Transcript Curriculum Physical _ Health Education

Physical & Health Education
Curriculum
It’s not what it use to be….
• Gym Class
• Sitting down to take
attendance
• Calisthenics
• Sports centered
activities…
• Football, Basketball, or
Baseball
• Boys class
• Girls class
• Very loose curriculum,
IF ANY
• Sports oriented
programming
• Health class-SEX
EDUCATION
PHYSICAL EDUCATION TODAY…
• CO-ED CLASSES
• COOPERATIVE GAMES
• CROSS-CURRICULAR
INSTRUCTION
• FOCUS ON EDUCATING THE
WHOLE CHILD
• INCORPORATION OF
TECHNOLOGY IN
INSTRUCTION
• HOMEWORK
• INCLUSION OFSPECIAL
NEEDS STUDENTS
• CREATING ACTIVE, HEALTH
CONCIOUS STUDENTS =
ACTIVE HEALTH CONCIOUS
ADULTS
Illinois State Standards – Physical &
Health Education (Goals)
STATE GOAL 19: Acquire movement skills and understand concepts
needed to engage in health-enhancing physical activity.
-Demonstrate physical competency in individual and team
sports, creative movement and leisure and work-related
activities.
Analyze various movement concepts and applications.
-Demonstrate knowledge of rules, safety and strategies
during physical activity.
STATE GOAL 20: Achieve and maintain a health-enhancing level of
physical fitness based upon continual self-assessment.
-Know and apply the principles and components of healthrelated fitness.
-Assess individual fitness levels.
-Set goals based on fitness data and develop, implement and
monitor an individual fitness improvement plan.
STATE GOAL 21: Develop team-building skills by working with
others through physical activity.
-Demonstrate individual responsibility during group physical
activities.
-Demonstrate cooperative skills during structured group
physical activity.
STATE GOAL 22: Understand principles of health promotion and
the prevention and treatment of illness and injury.
-Explain the basic principles of health promotion, illness
prevention and safety.
-Describe and explain the factors that influence health among
individuals, groups and communities.
-Explain how the environment can affect health.
STATE GOAL 23: Understand human body systems and factors that
influence growth and development.
-Describe and explain the structure and functions of the
human body systems and how they interrelate.
-Explain the effects of health-related actions on the body
systems.
-Describe factors that affect growth and development.
STATE GOAL 24: Promote and enhance health and well being
through the use of effective communication and decisionmaking skills.
-Demonstrate procedures for communicating in positive
ways, resolving differences and preventing conflict.
-Apply decision-making skills related to the protection and
promotion of individual health.
-Demonstrate skills essential to enhancing health and
avoiding dangerous situations.
Physical & Health Education
Primary Grades -PreK, Kindergarten, 1st & 2nd Grade
Curriculum
FALL
WINTER
SPRING

Basic Movement
(Up, down, left, right)
>Gymnastics
(Tumbling)
>Bowling

Coordination
>Fine Motor Skills
+Balancing
>Gross & Fine Motor Skills

Gross Motor Skills
>Cooperative Games
>SPRING Potpourri
+Kickball
+Tee ball
+Beginning Soccer

Active Listening Skills
>Health/Nutrition

Cross-Curriculum Instruction >Cross-Curriculum Instruction
> Cross-Curriculum Instruction
Physical & Health Education
Intermediate Grades -3rd, 4th, and 5th Grade Curriculum
FALL
WINTER
SPRING

Tennis basics
>Basketball
>Bowling

Soccer basics
>Kinball
>Softball/Teeball

Football basics
>Badminton basics
>Fitness Training

Coordination
>Fine Motor Skills
>Gross & Fine Motor Skills

Gross Motor Skills
>Cooperative Games
>SPRING Potpourri

Active Listening Skills
>Health/Nutrition

Cross-Curriculum Instruction > >Cross-Curriculum Instruction
> Cross-Curriculum Instruction
Physical & Health Education
Middle School Grades – 6th, 7th, and 8th Grade Curriculum
FALL
WINTER
SPRING
 Tennis
>Basketball
>Bowling
 Soccer
>Kinball
>Floor Hockey
 Archery
>Softball/Teeball
 Football
>Badminton
>Fitness Training
 Gross Motor Skills
>Cooperative Games
>SPRING Potpourri
 Active Listening Skills
>Health/Nutrition
>Health/Nutrition
 Cross-Curriculum Instruction >Cross-Curriculum Instruction
> Cross-Curriculum Instruction
Why A Need for Physical Education?
According to the National Association for Sports and Physical
Education children need physical education
Self Discipline
Physical education is an integral part of the total education
of every child in Kindergarten through Grade 12.
Quality physical education programs are needed to
increase the physical competence, health-related
fitness, self-responsibility and enjoyment of physical
activity for all students so that they can be physically
active for a lifetime. Physical education programs can
only provide these benefits if they are well planned
and well implemented.
Improved Physical Fitness
Improves children's muscular strength, flexibility,
muscular endurance, body composition and
cardiovascular endurance.
Skill Development
Develops motor skills, which allow for safe, successful
and satisfying participation in physical activities.
Regular, Healthful Physical Activity
Provides a wide-range of developmentally appropriate
activities for all children.
Support of Other Subject Areas
Reinforces knowledge learned across the curriculum.
Serves as a lab for application of content in science,
math and social studies.
Improved Judgment
Quality physical education can influence moral
development. Students have the opportunity to
assume leadership, cooperate with others; question
actions and regulations and accept responsibility for
their own behavior.
Stress Reduction
Physical activity becomes an outlet for releasing
tension and anxiety, and facilitates emotional stability
and resilience.
Strengthened Peer Relationships
Physical education can be a major force in helping
children socialize with others successfully and provides
opportunities to learn positive people skills. Especially
during late childhood and adolescence, being able to
participate in dances, games and sports is an important
part of peer culture.
Improved Self-confidence and Self-esteem
Physical education instills a stronger sense of selfworth in children based on their mastery of skills and
concepts in physical activity. They can become more
confident, assertive, independent and self-controlled.
Experience Setting Goals
Gives children the opportunity to set and strive for
personal, achievable goals.
For more information go to the following link:
http://www.aahperd.org/naspe/publications/teachingTools
/whyPE.cfm
–
Facilitates development of student responsibility for
health and fitness.
The MOVEMENT EDUCATION MODEL
Movement Education Models focus on the lifelong process of motor development. The purpose of
movement education is to teach children the principles that govern human movement and guide them in
becoming skillful movers. This is best achieved by planning lessons around a theoretical model of human
movement. Rudolf Laban's movement classification system serves as the basis for decision-making. The
system's components include Body Awareness, Space Awareness, Quality of Movement and Relationships.
These concepts provide the content for the curriculum in educational games, educational dance and
educational gymnastics.
A widely used, field-tested and certified model is Every Child A Winner, which measurably improves
fitness and motor skills and contributes to enhanced academics and self-esteem. This model uses problem
solving teaching methods, which allow students to develop decision-making skills.
In the field tested lessons, scope, sequence and progression can be found in movement terminology and
motor skill development. Program objectives provide the teaching focus and desired learning outcomes
for students. Movement tasks are designed to stimulate critical thinking and provide inclusion while also
improving physical fitness, motor skills, vocabulary and cooperative learning. Competition is both
designed and initiated by children. All children are encouraged to reach their potential.
Texts for the model can be found in Every Child A Winner Lesson Plans, A Movement Education Curriculum
for Today's Child, Levels I, II, III (Rocket and Owens). The Program Effectiveness Panel, U. S. Department of
Education certifies the texts. Please refer to Appendix G Every Child a Winner Movement Chart, for a full
listing of the concepts taught in this program.
EVERY CHILD A WINNER
Every Child A Winner Lesson Plans, A Movement Education Curriculum for Today’s Child – Levels I, II, III, Rocket and
Owens, 1987. Reprinted by permission of the authors.
BODY AWARENESS
What the Body Is
What the Body Does
Body parts
head, neck
arms, legs
trunk, hands, feet, etc.
Body surfaces
front
back
sides
What the body parts can do
support
lead
transfer weight
What shapes the body can make
round, twisted
wide, narrow
symmetrical, asymmetrical
SPACE AWARENESS
General Space
Personal Space
Ways the Body Uses Space
Directions
Levels
Pathways
Ranges
Forward
Backward
left/right
up/down
high
medium
low
straight
curved
zigzag
large
medium
small
Basic Movements The Body Can Make
QUALITY OF BODY MOVEMENT
Time
Force
Space
fast/sudden
strong/heavy
slow/sustained
light/weak
direct
flexible
RELATIONSHIPS Relationship of the Body to Objects, Individuals, Groups
Body parts to body parts
Near
meeting
surrounding
under
in front of
far
parting
over
alongside
Individuals to groups
Groups to objects
Behind
following
mirroring
unison
Body parts to objects
across
shadowing
contrast
leading
Locomotor
Manipulative
walk, run
jump, hop
leap, gallop
skip, slide
kick
strike
throw
catch
Nonlocomotor
bend, stretch
curl, twist
turn, swing
sway
Maneuver Weight
push, pull
lift, carry
resist, receive