What should students be able to do in PE by the end of this year?

Students should move with control in a range of activities, from team sports to fitness routines and dance. They should also explain how exercise affects the body, work well with a partner or group, and start making their own choices about staying active outside of class.

How can families support physical activity at home?

Build short bursts of movement into the day. A walk after dinner, shooting hoops in the driveway, or a quick stretch before homework all count. Aim for about an hour of activity a day, split across whatever fits the schedule.

My child says they are bad at sports. How do I help?

Focus on activities where skill is less of a barrier, like hiking, biking, swimming, or strength workouts. The goal at this age is finding something students enjoy enough to keep doing, not making a team. Confidence usually follows once they pick an activity that fits them.

How should the year be sequenced across activities?

Most teachers rotate through units of team sports, individual activities, fitness, and rhythm or dance. Front-load skill work early in each unit, then move to game play or routines once students have the basics. Build fitness testing in at the start and end so growth is visible.

What does fitness understanding look like at this grade?

Students should know the difference between cardio, strength, and flexibility, and give an example of each. They should also be able to check their heart rate, set a simple fitness goal, and explain why warm-ups and cool-downs matter.

Which skills usually need the most reteaching?

Pacing during cardio work, proper form on strength exercises, and fair play during competitive games tend to slip. Build in short refreshers at the start of each unit rather than assuming students remember from earlier grades or last year.

How is social behavior assessed in PE?

Look for cooperation in small groups, respectful communication during disagreements, and willingness to include classmates of different skill levels. Short rubrics tied to specific activities work better than one general participation grade.

How do I know students are ready for high school PE?

By the end of the year, students should be able to join a new activity, pick up the basic skills, and play or participate without much coaching. They should also be able to design a simple weekly plan that mixes cardio, strength, and flexibility.

What does a student learn in ?

This is the year P.E. shifts from learning skills to using them on purpose. Students pick games and workouts that match their own fitness goals and explain why those choices matter for staying healthy as adults. They also practice the harder social side of team play: handling disagreements, leading a group, and keeping their cool under pressure. By spring, students can plan a personal fitness routine and stick with it for a few weeks.

Fitness planning
Team sports
Sportsmanship
Lifelong wellness
Leadership skills

Source: Illinois Illinois Learning Standards

Year at a glance

How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.

1
Building movement skills
Students sharpen the basics: running, jumping, throwing, catching, and balance. They use these moves in games and drills that get harder as the year goes on.
2
Playing well with others
Students work on teamwork, fair play, and handling wins and losses. They learn to talk through problems with teammates and respect classmates with different skill levels.
3
How the body works
Students learn what happens during exercise. They track heart rate, set fitness goals, and connect what they eat and how they sleep to how they feel and perform.
4
Habits for a healthy life
Students try a range of activities and find ones they enjoy. The goal is leaving eighth grade with a plan for staying active outside of class and into high school.

Mastery Learning Standards

The required skills a student should display by the end of Grade 8.

Physical Education

Develop a variety of motor skills, including locomotor, non-locomotor

IL-PE.1.8

Students practice moving in different ways, like running, balancing, and throwing, to build a base of physical skills they can use in sports and activities for the rest of their lives.
Apply knowledge related to movement, performance

IL-PE.2.8

Students connect what they know about how the body moves and stays fit to make smarter choices during physical activity. That means adjusting effort, form, or pace based on what they understand about exercise and health.
Develop social skills through movement, including respect for self and others…

IL-PE.3.8

Students practice working with others during physical activities, taking turns, communicating clearly, and handling wins and losses with respect.
Develop personal skills, identify personal benefits of movement

IL-PE.4.8

Students practice setting fitness goals, recognize what regular movement does for their body and mood, and make their own choices about staying active, not just during class but over time.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving in different ways, like running, balancing, and throwing, to build a base of physical skills they can use in sports and activities for the rest of their lives.	IL-PE.1.8
Apply knowledge related to movement, performance	Students connect what they know about how the body moves and stays fit to make smarter choices during physical activity. That means adjusting effort, form, or pace based on what they understand about exercise and health.	IL-PE.2.8
Develop social skills through movement, including respect for self and others…	Students practice working with others during physical activities, taking turns, communicating clearly, and handling wins and losses with respect.	IL-PE.3.8
Develop personal skills, identify personal benefits of movement	Students practice setting fitness goals, recognize what regular movement does for their body and mood, and make their own choices about staying active, not just during class but over time.	IL-PE.4.8

Physical Education

Develop a variety of motor skills, including locomotor, non-locomotor

IL-PE.1.8

Students practice moving in different ways, like running, balancing, and throwing, to build a base of physical skills they can use in sports and activities for the rest of their lives.
Apply knowledge related to movement, performance

IL-PE.2.8

Students connect what they know about how the body moves and stays fit to make smarter choices during physical activity. That means adjusting effort, form, or pace based on what they understand about exercise and health.
Develop social skills through movement, including respect for self and others…

IL-PE.3.8

Students practice working with others during physical activities, taking turns, communicating clearly, and handling wins and losses with respect.
Develop personal skills, identify personal benefits of movement

IL-PE.4.8

Students practice setting fitness goals, recognize what regular movement does for their body and mood, and make their own choices about staying active, not just during class but over time.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving in different ways, like running, balancing, and throwing, to build a base of physical skills they can use in sports and activities for the rest of their lives.	IL-PE.1.8
Apply knowledge related to movement, performance	Students connect what they know about how the body moves and stays fit to make smarter choices during physical activity. That means adjusting effort, form, or pace based on what they understand about exercise and health.	IL-PE.2.8
Develop social skills through movement, including respect for self and others…	Students practice working with others during physical activities, taking turns, communicating clearly, and handling wins and losses with respect.	IL-PE.3.8
Develop personal skills, identify personal benefits of movement	Students practice setting fitness goals, recognize what regular movement does for their body and mood, and make their own choices about staying active, not just during class but over time.	IL-PE.4.8

Common Questions

What should students be able to do in PE by the end of this year?
Students should move with control in a range of activities, from team sports to fitness routines and dance. They should also explain how exercise affects the body, work well with a partner or group, and start making their own choices about staying active outside of class.
How can families support physical activity at home?
Build short bursts of movement into the day. A walk after dinner, shooting hoops in the driveway, or a quick stretch before homework all count. Aim for about an hour of activity a day, split across whatever fits the schedule.
My child says they are bad at sports. How do I help?
Focus on activities where skill is less of a barrier, like hiking, biking, swimming, or strength workouts. The goal at this age is finding something students enjoy enough to keep doing, not making a team. Confidence usually follows once they pick an activity that fits them.
How should the year be sequenced across activities?
Most teachers rotate through units of team sports, individual activities, fitness, and rhythm or dance. Front-load skill work early in each unit, then move to game play or routines once students have the basics. Build fitness testing in at the start and end so growth is visible.
What does fitness understanding look like at this grade?
Students should know the difference between cardio, strength, and flexibility, and give an example of each. They should also be able to check their heart rate, set a simple fitness goal, and explain why warm-ups and cool-downs matter.
Which skills usually need the most reteaching?
Pacing during cardio work, proper form on strength exercises, and fair play during competitive games tend to slip. Build in short refreshers at the start of each unit rather than assuming students remember from earlier grades or last year.
How is social behavior assessed in PE?
Look for cooperation in small groups, respectful communication during disagreements, and willingness to include classmates of different skill levels. Short rubrics tied to specific activities work better than one general participation grade.
How do I know students are ready for high school PE?
By the end of the year, students should be able to join a new activity, pick up the basic skills, and play or participate without much coaching. They should also be able to design a simple weekly plan that mixes cardio, strength, and flexibility.