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RAPID CITY SCHOOL DISTRICT

PHYSICAL EDUCATION

ELEMENTARY SCHOOL

CURRICULUM GUIDE

Approved by the Board of Education, January 2003 Update approved by the Board of Education, May 7, 2009

ii

RAPID CITY AREA SCHOOLS 300 6

th Street

Rapid City, South Dakota

BOARD OF EDUCATION: Mrs. Sheryl Kirkeby ............................................................................................. President Mrs. Leah Lutheran ............................................................................... 1st Vice President Mr. Doug Kinniburgh ............................................................................ 2nd Vice President Mrs. Daphne Richards-Cook ..................................................................... Board Member Mr. Arnie Laubach ...................................................................................... Board Member Mr. Wes Storm ........................................................................................... Board Member Mr. Bret Swanson....................................................................................... Board Member

ADMINISTRATION: Dr. Peter M. Wharton .............................................................. Superintendent of Schools Dr. James F. Ghents ............................ Director of Curriculum, Assessment, Instruction and Gifted Education Services

K-5 PHYSICAL EDUCATION CURRICULUM COMMITTEE–2009:

Sharyl Glader ................................................................................................... Valley View Loren Kambestad ............................................................ Canyon Lake & South Canyon Deb Meendering ................................................................................................... Pinedale Tari Phares .................................................................................................. Black Hawk Keith Thomas ................................................................................................. Grandview

K-5 PHYSICAL EDUCATION CURRICULUM COMMITTEE–2002:

Bruce Brugman ............................................................................. Grandview, South Park Debi Bruns ............................................................................................... Kibben Kuster Sharyl Glader .............................................................................. Bergquist, Valley View Phil Hunt ............................................................................... Corral Drive, Canyon Lake Deb Meendering ...................................................................... Pinedale, South Canyon Red Merriam ............................................................................................... Rapid Valley Tari Phares ......................................................................... Horace Mann, Rapid Valley Melissa Williams .......................................... General Beadle, Knollwood, Horace Mann Jessica Wuertzer ....................................................................................... Canyon Lake

K - 5 PHYSICAL EDUCATION COMMUNITY ADVISORY COMMITTEE– 2002: Angie Haugen ................................................ Supervisor of Respiratory Therapy/Parent Mike Latour....................................................................... Supervisor of Physical Therapy Dr. Craig Mills ....................................... Doctor of Physical and Rehabilitation Medicine Dr. Betsy Silva ............................................... Physical Education Department of BHSU Kim York ................................................................ Supervisor of Occupational Therapy

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Table of Contents

Acknowledgments .............................................................................................................. ii

Mission and Vision Statements ........................................................................................ 1

Introduction ......................................................................................................................... 2

Philosophy Statement ........................................................................................................ 3

What Everyone Can Do to improve Student's Lifestyles .................................................. 4

National Standards for Physical Education ....................................................................... 6

South Dakota Physical Education Standards .................................................................... 7

General Description of Standards .................................................................................. 10

Scope and Sequence of Physical Education K-12 ...................................................... 12

Health Related Physical Fitness Assessment Ideas ................................................... 19

Developmentally Appropriate Practices for Children;

Adopted by the NASPE (National Association for

Sport and Physical Education) ................................................................................. 31

Course of Study:

Preschool Physical Education .................................................................................. 43

Kindergarten Physical Education ............................................................................. 46

First Grade Physical Education ................................................................................ 49

Second Grade Physical Education ........................................................................... 53

Third Grade Physical Education ............................................................................... 57

Fourth Grade Physical Education............................................................................. 60

Fifth Grade Physical Education ................................................................................ 64

Adaptive Physical Education..................................................................................... 68

Resources .................................................................................................................... 70

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RAPID CITY AREA SCHOOLS

PHYSICAL EDUCATION

CURRICULUM

MISSION STATEMENT:

"Instilling a passion for a healthy and active

lifestyle."

VISION STATEMENT:

"To ensure that students are educated with the

skills and knowledge necessary to lead a

healthy, active lifestyle, and are prepared for the

physical, emotional, and social demands of the

21st century."

2

INTRODUCTION

Will our children be ready to meet the demands of the 21st century? What do children need to know and be able to do in order to prepare for their futures? These questions and others have prompted parents, educators, business leaders and politicians to take a hard look at the educational system in America. As a result, American education is undergoing an unprecedented reform in an effort to ensure that graduates will be prepared to take their place in society and be able to compete in a global economy. It is physical activity that will help ensure that not only are our students mentally ready to handle what lies ahead of them but physically, as well. Physical activity is the key to ensuring that each and every person is healthy and stays healthy. There is no better place to learn the importance of physical activity than in a physical education class.

If there is a clear message coming out of the reform movement, it is that teachers are accountable for effective teaching and student learning. Accountability systems and assessment of student mastery at each grade level are cornerstones of this curriculum. For all students to be physically educated, assessment practices must support the instruction of physical education and the learning of each student. This is the primary goal of assessment in school physical education. When done equitably, assessment of student progress will further learning. Assessment should be a dynamic process that continuously yields information about student progress toward the achievement of the content standards and benchmarks in physical education. When the information gathered is consistent with learning goals and is used appropriately to guide teaching, it can enhance learning, as well as document it. Unless we embrace a new philosophy of assessment and implement new assessment activities geared to high-priority objectives, physical education will fall short of achieving new visions of excellence as sought in educational reform.

Today's youth are 33% of the population, however they are 100% of the future. Will they be fit to achieve? It is up to the physical education profession to ensure that all students are taught the skills and knowledge needed to lead healthy, active lifestyles. Our profession has never been needed more. It is up to us to help today's youth succeed in the future. They deserve nothing less than the best education has to offer.

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PHILOSOPHY STATEMENT

As educators in the Rapid City School District, we believe that physical education is an important part of the total educational program. We have drafted the following statements to show the benefits derived from participation in physical education:

We believe that all students pre K-12 should be provided quality, daily physical education under the instruction and supervision of a physical education specialist. Physical education makes a contribution to the development of knowledge, understanding, and positive attitudes concerning human movement, as well as physical activity. In physical education, children should be taught the importance of leading physically active lifestyles that promote health and fitness. It is important that children are exposed to and taught behaviors that will help them lead physically active lifestyles as adults.

We believe that each child is a unique individual with his/her own rate of developmental and individual physical, mental, emotional, and social needs. We also believe that each child has different abilities for learning movement skills. Furthermore, we believe that each child has the right to experience success in physical education. As a result of participating in this physical education program the students will have the opportunity to:

1. Demonstrate competency in many movement forms and proficiency in a few movement forms.

2. Apply movement concepts and principles to the learning and development of motor skills.

3. Exhibit a physically active lifestyle.

4. Achieve and maintain a health-enhancing level of physical fitness.

5. Demonstrate responsible, personal and social behavior in physical activity

settings.

6. Demonstrate understanding and respect for differences among people in physical activity settings.

7. Understand that physical activity provides opportunities for enjoyment, challenge, self expression, and social interaction.

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The following recommendations were made by the South Dakota Department of

Health (2001):

What Teachers and Coaches Can Do To Improve Student's Lifestyles:

Use curricula that follow the CDC's Guidelines for School and Community Programs to Promote Lifelong Physical Activity Among Young People and the national standards for physical education and health education.

Use Curricula that follow the CDC's Guidelines for School Health Programs to Promote Lifelong Healthy Eating.

Keep students moving during physical education classes.

Offer healthy, appealing foods (such as fruits, vegetables, and low-fat grain products) wherever food is available and discourage the availability of foods high in fat, sodium, and added sugars (such as soda, candy, and fried chips) at school functions and trips and as part of fund-raising activities.

Ensure that young people know safety rules and use appropriate protective clothing and equipment.

Emphasize activity and enjoyment over competition.

Help students become competent in many motor and behavioral skills.

Provide nutrition education through activities that are fun, participatory, developmentally appropriate, and culturally relevant. Activities should emphasize the positive, appealing aspects of healthy eating rather than the harmful effects of unhealthy eating.

Work with food service managers, coaches, physical education teachers, and other staff to coordinate nutrition education efforts and give students consistent messages about healthy eating.

Model good nutrition and physical activity habits.

Involve physical activity when teaching in a classroom setting.

Involve families and community organizations in physical activity programs.

Refrain from using food to discipline or reward students.

Request healthy snacks for class parties.

Use the South Dakota Health Education Content Standards as a guide for curriculum planning. httpl/www.state.sd.usideca/deca.htm

Use the South Dakota Physical Education Content Standards as a guide for curriculum planning. http://www.statesd.us/deca/deca.htm

What School Food Service Staff Can Do To Improve Student's Lifestyles:

Provide meals that are tasty and appealing to students and that meet USDA nutrition standards and the Dietary Guidelines for Americans.

Support classroom lessons by offering foods to illustrate key messages, decorating the cafeteria with educational posters, and posting the nutritional content of foods served.

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Provide healthy sack lunches for students for out-of-school events, such as athletic trips.

Coordinate activities with classroom and physical education teachers and other staff.

Involve students and families in planning school menus.

Offer meals that reflect the cultural diversity and preferences of students.

Take part in training sessions on nutrition education and on marketing school meals.

Invite parents to lunch and give them information about the nutritional value of the meal.

What School Administrators and Board Members Can Do To Improve Student's

Lifestyles:

Organize a school health or nutrition advisory committee that includes all key groups.

Allocate adequate time for nutrition education as part of a sequential, comprehensive health education program.

Make schools available for the public to use during the winter months for walking.

Require health education and daily physical education for students in grades K-12.

Ensure that physical education and extracurricular programs offer lifelong activities, such as walking and dancing.

Provide adequate time and space for students to eat meals in a pleasant, safe environment.

Provide time during the day, such as recess, for unstructured physical activity, such as walking or jumping rope.

Stock vending machines with 100.0 percent fruit juice and other healthy snacks; make sure that healthy foods are served at school meeting and events.

Limit the sale of high-fat, high-sugar snacks during mealtimes and as fund-raisers.

Hire physical activity specialists and qualified coaches.

Hire qualified food service and nutrition education staff.

Ensure that school facilities are clean, safe, and open to students during nonstop hours and vacations.

Provide health promotion programs for faculty and staff.

Provide teachers with in-service training in physical activity promotion.

Provide teachers and food service staff with in-service training on healthy eating.

Evaluate school nutrition and physical activity programs using the School Health Index.

Use the South Dakota Health Education Content Standards as a guide for curriculum planning. http://wwvv.state.sd.us/deca/deca.htm

Use the South Dakota Physical Education Content Standards a guide of curriculum

planning. http://www.state.sd.us/deca/deca.htm

Use Fit, Healthy, and Ready to Learn to help write school health policies.

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NATIONAL STANDARDS FOR PHYSICAL

EDUCATION INDICATES THAT A

PHYSICALLY EDUCATED STUDENT:

1. Demonstrates competency in many movement forms and proficiency in a few movement forms.

2. Applies involvement concepts and principles to the learning and development of motor skills.

3. Exhibits a physically active lifestyle.

4. Achieves and maintains a health-enhancing level of physical fitness.

5. Demonstrates responsible, personal and social behavior in physical activity settings:

6. Demonstrates understanding and respect for differences among people in physical activity settings.

7. Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

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S o u t h D a k o t a Physical Education Standards

Rationale Statement for Physical Activity Standards:

A wealth of information has been accumulated to point to the importance of physical activity in promoting health and wellness. Evidence also indicates that habits (lifestyles) established in youth are likely to influence adult lifestyles and associated health and wellness. Physical activity, a primary (protective) factor for many chronic health conditions, is an integral part of comprehensive school health education but also must be promoted as an important educational goal.

Meeting physical activity standards includes both promotion of physical activity among youth and promotion of lifelong physical activity that will enhance workplace skills, fitness, and wellness associated with quality of life. Achieving lifetime physical activity standards results in learning real life skills. Higher-order skills include decision making and problem solving required to become informed, lifetime physical activity consumers.

1. Students will develop competency in all fundamental movement skills and

proficiency in some movement forms.

2. Students will analyze scientific concepts and and principles to understand,

evaluate, and enhance movement skill acquisition and performance.

3. Students will participate in physical activity to achieve and maintain a health

enhancing level of physical fitness.

4. Students will develop responsible and respectful personal and social behavior in

physical activity settings.

5. Students will understand that physical activity provides opportunities for

enjoyment, challenge, self-expression, social interaction, and employment.

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South Dakota K-12 Physical Education Standards and Indicators

The South Dakota Physical Education Standards and Indicators remain the same throughout the K-12 Standards document. It is within the benchmarks and sample grade level activities that there is a difference of what would be expected based on each grade level cluster.

STANDARD/GOAL ONE:

Students will develop competency in all fundamental movement skills and proficiency in some movement forms.

Indicator 1: Students will model complex locomotor movement patterns in

specialized activities.

Indicator 2: Students will apply correct technique when performing complex

manipulative movement patterns in specialized activities.

Indicator 3: Students will exhibit a mature kinesthetic sense in non-

locomotor/stability movement patterns in specialized activities.

STANDARD/GOAL TWO:

Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performance.

Indicator 1: Students will apply scientific concepts and principles to analyze

performance of self and others.

Indicator 2: Students will evaluate the influence of physical, emotional, and cognitive

factors on improving performance.

Indicator 3: Students will evaluate various strategies leading to successful performance.

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STANDARD THREE:

Students will participate in physical activity to achieve and maintain a health

enhancing level of physical fitness.

Indicator 1: Students will monitor personal fitness level and alter activity to enhance

health-related fitness.

Indicator 2: Students will evaluate the health-related/fitness benefits resulting from participation

in different forms of physical activity.

Indicator 3: Students will participate regularly in physical activities that contribute to attainment

of personal health-related fitness.

STANDARD FOUR:

Students will develop responsible and respectful personal and social behavior in

physical activity settings.

Indicator 1: Students will model and encourage appropriate personal and social conduct in

physical activities.

Indicator 2: Students will value and maximize the contributions and potential of each

individual in group activities.

Indicator 3: Students will evaluate the positive impact of contributions provided through

human diversity.

STANDARD FIVE:

Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, social interaction, and employment.

Indicator 1: Students will evaluate how physical activity serves as a vehicle to provide

opportunities for self-expression and personal growth.

Indicator 2: Students will evaluate the unique benefits of perseverance and

pursuance of challenging physical activity.

Indicator 3: Students will analyze employment/career options in the physical

education/fitness fields.

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GENERAL DESCRIPTON OF STANDARDS

Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms (Movement skills)

The intent of this standard is to:

Develop motor skills.

Demonstrate motor skill proficiency.

Encourage meaningful participation.

Movement Competence implies the development of sufficient ability to enjoy participation in physical activities. The development of Proficiency in a few movement forms gives the student the capacity for successful and advanced levels of performance to further increase the likelihood of participation.

Standard 2: Applies movement concepts and principles to the learning and development of movement skills (Learning Concepts)


Understand introductory concepts of movement skills.

Apply and generalize concepts to real-life activity situations.

Acquire new skills while continuing to refine existing ones.

Standard 3: Exhibits a physically active lifestyle (Active Lifestyle), achieves and maintains a health-enhancing level of physical fitness (Physical Fitness)


Connect what is done in the physical education class with the lives of students outside of physical education.

Encourage participation in developmentally appropriate activities.

Develop an understanding of the relationship between physical activity and wellness.

Experience enjoyment through physical activity.

Develop an understanding of technology as it relates to physical fitness and wellness.

Encourage students to reach their own level of individual fitness. Promote responsibility for personal fitness leading to an active,

healthy lifestyle.

Understand health-related fitness components.

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Standard 4: Demonstrates responsible personal and social behavior in physical activity settings (Personal and Social Skills), demonstrates understanding and respect for differences among people in physical activity settings (Diversity) The intent of this standard is to:

Promote behavior that will encourage personal and group success.

Ensure safe practices that adhere to rules and procedures. Encourage cooperation and teamwork.

Promote ethical behavior and positive social interaction. Encourage positive interactions with all individuals.

e.g. gender, race, socio-economic status, disabilities, culture, ethnicity, physical characteristics, movement performance, diverse characteristics and backgrounds.

Develop strategies for inclusion of all students.

Standard 5: Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interactions (Values Physical Activity)


Recognize the value of physical activity.

Pursue new individual and group activities.

Experience enjoyment while participating in physical activity.

Provide opportunities for personal growth.

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Physical Education Scope Sequence I = Introduce E = Emphasize M = Maintain

Standard #1 Movement Skills Pre K 1 2 3 4 5 6 7 8 9 10 11 12

Locomotor Skills Walking I I,E,M

M M M M M M M M M M M M

Running I I E M M M M M M M M M M M

Hopping

Skipping

I

I

I I

E E

M M

M M

M M

M M

M

M M

M M

M M

M M

M M

M M

Galloping I I E M M M M M M M M M M M

Sliding I I E M M M M M M M M M M M

Leaping I I I E E M M M M M M M M M

Chasing I I E M M M M M M M M M M M

Fleeing I I E M M M M M M M M M M M

Dodging I I E M M M M M M M M M M M_

Manipulative Throwing I I I E E E M M M M M M M M M

Catching I I I E E E M M M M M M M M M

Kicking I I I EE

E M M M M M M M M M

Punting I I I I E E M MM

M M M M M

Dribbling I I I E E M M M M M M M M M

Volleying I I I I E E M M M M M M M M

Striking/Short handled I I I I E E M M M M M M M M

Striking/Long handled I I I I I E M M M M M M M M

Cup Stacking I I I E E E M M M M M M M

Non-manipulative Turning/Twisting I I E M M M M M M M M M M M

Swing/Sway I I E M M M M M M M M M M M

Rolling I I E M M M M M M M M M M M

Balancing I I E M M M M M M M M M M M

Weight Transfer I I E M M M M M M M M M M M

Jump/Land I I E MMMMMMMMMMM

Stretching I I E M M M M M M M M M M M

Curling I I E M M M M M M M M M M M

Push/Pull I I E M M M M M M M M M M M

Lift/Lower I I I I I I I I

13


Standard #1 Movement Skills Pre K 1 2 3 4 5 6 7 8 9 10 11 12

Rhythms Tinikling/Jump Bands I I I E M M M M M M

Parachute I I I E MM

M M M M M M M M

Lummi-Sticks I I I E M M M M M M M M M M

Wands I I I E M M M M M M M M M M

Juggling I I I I I I I,E,M

E,M E,M M M M

Ropes I I I EE,MEMEMMM

MM

Grapevine I I I,E E M M M M M M

Two-Step I I I,E E M M M M M M

Heel-Toe I I I,E E MM

M M M M

Brush Step I E M M M M M M

Cage (Wrap) I E,M I,E,M

I,E,M

I,E,M

Charleston I I,E,M

I,E,M

I,E,M

I,E,M

Arm Slide I I,E,M

I,E,M

I,E,M

I,E,M

Tumbling Upright/Inverted M M M M M M M

Fwd/Bkwd/Rolling I I I I I,E E N E,M M M M M

Balance/Agility I I I I E E E M M M M M M M

Hollow Body Position I I I I,E,M

I,E,M

I,E,M

I,E,M

Body Awareness I I E M M M M M M M M M M M

Animal Movements I I E M M M M

Standard #2 Learning Concepts

Space Awareness:

Location Self Space I I E M M M M M M M M M M M

General Space

Directions Up/Down I I E M M M M M M M M M M M

Forward/Backward I I E M M M M M M M M M M M

Right/Left I I E M M M M M M M M M M M

Clockwise/C. Clockwise 1 I E M M M M M M M M M M M

Under/Over I I E M M M M M M M M MM

M

In/Out I I E M M M M M M M M M M M

Pathways Straight I I E M M M M M M M M M M M

Curved I I E M M M M M M M M M M M

Zig-Zag

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Standard #2 cont. Learning Concepts Pre K 1 2 3 4 5 6 7 8 9 10 11 12

Levels Low I I I E M M M M M M M M M M Medium I I I E M M M M M M M M M M High I I I E M M M M M M M M M M Extensions Large/Small I I I E M M M M M M M M M M Far/Near I I I E M M M M M M M M M M Relationships: Body Parts Round I I I E M M M M M M M M M M Narrow I I I E M M M M M M M M M M Wide I I I E M M M M M M M M M M Twisted I I I E M M M M M

NIMM

M M Symm./Nonsymm. I I E M M M M M Objects/People Over/Under On/Off I I I E M M M M M M M M M M Near/Far I I I E M M M M M M NI M M M In Front/Behind I I I E M M NI M M M M M M M Along/Through I I I E M NI M M M M M M M M Meeting/Parting I I E M M M M M M M NI M NI Surrounding I I E M M M M M M M M M M Around I I I E M M M Beside I I I E M M M M M M M M People Leading/Following I I I E M M M M M M M M M M Mirroring/Match I I I E M M M M M NI M M M M Unison/Contrast I I E M M M M M M M M M Between Groups I I E M M M M M M M M M M Groups I I I E M M M M M M M M M M Partners I I I E M M M M M M

M M M

Solo (Alone) Effort: Time Slow Fast

15


Standard #2 cont. Learning Concepts Pre K 1 2 3 4 5 6 7 8 9 10 11 12

Force Strong I I I, E M M M M M M M M M M

Light I I I E M M M M M M M M M M

Flow Bound I E M M M M M M M M M M

Free I E M M M M M M M M M M

Standard #3 Physical Activity

Lifetime Activities Archery I I I,E E,M M M M

Badminton I I,E E,M M M M M

Biking I,E,M I,E,M I,E,M I,E,M

Board Games I I I I I I I

Bowling I I I I I I I I,E E,M M M M M M

Buka Ball I I,E E,M M M M M

Camping Skills I,E I,E I,E I,E

Canoeing I,E I,E I,E I,E

Cooperative Games I I I I E E M M M M M M M M

Cross Country Skiing I I I,E ,E I,E I,E,M I,E,M

Eclipse Ball I,E E,M M M M M M

Fly Fishing I,E I,E I,E I,E

Frisbee Golf I,E I,E I,E I,E I,E I,E I,E

Folk Dance I I I I I I E M M M M M M M

Golf I I I I,E I,E I,E I,E,M I,E,M I,E,M'

I,E,M

Horseshoes I I I I I I I I I I

Ice Skating I I I I I I I I I I I I I

Inline Skating I I I I I I I

Interval Training I I I I E,M E,M E,M

Line Dance I E E M M M M M M M

Orienteering I I I,E I,E I,E,M I,E,M I,E,M

Pickle Ball I I,E E,M M M M M

Recreational Games I I I I I I I I I I I I I

Shuffleboard I I,E E,M M M M M

Self Defense I I,E E M M M M

Snow Shoeing I I I I

Snow Skiing I I I I I I I

Social Dance I I,E,M M M M

16

Physical Education Scope Sequence 1 = Introduce E = Emphasize M = Maintain

Standard #3 cont. Physical Activity Pre K 1 2 3 4 S 6 7 8 9 10 11 12

Lifetime Activities Square Dance I I I I I E E E,M M M M M M

Table Tennis I I,E M M M M M

Tennis I I I I I I I,E I,E I,E I,E M M M

Trail Running I,E,M I,E,M I,E,M

Weight Training I I,E I E M I,E,M

I,E,M I,E,M I,E,M

Swimming American Crawl I,E,M

I,E,M I,E,M I,E,M

Breast Stroke I E M

I,E,M I,E,M I,E,M

Elementary Back Stroke I,E,M

I,E,M I,E,M I,E,M

Side Stroke I,E,M

I,E,M I,E,M I,E,M

Back Stroke I,E M

I,E,M I,E,M I,E,M

Tredgen I I I I

Tredgen Crawl I I I I

Overarm Sidestroke I I I I

Life Guarding I,E I,E I,E

CPR I,E I,E I,E

Canoeing I,E I,E I,E

Self Survival I,E I,E I,E

Life Saving I,E I,E I,E

Snorkeling I I I

First Aid E E E

Health Related Flexibility/Balance I I I I E E M M M M M M M M

Fitness Components Muscular Endurance I I I E E M M M M M M M M

Aerobic Endurance I I I E E M M M M M M M M

Muscular Strength I I I E E M M M M M M M M

Body Composition I I I E E M M M M M M M M

Agility/Coordination I I I I E E M M M M M M M M

Heart Physiology Terminology I I I I I I I I I,E E,M M M M M

Heart Monitors I I,E E,M E,M M M M

Pedometers I I I I I,E I,E,M M M M M

Fitness Activities Step Aerobics I I,E I,E I,E,M

E,M E,M E,M

Aerobics I I I E E E M M M M M M

Conditioning I I I E E E M M M M

Fitness Walking I I,E I,E M I M M M

17


Standard #3 cont Physical Activity Pre K 1 2 3 4 5 6 7 8 9 10 11 12

Fitness Activities Running I I I I E E M M M M M M M

Jumping Rope I I E E M M M M M M M M M

Kickboxing I I,E I,E I,E I,E E,M E,M

Lap Swim I,E,M I,E,M I,E,M

Treadmill/Stair Stepper I I,E I,E E,M M M M

Exercise Bike I I,E I,E IE,M M M M

Track and Field I I I I I E M M M M M M M

Circuit Training I E E,M M M M M

Obstacle Course I I I I I I I I E E,MMMM

M

Power Walking I E E,M M M M M

Wrestling I,E M M M M

Yoga I,E,M E,M E,M

Dyna Bands I I I I I I I I E E E,M E,M E,M EM

Stability Balls I I I I I I I I I,E I,E I,E,M E,M E,M E,M

Reebok Slide Training I I,E,M E,M E,M

Standard #4 Personal & Social Skills

Social Skills Self Discipline I I I E M M M M M M M M M

Cooperation I I E M M M M M M M M M M

Courtesy I I E M M MMMMMM

Respect I I E M M M M M M

Good Sportsmanship I I E M M M M M M M M M

Respect For Equipment I I E M M M M M M M M M M

Team Activities Basketball I I I I,E E E M M M M

Kooshball I I,E E,M M M M

Flickerball I I,E E M M

Omnikin Ball I I I I,E I,E I,E I,E

Football (touch/flag) I I I I,E E E,M M M M M

Floor Hockey I I I I,E E E,M M M M M

Kickball I I I I,E,M M M

Lacrosse I E E,M M M M

Soccer I I I I,E E E,M M M M M

Softball I I I I,E E E,M M M M M

Speedaway I,E I,E I,E I,E

Volleyball I I I I,E E E,M M

I

M M M

18


Standard #4 cont Personal & Social Skills

Pre K 1 2 3 4 5 6 7 8 9 10 11 12

Team Activities Ultimate Frisbee I E E,M IN M M

Foot Bag Games I I,E E M M M M

Team Challenge I E E,M M M M M

Team Handball I,E I,E I,E I,E

Multi-Cultural Activities

Rhythms I I I I E E M M M M M M M M

Games I I I E M M M

Movements I I I E E M M M M M M M M

Patterns

Standard #5 Benefits of Physical Activity

Fitness Activities Conditioning

Fitness Walking

Running

Jumping Rope I I E E M M M M M M M

Track and Field I I E M

Step Aerobics I I,E I,E I,E,M

E,M E,M E,M

Aerobics I I I I E E E M M M M M M

19

HEALTH

RELATED

PHYSICAL

FITNESS

ASSESSMENTS

20

FITNESSGRAM ASSESSMENTS The Physical Education Curriculum Committee voted unanimously on April 17, 2002 to incorporate the FITNESSGRAM into the Physical Education curriculum. It was decided that grades 5, 7 and 9 will be tested annually, with the results being sent home to the parents. Physical Education instructors may use the FITNESSGRAM at other grade levels as well, or they may use other fitness testing programs of their own choosing.

ABOUT THE FITNESSGRAM:

The FITNESSGRAM was developed by the Cooper Institute for Aerobics Research in Dallas, Texas. In 1998, the Council for Physical Education for Children (COPEC) released a statement on appropriate physical activity for children. The new version of the FITNESSGRAM is designed to keep pace with these developments. It is a comprehensive health related fitness and activity assessment and computerized reporting system. All elements within FITNESSGRAM are designed to assist teachers in accomplishing the primary objective of youth fitness programs, which is to help students establish physical activity as a part of their daily lives.

THE GOALS OF FITNESSGRAM:

1. To promote enjoyable physical fitness and activity assessments and reporting programs for children and youth.

2. To develop affective, cognitive, and behavioral components related to participation in regular physical activity in all children and youth, regardless of gender, age, disability, or any other factor.

3. To instill a belief in children that regular physical activity contributes to good health, function, and well-being and is important throughout a person's lifetime.

4. To emphasize participation in a wide variety of physical activities to develop and maintain an acceptable level of physical fitness.

5. To endorse the concept that physical activity should be fun and enjoyable.

6. To help all children and youth achieve a level of activity and fitness associated with excellent health, growth, and function.

7. To teach students how to self-assess their fitness levels, interpret assessment results, plan personal programs, and motivate themselves to remain active on their own.

21

FITNESSGRAM ASSESSMENT:

The FITNESSGRAM assessment measures three components of physical fitness which have been identified as being important because of their relationship to overall health and optimal function. The three components are: 1. Aerobic capacity

2. Body composition 3. Muscular strength, endurance, and flexibility

Several test options are provided for most areas, with one test item being recommended. The major emphasis when testing children in grades K - 3 should be on enjoyment and instructions on proper technique, not on performance level and test results.

INTERPRETING FITNESSGRAM RESULTS:

Research findings were used as the basis for establishing the FITNESSGRAM health fitness standards. Performance is classified in two general areas: "Needs Improvement" and "Healthy Fitness Zone" (HFZ). All students should strive to achieve a score that places them inside the HFZ. FITNESSGRAM acknowledges performances above the HFZ but does not recommend this level of performance as an appropriate goal level for all students. In interpreting performance on physical fitness assessments, it is most important to

remember the following:

— The physical fitness experience should always be fun and enjoyable.

— Physical fitness testing should not become a competitive sport. The performance of one student should not be compared to that of another student. — The primary reason for testing is to provide the student with personal information that

may be used in planning a personal fitness program. — The performance level on fitness tests should not be used as a basis for grading.

25

FITNESSGRAM

Class Score Sheet

Teacher Page Number Grade

Class Test Date

ID# Name Birth date Sex Height Weight Aerobic capacity Curl-up Upper

body Trunk

lift Flexibility Skinfolds

L / R Triceps Calf

Source: F/TNESSGRAM Test Administration Manual, Second Edition

26

Warm-up Activities FITNESSGRAM Get Fit Exercises

Calf Stretch Thigh Stretch

Source: FITNESSGRAM Test Administration Manual, Second Edition

Sitting Toe Touch Knee Hug Arm/Shoulder Stretch Arm/Side Stretch

Jumping Jacks Brisk Walking

Side Bend Trunk Twist Knee Lift Calf Stretch Arm Circles

Arm Curls Military Press

Aerobic Activities Jogging

Cool-down Activities

Horizontal Ladder Activites

Push-ups

Cycling Swimming Brisk Walking Rope Jumping Soccer Basketball

Climbing Activities

Modified Pull-ups

Strength Development Activities

Curl-ups

Sit-ups Back Arch Wall Sit

Lunges

Single Leg Lift

Crunch

27

FITNESSGRAM

Personal Fitness Record

Name: School:

Grade: Ht: Wt:

Date: Date: Date:

Score HFZ Score HFZ Score HFZ

Aerobic capacity:

Curl-up

Trunk lift

Upper Body strength

Flexibility

Skinfolds:

Triceps

Calf

Total

Note: HFZ indicates you have performedin the Healthy Fitness Zone.

I understand that my fitness record is personal. I do not have to share my results. My fitness record is important since it allows me to'

check my fitness level. If it is low, I will need to do more activity. If it is acceptable, I need to continue my current activity level. Iknow that I can ask my teacher for ideas for improving my fitness level.

Source: FMVESSGRAM Test Administration Manual, Second Edition

FITNESSGRAM Personal Fitness Record

Name: School:

Grade: Ht: Wt:

Date: Date: Date:

Score HFZ Score HFZ Score HFZ

Aerobic capacity:

Curl-up

Trunk lift

Upper Body strength

Flexibility

Skinfolds:

Triceps

Calf

Total

Note: HFZ indicates you have performed in the Healthy Fitness Zone.

I understand that my fitness record is personal. I do not have to share my results. My fitness record is important since it allows me to check my fitness level. If it is low, I will need to do more activity. If it is acceptable, I need to continue my current activity level. I know that I can ask my teacher for ideas for improving my fitness level.


28

FITNESSGRAM

Student Name: __________________________________________________

Get Fit Conditioning Program

The Get Fit Conditioning Program is a six-week program designed to help you get in shape for your fitness test.

Guidelines are as follows:

Participate at least three times each week for six weeks.

Complete the exercise log and return it to your teacher.

You may do some of your workouts during your physical education class.

Select activities from this appendix or do your favorite activities from physical education class.

Place a check mark in the box for each day you work out. Your workout should include: warm-up, strength

development, aerobic activities, and cool-down.

Warm-up — At the beginning of the workout do at least three warm-up exercises. Move easily at first and gradually

get faster. Hold a stretch for 10 counts and do not bounce. Be sure to do work for the upper body

and the legs.

Strength development — Do at least three strength exercises. Do as many of each exercise as you can up to 20.

Aerobic activity — Begin with 2 to 5 minutes of your activity and gradually increase the time to 2 ,530 minutes.

Cool-down — Do three of your favorite activities from this list. Be sure to stretch upper and lower body and trunk.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Week 1

Date:

Week 2

Date:

Week 3

Date:

Week 4

Date:

Week 5

Date:

Week 6

Date:


29

FITNESSGRAM

ACTIVITYGRAM Logging Chart

Name______________________________ Age ____ Teacher ________________________ Grade ____

Record the primary / activity you did during each 30-minute interval during the day using the list at the bottom of the page. Then select an intensity level that best describes how it felt (Light: "Easy"; Moderate: "Not too tiring";

Vigorous: "Very tiring"). Note: All time periods of rest should have Rest checked for intensity level.

Time Activity Rest Light Mod. Vig. Time Activity Rest Light Mod. Vig.

7:00 3:00

7:30 3:30

8:00 4:00

8:30 4:30

9:00 5:00

9:30 5:30

10:00 6:00

10:30 6:30

11:00 7:00

11:30 7:30

12:00 8:00

12:30 8:30

1:00 9:00

1:30 9:30

2:00 10:00

2:30 10:30

Categories of Physical Activities

Lifestyle

activity Active

aerobics

Active sports

Muscle fitness activities

Flexibility

exercises

Rest and inactivity

"Activities that I do as part of my

normal day"

"Activities that I do for aerobic fitness"

"Activities that I do for sports and recreation"

"Activities that I do for muscular fitness"

"Activities that I do for flexibility and fun"

"Things I do when I am not active"

1. Walking, bicycling, or skateboarding

11. Aerobic dance activity

21. Field sports (baseball, softball, football, soccer, etc...)

31. Gymnastics or cheer, dance or drill teams

41. Martial arts (Tai Chi)

51. Schoolwork, homework or reading

2. Housework or yardwork

12. Aerobic gym equipment (stairclimber, treadmill, etc...)

22. Court sports (basketball, volleyball, soccer, hockey. etc...)

32. Track and field sports dumping, throwing, etc...)

42. Stretching 52. Computer games or TV/ videos

3. Playing active games or dancing

13. Aerobic activity (bicycling, running. skating, etc...)

23. Racquet sports (tennis, racquetball, etc...)

33. Weight lifting or calisthenics (pushups, sit-ups, etc...)

43. Yoga 53. Eating or resting

4. Work—active job

14. Aerobic activity in physical education

24. Sports during physical education

34. Wrestling or Martial Arts (Karate. Aikido)

44. Ballet dancing 54. Sleeping

5. Other 15. Other 25. Other 35. Other 45. Other 55. Other


31

Developmentally Appropriate

Physical

Education Practices for Children

The material in this next section is reprinted with permission from the

National Association for Sport and Physical Education (NAPSE)

32

NASPE POSITION PAPERS DEVELOPMENTALLY APPROPRIATE PHYSICAL EDUCATION PRACTICES

FOR CHILDREN A Position Statement of the National Association for Sport and Physical Education prepared by the Council on Physical Education for Children As we enter the 2l' century, the importance and value of regular physical activity has been recognized as ever before. Accompanying this recognition is the awareness that childhood is the time to begin the development of active and healthy lifestyles. Children do not automatically develop the skills, knowledge, attitudes and behaviors that lead to regular and enjoyable participation in physical activity. They must be taught. The responsibility for this instruction is vested primarily in physical education programs in the schools. In recent years a growing body of research, theory, and practical experience has sharpened our understanding about the beneficial aspects of physical education programs for children - and those that are counterproductive. The purpose of this document is to describe, in a very straightforward way, practices that are both developmentally and instructionally appropriate and inappropriate for children in pre-school and elementary school physical education programs. Quality Physical Education for Children The Council on Physical Education for Children (COPEC) of the Nat ional Association for Sport and Physical Education (NASPE), the nation's largest professional association of children's physical education teachers, believes that quality, daily physical education should be available to all children. Quality physical education is both developmentally and instructionally suitable for the specific children being served. Developmentally appropriate practices in physical education are those which recognize children's chang ing capaci t ies to move and those which promote such a ch ange. A developmentally appropriate physical education program accommodates a variety of individual characteristics such as developmental status, previous movement experiences, fitness and skill levels, body size and age. Instructionally appropriate physical education incorporates the best know practices, derived from both research and experiences teaching children, into a program that maximizes opportunities for learning and success for all children. The outcome of a developmentally and instructionally appropriate program of physical education is and individual who is "physically educated."

In 1990, NASPE defined a physically educated person as one who:

HAS learned the skills necessary to perform a variety of physical activities.

DOES participate regularly in physical activity.

IS physically fit.

KNOWS the implications of and the benefits from involvement in physical activities.

VALUES physical activity and its contributions to a healthful lifestyle.

Appropriate physical education programs for children provide and important first step toward becoming a physically educated person.

33

Premises of Physical Education Programs for Children

1. Physical education and athletic programs have different purposes.

Athletic programs are essentially designed for youngsters who are eager to specialize in one or more sports and refine their talent in order to compete with others of similar interests and abilities. Developmentally appropriate physical education programs, in contrast, are designed for every child - from the physically gifted to the physically challenged. The intent is to provide children of all abilities and interests with a foundation of movement experiences that will eventually lead to active and healthy lifestyles - athletic competition may be one part of this lifestyle, but us not the only part.

2. Children are not miniature adults.

Children have very different abilities, needs and interests than adults. It is inadequate simply to "water down" adult sport or activity programs and assume that they will be beneficial. Children need and learn from programs that are designed specifically with their needs and differences in mind.

3. Children in school today will not be adults in today's world.

More than ever before, we are in a time of rapid change. Consequently, educators have the challenge of preparing children to live as adults in a world that has yet to be clearly defined and understood. The only certainty is that they wil l have dif ferent opportunities and interests that currently exist. Contemporary programs introduce children to the world of today, while also preparing them to live in the uncertain world of tomorrow. In brief, they help them learn how to learn - and to enjoy the process of discovering and exploring new and different challenges in the physical domain.

Tomorrow's physical activities may look quite different from today's. Present programs need to prepare children with basic movement skills that can be used in any activity, whether it is popular today or yet to be invented. Mastery of basic skills encourages the development and refinement of more complex skills leading to the ultimate enjoyment of physical activity for its own sake.

34

Intended Audience

This document is written for teachers, parents, school administrators, policy makers, and other individuals who are responsible for the physical education of children. It is intended to provide specific guidelines that will help them recognize practices that are in the best interests of children (appropriate) and those that are counterproductive, or even harmful (inappropriate). It needs to be understood that the components descried here are, in actuality, interrelated. They are separated here only for the purposes of clarity and ease of reading. It should also be understood that these components are not all-inclusive. They do represent, however, the most of the characteristics of appropriate programs of physical education for children.

APPROPRIATE AND INAPPROPRIATE PHYSICAL EDUCATION PRACTICES

Component: Curriculum

Appropriate Practice:

The physical education curriculum has an obvious scope and sequence based on goals and objectives that are appropriate for all children. It includes a balance of skills, concepts, games, educational gymnastics, rhythms and dance experiences designed to enhance the cognitive, motor, affective, and physical fitness development of every child.

Inappropriate Practice:

The physical education program lacks developed goals and objectives and is based primarily on the teacher's interests, preferences, and background rather than those of the children. For example, the curriculum consists primarily of large group games.

Component: Development of movement concepts and motor skills.


Children are provided with frequent and age-appropriate practice opportunities that enable individuals to develop a functional understanding of movement concepts ( body awareness, space awareness, effort and relationships) and build competence and confidence in their ability to perform a variety of motor skills (locomotor, non-locomotor, and manipulative).


Children participate in a limited number of games and activities where the opportunity for individual children to develop basic concepts and motor skills is restricted.

35

Component: Cognitive development


Physical education activities are designed with both the physical and the cognitive development of children in mind.

Teachers provide experiences that encourage children to question, integrate, analyze, communicate, apply cognitive concepts, and gain a wide multicultural view of the world, thus making physical education a part of the total educational experience.


Instructors fail to recognize and explore the unique role of physical education, which allows children to learn to move while also loving to learn.

Children do not receive opportunities to integrate their physical education experience with art, music, and other classroom experiences.

Component: Affective development


Teachers intentionally design and teach activities throughout the year that allow children the opportunity to work together to improve their emerging social and cooperation skills. There activities also help children develop a positive self-concept.

Teachers help all children experience and feel the satisfaction and joy that results from regular participation in physical activity.


Teachers fail to intentionally enhance the affective development of children when activities are excluded which foster the development of cooperation and social skills.

Teachers ignore opportunities to help children understand the emotions they feel as a result of participation in physical activity.

Component: Concepts of fitness


Children participate in activities that are designed to help them understand and value the important concepts of physical fitness and the contribution they make to a healthy lifestyle.


Children are required to participate in fitness activities but are not helped to understand the reason why.

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Component: Physical fitness tests


Ongoing fitness assessment is used as part of the ongoing process of helping children understand, enjoy, improve, and/or maintain their physical health and well being.

Test results are shared privately with children and their parents as a tool for developing their physical fitness knowledge, understanding and competence.

As part of an ongoing program of physical education, children are physically prepared so they can safely complete each component of a physical test battery.


Physical fitness tests are given once or twice a year solely for the purpose of qualifying children for awards or because they are required by a school district or state department.

Children are required to complete a physical fitness test battery without understanding why they are performing the tests or the implications of their individual results as they apply to their future health and well being.

Children are required to take physical education tests without adequate conditioning (e.g., students are made to run a mile after practicing it only one day the week before).

Component: Calisthenics


Appropriate exercises are taught for the specific purpose of improving the skills, coordination, and/or fitness levels of children.

Children are taught exercises that keep the body in proper alignment, thereby allowing the muscles to lengthen without placing stress and strain on the surrounding joints, ligaments, and tendons (e.g., the sitting toe touch).


Children perform standardized calisthenics with no specific purpose in mind (e.g., jumping jacks, windmills, toe touches).

Exercises taught which compromise body alignment and place unnecessary stress on the joints and muscles (e.g., deep-knee bends, ballistic (bouncing) stretches, and standing, straight-legged toe touches).

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Component: Fitness as punishment


Fitness activities are used to help children increase personal physical fitness levels in a supportive, motivating, and progressive manner, thereby promoting positive lifetime fitness attitudes.


Physical fitness activities are used by teachers as punishment for children's misbehavior (e.g., students running laps, or doing pushups, because they are off-task or slow to respond to teacher instruction).

Component: Assessment


Teacher decisions are based primarily on ongoing individual assessments of children as they participate in physical education class activities (formative evaluation) and not on the basis of a single test score (summative evaluation).

Assessment of children's physical progress and achievement is used to individualize instruction, plan yearly curriculum and weekly lessons, identify children with special needs, communicate with parents, and evaluate the program's effectiveness.


Children are evaluated on the basis of fitness scores or on a single physical skill test (e.g., children receive a grade in physical education based on their scores on a standardized fitness test or on the number of times they can continuously jump rope).

Component: Regular involvement for every child


Children participate in their regularly scheduled physical education class because it is recognized as an important part of their overall education.


Children are removed from physical education classes to participate in classroom activities and/or as a punishment for not completing assignments or for misbehavior in the classroom.

38

Component: Active participation for every child


All children are involved in activities that allow them to remain continuously active.

Classes are designed to meet a child's need for active participation in all learning experiences.


Activity time is limited because children are waiting in lines for a turn in relay races, to be chosen for a team, or because of limited equipment or playing games such as Duck, Duck, Goose.

Children are organized into large groups where getting a turn is based on individual competitiveness or aggressive behavior.

Children are eliminated with no chance to re-enter the activity, or they must sit for long periods of time. For example, activities such as musical chairs, dodgeball, and elimination tag provide limited opportunities for many children, especially the slower, less agile ones who actually need activity the most

Component: Dance/Rhythmical experiences


The physical education curriculum includes a variety of rhythmically, expressive and dance experiences designed with the physical, cultural, emotional and social abilities of the children in mind.


The physical education curriculum includes no rhythmical, expressive or cultural dance experience for children.

Folk and square dances (designed for adults) are taught too early or to the exclusion of other dance forms in the curriculum or are not modified to meet the developmental needs of the children.

39

Component: Gymnastics


Children are encouraged to sequentially develop skills appropriate to their ability and confidence levels in non-competitive situations centering around the broad skill areas of balancing, rolling, jumping and landing, and weight transfer.

Children are able to practice on apparatus designed for their confidence and skill level and can design sequences, which allow for success at their personal skill level.


All students are expected to perform the same pre-determined stunts and routines on and off apparatus, regardless of skill level, body composition, and level of confidence.

Routines are competitive, are the sole basis for a grade, and/or must be performed solo while the remainder of the class sits and watches.

Component: Games


Games are selected, designed, sequenced, and modified by teachers and/or children to maximize the learning and enjoyment of children.


Games are taught with no obvious purpose or goal other than to keep children "busy, happy, and good."

Component: Rules governing game play


Teachers and/or children modify official rules, regulations. Equipment, and playing space of adult sports to match the varying abilities of the children.


Official, adult rules of team sports govern the activities in physical education classes, resulting in low rates of success and lack of enjoyment for many children.

40

Component: Forming Teams


Teams are formed in ways that preserve the dignity and self-respect of every child. For example, a teacher privately forms teams by using knowledge of children's skill abilities, or the children form teams cooperatively or randomly.


Teams are formed by "captains" publicly selecting one child at a time, thereby exposing the lower-skilled children to peer ridicule.

Teams are formed by pitting "boys against the girls," thereby emphasizing gender differences rather than cooperation and working together.

Component: Number of children on a team


Children participate in team games (e.g. two or three per team) that allow for numerous practice opportunities while also allowing them to learn about the various aspects of the game being taught.


Children participate in full-sided games (e.g. the class of 30 is split into two teams of 15 and these two teams play each other), thereby leading to few practice opportunities.

Component: Competition


Activities emphasize self-improvement, participation and cooperation instead of winning and losing.

Teachers are aware of the nature of competition and do not require higher levels of competition from children before they are ready. For example, children are allowed to choose between a game in which score is kept and one that is just for practice.


Children are required to participate in activities that label children as "winners" and "losers."

Children are required to participate in activities that compare one child's or team's performance against others (e.g. a race in which the winning child or team is clearly identified).

41

Component: Success rate


Children are given the opportunity to practice skills at high rates of success adjusted for their individual skill levels.


Children are asked to perform activities that ale coo easy or too hard, causing frustration, boredom, and/or misbehavior.

All children are expected to perform to the same standards with no allowance for individual abilities and interests.

Component: Class size.


Physical education classes contain the same number of children as the classrooms (e.g. 25 children per class).


Children participate in a physical education class that includes more children than the classroom. (For example, two or more classrooms are placed with one certified teacher and one or more teacher aides.)

Component: Days per week/length of class time


Children are given the opportunity to participate in daily scheduled, instructional, physical educations throughout the year, exclusive of recess.

Length of class is appropriate for the developmental level of the children.


Children do not receive daily, instructional physical education.

Children's age and maturational levels are not taken into account while physical education schedules are developed.

Component: Facilities

Appropriate Practices:

Children are provided an environment in which they have adequate space to move freely and safely. Both inside and outside areas are provided so that classes need not be cancelled or movement severely limited because of inclement weather.


Physical education classes are regularly held in a school hallway or in a classroom thereby restricting opportunities to move freely without obstructions.

42

Component: Equipment


Enough equipment is available so that each child benefits from maximum participation. For example, every child in a class would have a ball.

Equipment is matched to the size, confidence, and skill level of the children so that they are motivated to actively participate in physical education classes.


An insufficient amount of equipment is available for the number of children in a class (e.g. one ball for every four children).

Regulation of "adult size" equipment is used which may inhibit skill development, injure, and/or intimidate the children.

Component: P.E. and recess


Physical education classes are planned and organized to provide children with opportunities to acquire the physical, emotional, cognitive, and social benefits of physical education


"Free play." Or recess, is used as a substitute for daily, organized physical education lessons. Free only, in this case, is characterized by a lack of goals, organization, planning and instruction.

Component: Field Days


The field day, if offered, is designed so that every child is a full participant and derives a feeling of satisfaction and joy from a festival of physical activity.

Opportunities are provided for children to voluntarily choose from a variety of activities that are intended purely for enjoyment.


Field days, if offered, are designed so that there is intense team, group, or individual competition with winners and losers clearly identified.

No or two children are picked to represent an entire class, thereby reducing others to the role of spectator.

43

PHYSICAL EDUCATION

BENCHMARKS AND ASSESSMENTS

GRADE: Preschool

Standard One: Students will demonstrate competency in all fundamental movement skills and proficiency in some movement forms.

Students will demonstrate emerging ability to: 1. Travel using various locomotor skills in a large group without bumping anyone or

falling.

2. Skip, gallop and hop.

3. Walk forward and sideways the length of a beam without falling. 4. Roll sideways without hesitating or stopping.

5. Run and kick a stationary ball without hesitating or stopping before the kick. 6. Perform an overhand and underhand throw. 7. Self toss a ball and catch it before it bounces twice. 8. Travel in a forward and sideways direction and change direction in response to a

signal.

9. Follow a rhythmic sequence set by the teacher.

10. Walk and run using a mature motor pattern.

Preschool Assessment

1. Students will travel using various locomotor skills, in a large group without bumping or falling. Criteria: students avoid collisions with other students, students move in a controlled manner.

2. Students will demonstrate the following locomotor skills while moving in general space (skip, gallop, hop)

a. skipping; criteria: emerging, step and hop on same foot, maintain balance, alternating pattern

b. galloping; criteria: one foot leads, draw trail foot to lead foot

c. hopping; criteria: maintain balance, opposite foot does not touch ground

3. Students will move forward and sideways the length of a bench or beam without falling. Criteria: eyes ahead, maintain steady balance, heel to toe motion when moving forward.

4. Students will roll sideways (log roll) without hesitation. Criteria: continuous roll, tight muscles.

5. Students will perform an underhand and overhand throw. Criteria: step with opposite foot, elbow leads arm (overhand), arms swing back and forward (underhand).

6. Students will run and kick a stationary ball without hesitation or stopping. Criteria: Make contact with the ball using a continuous motion.

44

7. Students will toss a ball to themselves and catch it. Criteria: follow with eyes, reach with hands, catch with hands.

8. Students will travel in forward and sideways direction and change direction in response to a signal. Criteria: change direction on signal, move under control, avoiding collisions.

9. Students will follow a rhythmic sequence set by the teacher. Criteria: demonstrate rhythmic pattern.

10. Students will walk and run using an emerging mature motor pattern. Criteria: Walking: feet move alternately, weight has transferred from heel to toe, toes point straight ahead, arms swing freely from shoulders from opposition, head up, eyes forward; running: heel and toe action with both feet on the ground momentarily, slight body lean forward, knees bent and lifted, head up and eyes forward, arms swing back and forth from shoulders with a bend at the elbows.

Standard Two: Students will analyze scientific concepts and principles to understand, evaluate and enhance movement skill acquisition and performance.

Students will demonstrate emerging ability to: 1. Identify selected body parts, skills and movement concepts. 2. Understand guidelines and behaviors for the safe use of equipment and apparatus.

3. Distinguish between straight, curved and zigzag pathways while traveling in various ways.

4. Form large, small, round, narrow, wide and twisted body shapes.

5. Demonstrate clear contrast between slow and fast speeds as they travel. 6. Demonstrate the ability to travel in a variety of relationships with objects (e.g.

over, under, behind, alongside, through)

7. Demonstrate the difference between an overhand and an underhand throw.

8. Place a variety of body parts into high, medium and low levels.

Preschool Assessment 1. Students will identify selected body parts, skills and movement concepts. Criteria:

identify correct body pans. 2. Students know behaviors for safe use of equipment. Criteria: demonstrates safe use

of equipment during physical education. 3. Students will distinguish between straight, curved, zigzag pathways while traveling in

various ways. Criteria: demonstrate proper pathways while moving in general space. Students will form large, small, round, narrow, wide and twisted body shapes. Criteria: demonstrate appropriate shape when asked to form a specific shape.

4. Students will demonstrate clear contrast between slow and fast speeds as they travel. Criteria: demonstrate the difference between slow and fast.

5. Students will travel, demonstrating a variety of relationships with objects (e.g. over, under, behind, alongside, through). Criteria: demonstrate proper relationships when asked to perform them.

45

6. Students will demonstrate the difference between overhand and underhand throw. Criteria: demonstrate both overhand and underhand throw.

7. Students will place a variety of body parts into high, medium and low levels. Criteria: move various body parts and high, medium and low levels.

Standard Three: Students will participate in physical activity to achieve and maintain a health enhancing level of fitness.

Students will demonstrate emerging ability to: 1. Participate in moderate to vigorous physical activity during physical education class.

Preschool Assessment 1. Students will participate in moderate to vigorous physical activity during physical

education class. Criteria: students will remain continually active, increasing breathing and sweating.

Standard Four: Students will develop responsible and respectful personal and social behavior in physical activity settings.

Students will demonstrate emerging ability to: 1. Sustain moderate to vigorous activity. 2. Perform safely while participating in physical activity. 3. Demonstrate knowledge of cooperation, sharing and consideration.

4. Demonstrate self-discipline and responsibility while actively participating in class. 5. Demonstrate the ability to work in individual and group settings while being

considerate of others.

Preschool Assessment 1. Students will demonstrate safety while participating in physical activity. Criteria:

students avoid collision and maintain control. 2. Students will demonstrate knowledge of cooperation, sharing and consideration.

Criteria: teacher observes students practicing, cooperation, sharing and being considerate of others during physical education class.

3. Students will demonstrate self- control while actively participating in class. Criteria: students display good effort and attitude, students stay on task, student is considerate of others.

4. Students will work in individual and group settings while being considerate of others. Criteria: students are considerate of others

Standard Five: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, social interaction and employment. All students will begin to understand the enjoyment derived from participation in physical activities.

Preschool Assessment

1. Students will begin to show enjoyment from participation in physical activities. Criteria: students will identify enjoyable activities.

46

PHYSICAL EDUCATION


GRADE: KINDERGARTEN


Students will develop the ability to:

1. Travel using various locomotor skills in a large group without bumping anyone or falling.

2. Skip, gallop and hop. 3. Walk forward and sideways the length of a beam without falling.

4. Roll sideways without hesitating or stopping.

5. Run and kick a stationary ball without hesitating or stopping before the kick. 6. Perform an overhand and underhand throw. 7. Self toss a ball and catch it before it bounces twice. 8. Travel in a forward and sideways direction and change direction in response to a

signal.

9. Follow a rhythmic sequence set by the teacher. 10. Walk and run using a mature motor pattern.

Kindergarten Assessment

1. Students will travel using various locomotor skills, in a large group without bumping or falling. Criteria: students avoid collisions with other students, students move in a controlled manner.

2. Students will demonstrate the following locomotor skills while moving in general space (skip, gallop, hop)

a. skipping; criteria: step and hop on same foot, maintain balance b. galloping; criteria: one foot leads, draw trail foot to lead foot

c. hopping; criteria: maintain balance, opposite foot does not touch ground

3. Maintain steady balance with heal to toe motion when moving forward.

4. Students will roll sideways (log roll) without hesitation. Criteria: continuous roll, tight muscles.

5. Students will perform an underhand and overhand throw. Criteria: step with opposite

foot, elbow leads arm Students will move forward and sideways the length of a

bench or beam without falling. Criteria: eyes ahead, (overhand), arm swing back and

forward (underhand).

6. Students will run and kick a stationary ball without hesitation or stopping. Criteria:

kick bottom half of ball, use instep, continuous motion.

7. Students will toss a ball to themselves and catch it before two bounces. Criteria:

follow with eyes, reach with hands, and catch with hands.

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8. Students will travel in forward and sideways direction and change direction in

response to a signal. Criteria: change direction on signal, move under

control, avoiding collisions.

9. Students will follow a rhythmic sequence set by the teacher. Criteria: demonstrate

smooth rhythm.

10. Students will walk and run using a mature motor pattern. Criteria: walking: feet move alternately, weight has transferred from heel to toe, toes point straight ahead, arms swing freely from shoulders in opposition, head up, eyes forward; running: heel and toe action with both feet on the ground momentarily, slight body lean forward, knees bent and lifted, head up and eyes forward, arms swing back and forth from shoulders with a bend at the elbows.


All students will develop the ability to: 1. Identify selected body parts, skills and movement concepts.

2. Understand guidelines and behaviors for the safe use of equipment and apparatus. 3. Distinguish between straight, curved and zigzag pathways while traveling in various

ways.

4. Form large, small, round, narrow, wide and twisted body shapes. 5. Demonstrate clear contrast between slow and fast speeds as they travel.

6. Demonstrate the ability to travel in a variety of relationships with objects (e.g. over, under, behind, alongside, through)

7. Demonstrate the difference between an overhand and an underhand throw.

8. Place a variety of body parts into high, medium and low levels.


1. Students will identify selected body parts, skills and movement concepts. Criteria: identify correct body parts.

2. Students know guidelines and behaviors for safe use of equipment and apparatus. Criteria: demonstrates safe use of equipment and apparatus during physical education.

3. Students will distinguish between straight, curved, zigzag pathways while traveling in various ways. Criteria: demonstrate proper pathways while moving in general space.

4. Students will form large, small, round, narrow, wide and twisted body shapes. Criteria: demonstrate appropriate shape when asked to form a specific shape.

5. Students will demonstrate clear contrast between slow and fast speeds as they travel. Criteria: demonstrate the difference between slow and fast.

6. Students will travel, demonstrating a variety of relationships with objects (e.g. over, under, behind, alongside, through). Criteria: demonstrate proper relationships when asked to perform them.

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7. Students will demonstrate the difference between overhand and underhand throw. Criteria: demonstrate both overhand and underhand throw.

8. Students will place a variety of body parts into high, medium and low levels. Criteria: move various body parts and high, medium and low levels.


All students will develop the ability to: 1. Participate in moderate to vigorous physical activity during physical education class.

Kindergarten Assessment 1. Students will participate in moderate to vigorous physical activity during physical

education class. Criteria: students will remain continually active, increasing breathing and sweating.


All students will develop the ability to:

1. Perform safely while participating in physical activity. 2. Demonstrate knowledge of cooperation, sharing and consideration.

3. Demonstrate self-discipline and responsibility while actively participating in class.

4. Demonstrate the ability to work in individual and group settings while being considerate of others.


1. Students will demonstrate safety while participating in physical activity. Criteria: students avoid collision and maintain control.

2. Students will demonstrate knowledge of cooperation, sharing and consideration. Criteria: teacher observes students practicing cooperation, sharing and being considerate of others during physical education class.

3. Students will demonstrate self- discipline and responsibility while actively participating in class. Criteria: students display good effort and attitude, students stay on task, student is considerate of others.

4. Students will work in individual and group settings while being considerate of others. Criteria: students are considerate of others.

Standard Five: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, social interaction and employment.

All students will begin to understand the enjoyment derived from participation in physical activities.


1. Students will begin to show enjoyment from participation in physical activities. Criteria: students will identify enjoyable activities.

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PHYSICAL EDUCATION


GRADE: FIRST GRADE


Students will develop the ability to: 1. Run, leap, walk, skip, gallop, hop and slide. 2. Balance on a variety of body parts.

3. Catch a self tossed object at various levels. 4. Walk o a low balance beam using forward, backward and sideways patterns. 5. Dribble a ball with the hands

6. Dribble a ball with the feet 7. Run and kick a ball without hesitating or stopping prior to the kick.

8. Strike an object using hand or other implement 9. Throw underhand and overhand into or at a target.

10. Jump and land safely and with control. 11. Perform correct movement pattern for self turned rope skills

12. Move forward, backward and sideways, changing directions safely. 13. Move with music using various locomotor movements.

14. Roll in a forward direction without hesitation

First Grade Assessment

1. Students will develop the following locomotor skills. a. Running; Criteria: heel and toe action with both feet off the ground momentarily,

slight lean forward, arm swing back and forth from shoulders with a bend at the elbows

b. Walking; Criteria: feet move alternately, weight is transferred from heel to toe, toes point straight ahead, arms swing freely from shoulders in opposition, head up, eyes forward

c. Hopping; Criteria: maintain balance, opposite foot does not touch ground d. Leaping; Criteria: take off on one foot, land on opposite foot e. Galloping; Criteria: one foot leads, draw trail foot to lead foot f. Sliding; Criteria: side leads, weight shift g. Skipping; Criteria: step and hop on same foot, maintain balance

2. Students will balance on a variety of body parts. Criteria: wide base of support, tight muscles.

3. Students will catch a self- tossed object at various levels. Criteria: follow with eyes, reach, catch with hands.

4. Students will walk on a low balance beam using forward, backward and sideways patterns. Criteria: heel toe movement while moving forward and backward, maintain steady balance while moving.

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5. Students will dribble a ball with their hands. Criteria: use finger pads, push ball down.

6. Students will dribble a ball with their feet. Criteria: tap the ball, keep ball close to body.

7. Students will run and kick a ball without hesitating or stopping. Criteria: use instep, kicking leg bent, eyes on ball.

8. Students will strike a ball with a paddle. Criteria: flat paddle, stiff wrist.

9. Students will throw underhand and overhand into or at a target. Criteria: step with the opposite foot, elbow leads arm ( overhand), arm swing back and forward (underhand).

10. Students will jump and land safely and with control. Criteria: swing arms, two foot take off and two foot landing, knees bent on landing.

11. Students will perform correct movement pattern for self turned rope skills. Criteria: bend knees, push off ball of feet, elbows close to body, hands below shoulders.

12. Students will move forward, backward and sideways, changing directions safely. Criteria: students avoid collisions with other students, students move in a controlled manner.

13. Students will move with music using various locomotor movements. Criteria: demonstrate smooth rhythm.

14. Students will perform a forward roll without hesitating. Criteria: tuck chin, bend knees, place weight on hands, round back, bottoms up.


Students will develop the ability to: 1. Identify elements leading to a successful motor skill performance.

2. Recognize the components of fitness as they relate to a healthy body.

3. Demonstrate safety while participating in physical activity. 4. Use different locomotor skills to move at different speeds, levels and directions while

moving in general space.

5. Move alone or with a partner, using various levels, shapes and pathways.


1. Students will identify essential elements of an overhand throw. Criteria: identify two characteristics of overhand throw.

2. Students will identify essential elements of catching. Criteria: identify two characteristics of catching.

3. Students will identify the part of the hand that you use to dribble a ball with. Criteria: correctly identify part of hand used to dribble.

4. Students will identify essential elements of kicking. Criteria: students will identify two elements of a successful kick.

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5. Students will identify activities that help develop aerobic endurance. Criteria: correctly identify activities that help develop aerobic endurance.

6. Students will demonstrate safety while participating in physical activities. Criteria: identify proper safety practices.

7. Students will use different locomotor skills to move at different speeds, levels, and directions while moving in general space. Criteria: demonstrate slow and fast speeds, move at high, medium, and low levels, move in different directions on command.

8. Students will move alone or with a partner using various levels, shapes, and pathways. Criteria: demonstrate straight, curved, and zig-zag pathways, move at high, medium, and low levels, demonstrate different shapes.


1. Students will participate in a wide variety of activities that involve locomotion, non-locomotion and manipulation of objects outside of physical education class.


1. Students will participate in a wide variety of activities that involve locomotion, non-locomotion and manipulation of objects outside of physical education class. Criteria: students will identify activities that they participate in outside of physical education class.


Students will develop the ability to: 1. Sustain moderate to vigorous activity. 2. Identify the components of health-related fitness 3. Demonstrate safety while participating in physical activity. 4. Participate in activities showing sportsmanship and fair play. 5. Demonstrate the knowledge of cooperation, sharing and consideration of others. 6. Demonstrate self-discipline and responsibility while actively participating in class. 7. Work in individual and group settings while being considerate of the differences of

others.


1. Students will sustain moderate to vigorous activity. Criteria: students will maintain moderate to vigorous activity while participating in an aerobic endurance activity.

2. Students will identify the components of health-related fitness. Criteria: student correctly identifies activities that relate to aerobic endurance, muscular endurance, muscular strength and flexibility.

3. Students will demonstrate safety while participating in physical activity. Criteria: maintain control, avoid collisions.

4. Students will participate in activities showing sportsmanship and fair play. Criteria: teacher observes and evaluates individual sportsmanship and fair play.

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5. Students will demonstrate knowledge of cooperation, sharing and consideration of others. Criteria: teacher observes students practicing cooperation, sharing and being considerate of others during physical education class.

6. Students will demonstrate self discipline and responsibility while actively participating in class. Criteria: students displays good effort and attitude, student stays on tasks, student is considerate of others.

7. Students will work in individual and group settings while being considerate of the differences of others. Criteria: teacher observes students being considerate of others.


Students will begin to understand the enjoyment derived from participation in physical activities.


1. All students will begin to show enjoyment from participation in physical activities. Criteria: students will identify enjoyable physical activities.

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PHYSICAL EDUCATION


GRADE: SECOND GRADE


Students will develop the ability to: 1. Perform locomotor movements, starting and stopping on command and in control. 2. Refine forward jump rope skills and initiate backward skills and beginning

individual tricks.

3. Consistently demonstrate proper striking patterns with a bat while attempting to hit a thrown object.

4. Negotiate a medium height beam using forward, backward and sideways patterns and hold a steady position.

5. Transfer weight to a hand stand position against a wall and attempt to hold that position.

6. Dribble a ball with the hands at various speeds while maintaining control. 7. Dribble a ball with the feet and kick the ball at a large target.

8. Overhead volley a self tossed ball to a wall or partner. 9. Bounce and strike a small ball with a paddle using a forehand motion.

Second Grade Assessments

1. Students will demonstrate a mature form of the following locomotor movements:

a. Hopping; Criteria: maintain balance, opposite does not touch the ground, land lightly

b. Skipping; Criteria: step and hop on the same foot, maintain balance, smooth movement

c. Sliding; Criteria: side leads, weight shift, draw trail foot to lead foot

d. Leaping; Criteria: take off on one foot, land on opposite foot, land lightly

e. Galloping; Criteria: one foot leads, draw trail foot to lead foot, toes point forward

2. Students will travel in general space, changing speed and directions in response to a variety of rhythms. Criteria: students will distinguish between fast and slow, demonstrate forward, backward, sideways, up and down, clockwise and counterclockwise directions and will move under control avoiding collisions.

3. Students will demonstrate the skills of chasing, fleeing, and dodging to avoid and catch others. Criteria: student can attempt to get away from their partner (fleeing), student can attempt to catch their partner (chasing), student will show skills of bending twisting and ducking to avoid being tagged by their partner (dodging.)

4. Students will dribble a ball with their hands while moving under control in general space. Criteria: use finger pads, keep ball low and push ball down.

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5. Students will kick a slowly moving ball in the air and along the ground with the instep of the foot. Criteria: use instep, kicking leg bent.

6. Students will catch a self-tossed object at various levels. Criteria: reach for ball, catch with hands, eyes on ball, thumbs together if ball is above the waist, little fingers together if ball is below the waist.

7. Students will throw a ball overhand using side orientation and opposition, at or into a target. Criteria: step with opposite foot, elbow leads, hand by ear, side orientation, follow through.

8. Students will catch a ball that is thrown by the teacher or a skilled thrower. Criteria: follow with eyes, reach, catch with hands.

9. Students will continuously strike or volley an object. Criteria: striking

a. flat paddle b. stiff wrist c. make contact on the sweet spot

Criteria: volleying a. contact under ball b. flat body surface

c. bend knees

10. Students will consistently strike a ball with a bat from a tee or cone using correct grip and side orientation. Criteria: dominant hand on top, non-dominant hand on bottom of bat, side to target, eyes on ball, level swing

11. Students will continuously jump a self-turned rope. Criteria: curl fingers around rope, hold rope by waist, single jump, turn with wrists and arms.

12. Students will move feet to a high level by passing weight to hands and landing with control. Criteria: weight is transferred to hands, land with balance on feet.

13. Students will roll in a forward direction. Criteria: tuck chin, bend knees, place weight on hands, round back, bottom up.

14. Students will continuously jump a long rope turned by others. Criteria: feet together, single jump, jump in place.

15. Students will jump and land using a combination of one and two foot takeoffs and landings. Criteria: take off on one or two feet, swing arms, land on two feet, knees bent on landing.

16. Students will move forward, backward and sideways on a balance beam. Criteria: heel to toe movement when moving forward and backward, maintain steady balance while moving, eyes ahead.

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1. Students will describe essential elements of mature movement patterns.

Second Grade Assessment

1. Students will identify elements that lead to a successful overhand throw. Criteria: students identify three elements that lead to a successful throw.

2. Students will identify elements that lead to a successful kick. Criteria: students will identify three elements that lead to a successful kick.

3. Students will identify elements that lead to a successful catch. Criteria: students will identify three elements that lead to a successful catch.

4. Students will identify elements that lead to success when dribbling with the hands. Criteria: students will identify two elements that lead to success when dribbling.

5. Students will identify elements that lead to successful batting. Criteria: students will identify two elements that lead to successful batting.

Students will demonstrate safety while participating in physical activity. Criteria: identify proper safety practices.

Standard Three: Students will participate in physical activity to achieve and maintain a

health enhancing level of fitness.

Students will:

1. Identify objectives and benefits from frequent physical activity.

2. Identify at least one activity that they participate in on a regular basis.


1. Students will be able to identify healthy lifestyle choices relating to each of the fitness components. Criteria: students will correctly identify activities that relate to aerobic endurance, muscular endurance, muscular strength and flexibility.

Standard Four: Students will develop responsible and respectful personal and social behavior in physical activity setting.

Students will: 1. Sustain moderate to vigorous activity for a specified time.

2. Monitor heart rate. 3. Regularly participate in physical activity for the purpose of improving

skillful performance and physical fitness.

4. Cooperate in a group setting or with a partner. 5. Work independently and on task.

6. Be considerate of others in physical activity settings. 7. Resolve conflicts in socially acceptable ways.

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1. Students will identify a physical activity that they enjoy and that increases their heart rate. Criteria: students will identify an activity that increases the heart rate.

2. Students will identify the components of health related physical fitness. Criteria: students will correctly identify components of health related fitness.

3. Students will sustain moderate to vigorous activity. Criteria: teacher observes students continually active during an activity that is moderate to vigorous in nature.

4. Students will move safely in self space and general space. Criteria: students avoid collisions and maintain control.

5. Students apply rules, procedures and safe practices with little or no reinforcement. Criteria: students follow rules and procedures, students are safe when moving and using equipment.

6. Students safely manage equipment in a group setting. Criteria: students get equipment and put it away properly, students use equipment for it's intended purpose.

7. Students work cooperatively with one another to complete an assigned task. Criteria: students work together with a partner during various activities.

8. Students play and cooperate with others regardless of personal differences. Criteria: students demonstrate cooperation with any and all people in their class.

9. Students resolve conflicts in socially acceptable ways. Criteria: teacher observes students being courteous and polite when resolving conflicts.


Students will: 1. Identify one personally enjoyable activity.

2. Demonstrate behaviors showing acceptance of others.


1. Students will identify one personally enjoyable activity. Criteria: students will identify an enjoyable physical activity.

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PHYSICAL EDUCATION


GRADE: THIRD GRADE


Students will develop the ability to: 1. Perform locomotor movements, starting and stopping on command and in control. 2. Refine forward jump rope skills and initiate backward skills and beginning individual

tricks.

3. Consistently demonstrate proper striking patterns with a bat while attempting to hit a

thrown object.

4. Negotiate a medium height beam using forward, backward and sideways patterns

and hold a steady position.

5. Transfer weight to a handstand position against a wall and attempt to hold that position.

6. Dribble a ball with the hands at various speeds while maintaining control. 7. Dribble a ball with the feet and kick the ball at a large target. 8. Overhead volley a self tossed ball to a wall or partner

9. Bounce and strike a small ball with a paddle using a forehand motion.

Third Grade Assessment

1. Students will perform various locomotor movements at mature level on command and under control while moving safely in general space. Criteria: students transfer from one movement to another on command, students perform at a mature level, students move safely in general space.

2. Students will demonstrate forward and backward jump rope skills and begin individual tricks. Criteria: hold hands by waist, single jump each turn of the rope, rotate wrists while jumping.

3. Students will consistently demonstrate proper striking patterns with a bat when attempting to hit a thrown object. Criteria: side to target, proper grip, eyes on ball, level swing.

4. Students will move forward, backward and sideways on a medium height beam and hold a steady position. Criteria: students can change from dynamic to static balance (moving to still), maintain heel toe motion while moving forward or backward, hold steady balance, eyes ahead.

5. Students will transfer weight to a handstand position against the wall and attempt to hold that position. Criteria: hands shoulder width apart, weight is supported by hands, land with balance on feet.

6. Students will dribble a ball with either hand in general space while using different speeds and maintaining control. Criteria: use finger pads, keep ball low, keep close to body, push ball.

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7. Students will dribble a ball with their feet and then kick the ball at large target. Criteria: use inside and outside of feet to dribble, maintain control while dribbling, smooth transition from dribbling to kicking, kick with instep, kicking leg bent, kick bottom half of ball.

8. Students will overhead volley a self-tossed ball to a wall or a partner. Criteria: get underneath the ball, make triangle with hands - elbows out, contact with finger pads, extend arms up, bend knees.

9. Students will bounce and strike a small ball to the wall using a forehand motion with a paddle. Criteria: stiff wrists, side to target, step toward target, level swing.


1. Students will describe essential elements of mature movement patterns.


1. Students will identify essential elements for proper striking patterns with a bat. Criteria: students will identify three cues that are important for successful striking with a bat.

2. Students will identify essential elements for catching. Criteria: students will identify three essential elements for catching.

3. Students will identify essential elements for dribbling a ball with their feet. Criteria: students will identify two essential elements for dribbling with their feet.

4. Students will identify essential elements for striking with paddles. Criteria: students will identify three elements that are essential for striking with a paddle.

5. Students will identify essential elements for the overhand throw. Criteria: students will identify four elements that are essential for the overhand throw.


Students will: 1. Identify objectives and benefits from frequent physical activity.

2. Identify at least one activity that they participate in on a regular basis.


1. Students will identify objectives and benefits from frequent physical activity. Criteria: students will identify at least two objectives and benefits from physical activity.

2. Students will identify at least one activity that they participate in on a regular basis. Criteria: students will write a paragraph about their activity.

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All students will: 1. Sustain moderate to vigorous activity for a specified time.

2. Monitor heart rate. 3. Regularly participate in physical activity for the purpose of improving skillful

performance and physical fitness.

4. Cooperate in a group setting or with a partner.

5. Work independently and on task. 6. Be considerate of others in physical activity settings.

7. Resolve conflicts in socially acceptable ways.


1. Students will sustain moderate to vigorous activity. Criteria: students will sustain moderate to vigorous activity during an aerobic endurance type activity.

2. Students will monitor heart rate. Criteria: students will demonstrate the ability to monitor their heart rate, students will identify the heart rate zone.

3. Students will regularly participate in physical activity for the purpose of improving skillful performance and physical fitness. Criteria: students will maintain a fitness level within the healthy fitness zone.

4. Students will cooperate in a group setting or with a partner. Criteria: students will demonstrate qualities such as working together and appropriate communication when working in a group or with a partner.

5. Students will work independently and on task. Criteria: students will stay on task when working on a variety of activities during a physical education class.

6. Students will be considerate of others in physical activity settings. Criteria: students will demonstrate courtesy, respect, and kindness while participating in physical activities.

7. Students will resolve conflicts in socially acceptable ways. Criteria: teacher observes students being courteous, polite, and respectful when resolving conflicts.


Students will identify one personally enjoyable activity.


1. Students will identify one personally enjoyable activity. Criteria: students will identify their enjoyable activity, listing why they enjoy the activity and how they feel when participating in that activity.

2. Students will appreciate differences and similarities in others physical abilities. Criteria: students will recognize similarities in others and understand individual differences.

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PHYSICAL EDUCATION


GRADE: FOURTH GRADE


Students will: 1. Demonstrate mature forms of throwing, catching, volleying and kicking.

2. Escape, catch or dodge an individual while traveling.

3. Jump and land for height and distance using mature motor patterns. 4. Leap leading with either foot. 5. Travel into and out of a rope turned by others. 6. Balance with control on a variety of objects (skis, skates, balance boards, balance

beams, etc.)

7. Transfer weight from feet to hands (handstand, cartwheel, mule kick etc.) 8. Dribble a ball with feet at various speeds and maintain control while traveling with a

group

9. Consistently strike an object, with an implement demonstrating appropriate grip, side

to target and swing plane.

Fourth Grade Assessments

1. Students will demonstrate a mature form of throwing while throwing various objects to a partner. Criteria: step with opposite foot, rotate hips and spine, side to target, elbow leads arm, follow through.

2. Students will demonstrate a mature form of catching while playing catch with a partner. Criteria: eyes on the ball, reach, catch with hands, pull ball in.

3. Students will demonstrate a mature form of kicking while kicking a soccer ball at a target. Criteria: contact ball below the center of the ball, contact on instep, kicking leg bent before kicking, trunk lean slightly backward, weight on non-kicking foot.

4. Students will demonstrate a mature form of overhead volleying. Criteria: get underneath ball, knees bent, triangle formed with hands - elbows out, contact with finger pads, extend arms up. Criteria: forearm pass ; thumbs to floor, elbows locked, knees bent, little arm movement, contact with forearms.

5. Students will escape from, catch or dodge an individual while moving. Criteria: quickly changing directions, mature form of running.

6. Students will jump and land for height and distance using mature motor patterns. Criteria: height; swing and spring, take off on two feet, land on two feet with knees bent. Criteria: distance; take off on one foot, swing arms, land on two feet with knees bent.

7. Students will leap leading with either foot. Criteria: take off on one foot and land on opposite foot.

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8. Students will jump into and out of a long rope turned by others. Criteria: enter from the side, when rope is on it's way up.

9. Students will balance with control on a variety of objects. Criteria: keep the center of gravity over the base of support.

10. Students will transfer weight from feet to hands. Criteria: arms shoulder width apart, weight on hands, body parts aligned, land on feet with control.

11. Students will dribble a ball with either hand at various speeds and maintain control while moving. Criteria: use finger pads, keep the ball low, dribble at side, look ahead, and maintain control.

12. Students will dribble a ball with their feet at various speeds and maintain control while moving. Criteria: use inside and outside of feet, keep ball close to body, tap ball with feet.

13. Student will consistently strike an object with an implement demonstrating appropriate form. Criteria: side to target, stiff wrist, level swing.

14. Standard Two: Students will analyze scientific concepts and principles to understand, evaluate and enhance movement skill acquisition and performance.

Students will: 1. Describe essential elements of mature movement patterns. 2. Describe healthful benefits that result from regular and appropriate participation in

physical activity.

Fourth Grade Assessment

1. Students will describe essential elements of the overhand throw. Criteria: students will describe / identify four key components to successfully complete an overhand throw. Students will execute overhand throw.

2. Students will describe essential elements for catching. Criteria: students will describe / identify three key components for catching. Students will execute catching.

3. Students will describe essential elements for striking with a short handled implement (paddles, racquets). Criteria: students will describe / identify three key elements for striking with short handled implements. Students will execute striking with a short handled implement.

4. Students will describe essential elements of dribbling with either hand. Criteria: students describe / identify four key elements of dribbling with either hand. Students will execute dribbling with either hand.

5. Students will describe essential elements of overhead volley and forearm pass. Criteria: students will describe / identify three key elements used in the overhead volley. Students will execute overhand volley. Students will describe / identify three key elements used in the forearm pass. Students will execute forearm pass

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Students will participate regularly in activities of their choice outside of their classroom for a specified time period.


1. Students will describe healthful benefits that result from regular and appropriate participation in physical activity. Criteria: students will identify a minimum of three benefits derived from participation in physical activity.

2. Students will participate regularly in activities of their choice outside of the classroom for a specified period of time. Criteria: students will keep a log for one month of the physical activities that they participate in and the amount of time that they spend on each activity.


Students will: 1. Maintain continuous aerobic activity.

2. Monitor heart rate 3. Regularly participate in physical activity for the purpose of improving skillful

performance and physical fitness. 4. Utilize safety principles in activity situations and work independently and on task for

short periods of time. 5. Identify persons from different backgrounds and the cultural significance they

attribute to various games, dances and physical activities.


1. Students will maintain continuous aerobic activity. Criteria: students will maintain a vigorous activity during an aerobic endurance activity.

2. Students will monitor heart rate. Criteria: students will demonstrate the ability to monitor their heart rate, students will identify their target heart rate zone.

3. Students will regularly participate in physical activity for the purpose of improving skillful performance and physical fitness. Criteria: students will maintain their fitness level within the healthy fitness zone.

4. Students will utilize safety principles in activity situations and work independently and on task for short periods of time. Criteria: students will demonstrate safe practices while physically active, students will stay on task on a variety of activities during a physical education class.

5. Students will identify persons from different backgrounds and the cultural significance they attribute to various games, dances, and physical activities. Criteria: students will identify games and activities that come from different cultures.

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Students will identify activities that contribute to personal feelings of joy.


1. Students will identify activities that contribute to personal feeling of joy. Criteria: students will identify at least three enjoyable activities.

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PHYSICAL EDUCATION


GRADE: FIFTH GRADE


Students will: 1. Demonstrate mature forms of throwing, catching, dribbling with hands and feet,

kicking, striking and volleying.

2. Perform the tumbling skills of balance, rolling, jumping and landing and weight transfer.

3. Perform the skills involved in jumping rope.

Fifth Grade Assessment

1. Students will demonstrate a mature form of throwing while throwing various objects to a partner and/or at targets. Criteria: step with opposite foot, rotation of hips and spine, side to target, elbow leads arm, finish with wrist snap, and follow through.

2. Students will demonstrate a mature form of catching while moving in an open area. Criteria: eyes on the ball, reach, catch with hands, pull object in towards object.

3. Students will demonstrate a mature form of dribbling with their hands. Criteria: push ball down with finger pads, eyes over the ball (not down at the ball), keep the ball below the waist, ball in front, out to the side.

4. Students will demonstrate a mature form of dribbling with their feet. Criteria: tap the ball with the inside and outside of feet, maintain control of the ball, look ahead.

5. Students will demonstrate a mature form of kicking. Criteria: contact the ball below the center of the ball, contact on the instep (laces), kicking leg bent before kicking, trunk lean slightly backward, weight on non-kicking foot.

6. Students will demonstrate a mature form of striking with both long handled (bats, golf clubs, hockey sticks) and short handled implements (paddles, racquets). Long handled: Bats; Criteria: side to target, bat back, level swing, step toward target, eyes on ball. Golf clubs; Criteria: side to target, ball in front, eyes on ball, non dominant hand on top, dominant hand on bottom, ferris wheel swing. Hockey stick; Criteria: grip with hands apart, non dominant hand on top, dominant hand on bottom, keep stick below the waist. Short handled: Students will strike a ball over a line or short net using a forehand stroke while working with a partner. Criteria: fiat paddle, stiff wrist, side to target, step with front foot, level swing plane.

7. Students will demonstrate a mature form of volleying while using the overhead volley (set) and a forearm pass. Criteria: Overhead volley; move under ball, knees bent, triangle formed with hands-elbows out, contact with finger pads, extend arms up. Forearm pass; Criteria: thumbs pointed to the floor, elbows locked, knees bent, little arm movement, contact with forearms.

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8. Students will demonstrate the ability to balance on a variety of bases of support. Examples: one foot and two hands, one foot and one hand, one foot, their bottom. Criteria: keep center of gravity over base of support, tight muscles.

9. Students will roll smoothly in a forward direction. Criteria: tuck chin, bend knees, place weight on hands, round back, bottoms up, finish on feet.

10. Students will demonstrate a mature form of jumping and landing. Criteria: take off on one foot, swing arms, land on two feet, land with knees bent.

11. Students will transfer weight from feet to hands while moving their body into a handstand position. Criteria: arms shoulder width apart, weight is on hands, body parts aligned, land back on feet with control.

12. Students will jump a self-turned rope using a variety of special skills (ie: crisscross, skier, stride jump, straddle jump, doubles, etc.) Criteria: curl fingers around rope, hold rope by waist, single jump, turn with wrists.


Students will: 1. Describe essential elements of mature movement patterns.

2. Identify proper warm-up conditioning and cool-down techniques and the reasons for using them.


1. Students will describe essential elements for a mature form of striking with hockey sticks. Criteria: students will list two key elements for successful striking with a hockey stick.

2. Students will describe essential elements for a mature form of striking with a golf club. Criteria: students will list three key elements for successful striking with a golf club.

3. Students will describe essential elements for the overhand throw. Criteria: students will identify/describe five key elements for a successful overhand throw.

4. Students will describe essential elements for catching. Criteria: students will describe/identify three key elements of successful catching.

5. Students will describe essential elements for a mature form of striking with paddles or racquets. Criteria: students will identify/describe four key elements of successful striking with paddles and racquets.

6. Students will describe essential elements for a mature form of dribbling with hands. Criteria: students will identify/describe four key elements of successful dribbling with the hands.

7. Students will describe essential elements for a mature form of successful kicking. Criteria: students will identify/describe four key elements that lead to a successful kick.

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8. Students will identify proper warm-up, conditioning and cool-down techniques and the reasons for using them. Criteria: students will identify key techniques and reasons for using a warm-up, students will identify key techniques for proper conditioning program, and students will identify key techniques and reasons for using a cool-down.


Students will: 1. Experience games, sports and dance both in and outside of school, based on

individual interests and capabilities.

2. Identify opportunities in the school and community for regular participation in physical activity.

3. Identify benefits resulting from participation in different forms of physical activities.


1. Students will experience games, sports, and dance both in and out of school, based on individual interests and capabilities.

2. Students will identify opportunities in the school and community for regular participation in physical activities. Criteria: students will identify at least five opportunities for physical activity at school and in the community.

3. Students will identify benefits resulting from participation in different forms of physical activities. Criteria: students will identify three forms of physical activity and list the benefits of each one of the activities.


Students will: 1. Regularly participate in physical activity for the purpose of maintaining and

improving physical fitness. 2. Be able to associate activities with health related components of fitness.

3. Maintain continuous aerobic activity. 4. Demonstrate the ability to work with others in a game or physical activity.

5. Demonstrate behaviors showing acceptance of others.


1. Students will regularly participate in physical activities for the purpose of maintaining and improving physical fitness. Criteria: students will maintain a fitness level within or above the healthy fitness zone.

2. Students will be able to associate activities with health-related components of fitness. Criteria: students will identify activities that are related to maintaining or improving the health-related components of physical fitness.

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3. Students will maintain continuous aerobic activity. Criteria: students will maintain moderate to vigorous activity during an aerobic endurance activity.

4. Students will demonstrate the ability to work with others in a game or physical activity. Criteria: students cooperate with others in the group to accomplish their task or challenge.

5. Students will demonstrate behaviors showing acceptance of others. Criteria: students are considerate of others and demonstrate courtesy when working with others.


Students will: 1. Identify a personally enjoyable activity.

2. Identify in written form a description of their feeling during participation in a personally enjoyable activity.


1. Students will identify a personally enjoyable activity. Criteria: students will identify a physical activity that they participate in, students will identify why they enjoy the activity.

2. Students will identify in written form a description of their feelings during participation in a personally enjoyable physical activity. Criteria: students will identify their enjoyable activity, and identify how they feel as a result of participating in their enjoyable activity.

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A d a p t e d P h y s i c a l E d u c a t i o n IMPLICATIONS AND APPLICATIONS TO REGULAR PHYSICAL

EDUCATION

All children who are identified as needing special education are entitled to physical education. This can be met by including the students into existing physical education programs with their peers. No criteria for placement are required since this is not a separate placement into a separate class. Inclusion, in which all students are placed together in regular physical education classes, does not require criteria for placement. However, meeting the needs of students with disabilities within the regular physical education class is difficult for any teacher working in isolation – collaboration is the key to success. The collaborative team should include regular and adapted physical educators, physical therapists, occupational therapists, special educators and parents.

Physical fitness is just as necessary and important to the motor deficient as it is to the typical child. Although the fitness level may be lower for this child, a well-planned physical education program can improve body efficiency. Strength, endurance, agility, speed and recovery from exercise are all-important factors of fitness. It is a goal of the adapted physical education program to help such students and their regular physical education teachers to recognize their potential for doing many things they have always thought were restricted for them. The student's entire appraisal of himself or herself may change with continued success. Each student will have Individualized Education Plan (IEP) goals and objectives that are individualized and developed by the IEP team. These goals and objectives will be based on functional standards and will identify specific skills that will be taught within the IEP's duration.

INCLUSION INTO PHYSICAL EDUCATION FOR CHILDREN WITH DISABILITIES

To fully understand the law's intent toward the inclusion of children with disabilities into our educational system it is necessary to define the terms we most commonly use. There is some confusion and often an inappropriate interchanging of the terms "inclusion" and "LRE" (Least Restricted Environment). Rizzo and Lavay (2000) possibly stated it most clearly "LRE is straightforward public law. Inclusion is a philosophical movement" (p. 33). Sherrill (1994) noted that the strengths of LRE philosophy are the choices it provides the collaborative team writing the IEP (Individual Education Plan). Sherrill did an in depth comparison between LRE and total inclusion, she defined LRE as:

"LRE philosophy is an integration/inclusion-with-support-services conceptual framework-based on the belief that assessment, placement, instruction, and evaluation should be individualized and personalized in each school subject, as well as in nonacademic and extracurricular areas, through adherence to collaborative home-school IEP protocol and use of a continuum of placement options and services" (p. 27).

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Guidelines to Inclusion:

1. Think in terms of what students can do.

2. Adapt the environment or task as needed so that the child can be part of the activities enjoyed by others in the group.

3. Encourage the students to verbalize needs. 4. Expect the standards of courtesy and waiting expected of others. A disability

is not to be used to take advantage of others.

5. Give the student opportunities to be a leader. They are too often on the receiving end.

6. Help the student develop and use any auditory ability he may have. 7. Give the student time to talk by waiting for a response and try not to

answer them. Repeat the question if necessary.

8. Respect the contribution and opinion of the student. 9. Demonstrate what is expected before asking the student to participate.

10. State rules, directions, and cues in short and concise terms. Be sure all students can see you.

11. Use a multi-sensory approach. Provide opportunities for focusing on all senses: visual, auditory, tactile and kinesthetic.

12. Praise the student for success.

13. Work with the classroom teacher to reinforce language, cognitive, social or behavioral goals that may be in progress.

14. Familiarize the student with the environment before beginning an activity. 15. Consult with physical and/or occupational therapists to find out what

activities may be contraindicated for the student.

16. Structure the class to insure that the child experiences some degree of success and enjoyment.

17. Plan lessons that are fun and appropriate for all students.

18. Now and then, some activities and games that non-disabled peers assume the impairment. (i.e. one-legged relay, blindfolded).

19. Use the buddy system. 20. Modify size, shape and weight of equipment for the student if necessary. 21. Be flexible with the rules.

22. Physically assist the student as needed with skills and tasks (blind, and some orthopedic disabilities).

References:

Block, Martin E., (1994). A Teacher's Guide to Including Students with Disabilities in Regular Physical Education. Baltimore, MD, Paul H. Brookes Publishing Co.

Individuals with Disabilities Education Act Amendments of 1997, Pub. L., 105-17.

Lavay, B., Rizzo, T., (2000, April). Inclusion: why the confusion? The Journal of Physical Education, Recreation & Dance, 71 (4), 32-36.

Sherrill, C., (1994, Spring). Least restrictive environment and total inclusion philosophies: critical analysis. Palaestra 10 (3), 25-35, 52-54.

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Rapid City School District Physical Education Curriculum

Resources

Videos

The Smith Brothers Eastman Kodak Company, (1988). Yo-Yo Man

Melaimee Productions. Chinese Jump Rope

Kimbo Educational Records. All the Favorite Dances Video

Rothstein, Mark. World of Rope Jumping, Vol. 1-6. P.O. Box 29654, Atlanta, GA.

Weidart, Phyllis. Dance Series 1-5.

Kathryn Short Productions. Jump Bands , Brea, CA 92821

CD's

Gill, Jim. Irrational Anthem and More Salutes to Nonsense, (2001), Jim Gill Music, Inc. PO Box 2263, Oak Park, Illinois 60303-2263

Gill, Jim. Jim Gill Sings Do Re Mi on his Toe Leg Knee, (1999), Jim Gill Music, Inc., PO Box 2263, Oak Park, Illinois 60303-2263

Gill, Jim. Jim Gill Makes It Noisy in Boise, Jim Gill Music Inc., PO Box 2263, Oak Park, Illinois 60303-2263

Kimbo Educational Records. (1991, 1995) All Time Favorite Dances. PO Box 477, Long Branch, NJ 07740

Kimbo Educational Records. (1993) Everybody Dance!. PO Box 477, Long Branch, NJ 07740

CTP/Youngheart Music. PO Box 6017, Cypress, CA 90630-0017: Greg and Steve 1. We All Live Together Vol. 1-5 (1994) 2. On the Move (1983) 3. Kids in Motion (1987) 4. Kidding Around (1985) 5. Rockin' Down the Road 6. Kids in Action

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Melody House. (1991). Mr. Al Sings and Moves. Executive Producer: 819 N.W. 92'd St.,

Oklahoma City, OK 73114

Colgate, Brenda.(1996) Silly Willy Moves Through the ABC's, Educational Activities,

Inc., Freeport, NY 11520

Discovery Music. Joanie Bartels Dancin Magic, 5554 Calhoun Ave., Van Nuys, CA

91401 Melody House. The Hokey Pokey.

Journals/Newsletters

Savel, Ann. (1986) An Overview of Adapted Physical Education. Unpublished

manuscript.

http://www.greatactiv;tics.net/ Great Activities Publishing Company & Resources

http://www.palaestra.com/ Palaestra: Forum of Sport, Physical Education & Recreation for

Those With Disabilities

http://www.aahperd.org/ American Alliance for Health Physical Education Recreation and

Dance

Books

Cassidy and Rimbeaux:. (1988). Juggling For the Complete Klutz. Klutz Press, Palo

Alto, CA.

Bishop, P. (1938). Adapted Physical Education a Comprehensive Resource Manual of Definition, Assessment, Programming and Future Predictions. Kearney, NE: Education Systems Associates, Inc.

Cathey, M.L. (1980). Physical Education Programs for Handicapped Students in Iowa. Iowa State Department of Public Instruction.

Block, M. (1994). Including Students with Disabilities in the Regular PE. Paul H. Brookes Publishing, Co.

The Best of Great Activities. (1994). The Great Activities Publishing Co.

Dunn, J. & Fait, H. (1989). Special Physical Education- 6th Edition. CBS College Publishing

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Ramsey, C. & White, M. (1986). Adaptive Play For Special Needs Children. College Hill Press

Seaman, J. & DePauw, K. (1982). The New Adaptive P.E. Mayfield Publishing Co.

Lepore, M., Gayle, G. & Stevens, S. (1998). Adapted Aquatics Programming. Human Kinetics

Internet Sites

http://pc.central.vt.edu/ PE Central

http://www.pelinks4y.org/ PE Links 4 U

http://www.ctol.net/ dmarsh/t ambowl.html Team Bowling

http://spec led.about.com/cs/pespecialolt mpic/ Adaptive PE and Special Olympics

http://www.sporttime.com/ Sportime Catalog

hap://ws aghouse.com/ Flaghouse Catalog

http://www.erc-inc.com/ Educational Record

http://schods.eastnet.ecu.edu/pith/avden/physed8.httn Physical Education Lesson Plans

http://www.humankinetics.com/ Human Kinetics

http://schools.eastnet.ecwedu/pitt/ayden/PESITE11.HTM Sports and Physical Education Clip Art

http://hcalth.gove/healthypeople/

http://www.lib.umich.edu/megasite/

http://www.braingym.org/

http://www.pecentraLorg/adapted/adaptedsites.html

http://www.sm)r e.com/products/quikpulse.shtml KwikPulse-2T Watch

http://www,store,yahoo.com/n-e-wlifestyles/ New Lifestyles Digiwalker Pedometer by Yamax

http://www.store.yahoo.com/exerciseexpeesshopping/jumexbal.html Jumbo Exercise Balls

http://ww traversewall.com/ Traverse Wall

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