Presentation on theme: "Physical & Health Education Curriculum. Its not what it use to be…. Gym Class Sitting down to take attendance Calisthenics Sports centered activities…"— Presentation transcript:
Its 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 health- related 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 decision- making 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, 1 st & 2 nd Grade Curriculum FALLWINTERSPRING Basic Movement >Gymnastics>Bowling (Up, down, left, right) (Tumbling) Coordination>Fine Motor Skills>Gross & Fine Motor Skills +Balancing 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 -3 rd, 4 th, and 5 th Grade Curriculum FALLWINTERSPRING Tennis basics >Basketball>Bowling Soccerbasics>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 – 6 th, 7 th, and 8 th Grade Curriculum FALLWINTERSPRING 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 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. Self Discipline – Facilitates development of student responsibility for health and fitness. 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 self- worth 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
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.Appendix G Every Child a Winner Movement Chart
BODY AWARENESS What the Body Is Body parts head, neck arms, legs trunk, hands, feet, etc. Body surfaces front back sides What the Body Does What the body parts can do support lead transfer weight What shapes the body can make round, twisted wide, narrow symmetrical, asymmetrical Basic Movements The Body Can Make Locomotor walk, run jump, hop leap, gallop skip, slide Manipulative kick strike throw catch Non- locomotor bend, stretch curl, twist turn, swing sway Maneuver Weight push, pull lift, carry resist, receive SPACE AWARENESS General Space Personal Space Ways the Body Uses Space Directions Forward Backward left/right up/down Levels high medium low Pathways straight curved zigzag Ranges large medium small QUALITY OF BODY MOVEMENT Time fast/sudden Force strong/heavy slow/sustained light/weak Space direct flexible RELATIONSHIPS Relationship of the Body to Objects, Individuals, Groups Body parts to body parts Individuals to groups Body parts to objects Groups to objects Near far meeting parting surrounding over under alongside in front of Behind across leading following mirroring shadowing unison contrast EVERY CHILD A WINNER Every Child A Winner Lesson Plans, A Movement Education Curriculum for Todays Child – Levels I, II, III, Rocket and Owens, 1987. Reprinted by permission of the authors.