Unit Plan 26 (Grade 8 PE): Track & Field — Specialization & Meet Roles

Focus: Develop event-specific track & field techniques while practicing fair, accurate officiating roles (timing, measuring, recording) in a mini meet format.

Grade Level: 8

Subject Area: Physical Education

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

Students explore track & field as both performers and officials. They learn basic technique for key events (sprints, middle-distance, relays, jumps, and throws) and practice reading performance data (times, distances) to understand their strengths. Students also take on meet roles such as timer, measurer, recorder, and safety official, building responsibility for fairness and accuracy. By the end of the unit, they run a mini track meet where they apply skills in specialization, pacing, and officiating.

Essential Questions

• How do different track & field events challenge the body in different ways, and what skills does each require?
• What makes a track meet feel fair, safe, and well-run for all participants?
• How can students take responsibility as both athletes and officials so that results are accurate, safe, and trustworthy?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Demonstrate key technique cues in at least one running, one jumping, or one throwing event.
2. Use pacing and effort strategies to complete a chosen running event safely and effectively.
3. Accurately perform basic officiating roles (timer, measurer, recorder, starter/safety monitor) following meet procedures and safety rules.
4. Interpret simple performance data (times, distances) to reflect on strengths, preferences, and event specialization.
5. Participate in a mini track meet while modeling sportsmanship, safety, and fair decision-making.

Standards Alignment — Grade 8 (SHAPE America-based custom)

• PE:S1.8a – Locomotor Skills with Speed, Agility & Game Awareness Perform locomotor skills (sprinting, shuffling, backpedaling, cutting, bounding) with control and precision while reading the game and adjusting movements to create or close space. Example: In a fast-paced invasion game, a student sprints into open space, plants and cuts sharply to lose a defender, then quickly adjusts when the play reverses.
• PE:S1.8b – Advanced Balance, Stability & Coordination in Dynamic Play Maintain balance and body control during advanced movements involving jumping, landing, rotating, dodging, and contact or near-contact, even when fatigued. Example: A student jumps to receive a pass, lands with proper body position, spins away from a defender, and stays controlled while driving toward the goal.
• PE:S1.8c – Throwing & Catching with Precision in Competitive Contexts Throw and catch a variety of objects with precision, appropriate force, and timing in competitive and high-pressure situations, including leading teammates and adjusting to defenders. Example: In ultimate or handball, a student delivers a well-timed leading pass away from defenders and consistently makes secure catches while being closely guarded.
• PE:S2.8c – Adjusting Effort, Force, Angle & Timing Based on Game Demands Adjust effort level, force, angle, and timing of skills (passes, shots, serves, runs) after interpreting distance, defensive pressure, and risk/benefit of different options. Example: In a net game, a student chooses a soft angled shot when the opponent is deep and a powerful deep shot when the opponent is crowding the net.
• PE:S3.8a – Sustained Engagement in Moderate-to-Vigorous Activity Participate actively in moderate-to-vigorous physical activity for most of class time and demonstrate the ability to sustain effort across longer intervals or game play. Example: During continuous small-sided games or fitness circuits, a student stays engaged, limits standing around, and completes all rounds with evident effort.
• PE:S4.8a – Modeling Rules, Procedures & Safety for the Group Consistently follow and model classroom rules, procedures, and safety expectations, often acting as a positive example for peers. Example: A student proactively checks boundaries and equipment for safety, reminds classmates about safe conduct, and responds promptly to signals without being told.
• PE:S4.8d – Leading Conflict Resolution & Self-Officiating Take a leading role in resolving conflicts and self-officiating by using respectful communication, agreed-upon procedures, and impartial decision-making. Example: When teams disagree on a call, a student suggests a fair resolution method (replay, alternate possession, or quick vote), keeps the discussion calm, and moves play forward.

Success Criteria — Student Language

• I can show correct technique cues in at least one running, jumping, or throwing event.
• I can use pacing or power adjustments so my performance is safe and close to my personal best.
• I can carry out a meet role (timer, measurer, recorder, official) accurately while following rules and safety procedures.
• I can use times and distances to describe my progress and identify events that fit my strengths.
• I can show sportsmanship and help a track meet run fairly and smoothly.