1. Physical & Health Education Curriculum

2. 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

3. 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

4. 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.

5. Physical & Health Education
Primary Grades -PreK, Kindergarten, 1st & 2nd Grade Curriculum
FALL WINTER SPRING
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

6. 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

7. 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

8. 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.
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9. 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.

10. Ways the Body Uses Space Basic Movements The Body Can Make
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, Reprinted by permission of the authors.
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
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