both
6 year-old and 7 year-old essential units to facilitate combined classes.
Selective Units:
S01-Simple Games
Games that do not require the use of specialized equipment can be taught
concurrently with the 5 year old Movement unit. Body and spatial awareness
is the focus, as the child earns to manipulate safely through the play area using
a variety of locomotor skills.
S02-Life Sport-Swimming
A place for the student to learn to move in the water. Survival skills and
lifelong fitness habits are developed. This class is flexible to offer a challenge
to any level of swimmer. This selective can last no longer than 15 lessons.
S03-Life Sport-Skiing/Snowboarding Alpine Skiing, cross country skiing, and
snowboarding are popular lifetime snow sports . Many schools have the
opportunity to take their students “to the slopes” for Physical Education. This
selective unit may be offered in addition to the essential units that must be
offered and may not exceed the equivalent of 15 class sessions. Life Sports is
a place for the student to improve lifelong habits of being fit for life. This unit
has the flexibility to offer a challenge to any level participant. This unit must
be offered through a certified instructor or a professional ski school.
S04 -Tumbling/Movement
Emphasizes the movement of the body on surfaces that are not usual for ordinary
locomotion. Balance, flexibility, strength, endurance and agility are the focus in the
activities.
S05 -Rhythms
Includes singing games, folk dances, rope jumping and rhythmic movement
activities that develop the child’s sense of rhythm in movement. More advanced
loco-motor skills such as leaping, jumping, hopping, sliding, and galloping are
emphasized.

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QSI PHYSICAL EDUCATION-8 CO
Copyright © 1988-2019