Foundations of Elementary School PE Curriculum

Building a Quality PE Elem. PE Program

Remember previous lecture and NAPSE “appropriate practices” documents

Content Emphasis for Each Grade & Standard

Related file

Appropriate Content

Students gradually transition from movement concepts to skill based PE K-3  Movement education concepts (also called movement exploration and inquiry) 4-5  Skill themes

Appropriate Content

Standard 9 (1)  K-2: balances, locomotor skills, body mngt (rolling, transfer weight, etc), gradually increasing emphasis on manipulative skills (passing, catching, dribbling, etc),  3-4: refine earlier skills, introduced to sport specific skills (basketball pass, not full activities)  5-6: basic and sport specific skills in simple conditions

Appropriate Content

Standard 10(2)  K-2: build a movement vocabulary students can use to enhance performance  Body, space, effort, relationship framework of Laban, also called movement education  3-4: identifying cues, seeing patterns, combining earlier concepts  5-6: strategy in game play

Appropriate Content

Standard 11(3)  K-4: monitor and promote physical activity choices outside of class, help make good decisions, get involved in “pick up” games in your neighborhood  5-6: formal efforts to promote physical activity on a daily basis

Appropriate Content

Standard 12(4)  K-2: physical acitivity is good for you and makes you stronger, become aware of indicators, warm ups to get students in the habit, know what happens to body with exercise  3-4: be able to exercise for longer periods of time, introduced to components of fitness, may begin Fitnessgram in 4 th grade  5-6: develop own fitness goals with the help of the teacher

Appropriate Content

Standard 13(4)  K-2: following rules, playing well, catch students being good, awareness/respect for differences, helping others  3-4: channeling feelings positively, working well with others  5-6: acting more independently and responsibly

Appropriate Content

Standard 14(6)  K 2: Having fun in class, encourage “trying” new things, show creativity  3-4: Having fun in class,  5-6: Having fun in class, recognize and value good performance

Issues in Elem. PE

Physical activity v. Instructional skill approach  This is an age-old argument in PE. Should we expose students in a positive manner to various physical activities or require students to become skillful? This is a moot discussion in my mind – we should do BOTH. Students should participate in appropriately diverse activities (not too many) but also master the skills necessary for success. Could you image teachers in other subjects (algebra, biology, art, etc) not requiring students to be competent. The day PE stresses exposure to activities over learning is the day we become recreators, not educators, and therefore deserve to have our instructional time cut.

Issues in Elem. PE

Sports Oriented Approach  Students are not ready for full scale games in elementary school. Build movement skills, then sport skills, and finally apply them in game forms, not the full activity (5 on 5 basketball for example)

Sometimes Overlooked

Dance - students love it Educational gymnastics  Kidnastics

Note

The text has several objectives listed that you welcome to use in your curriculum