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Jennette Diamond Agenda Review of California Physical Education Standards Grades K-6 & 2009 P.E. Curriculum Framework Review of California Physical Education.

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Presentation on theme: "Jennette Diamond Agenda Review of California Physical Education Standards Grades K-6 & 2009 P.E. Curriculum Framework Review of California Physical Education."— Presentation transcript:

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2 Jennette Diamond

3 Agenda Review of California Physical Education Standards Grades K-6 & 2009 P.E. Curriculum Framework Review of California Physical Education Standards Grades K-6 & 2009 P.E. Curriculum Framework Basic Do’s and Do Not’s of Physical Education. Basic Do’s and Do Not’s of Physical Education. Assessment (formative & Summative) Assessment (formative & Summative) Equipment use and what is available. Equipment use and what is available. What is Adapted Physical education? What is Adapted Physical education?

4 Outcomes of an appropriate Physical Education program Demonstrate competency in many movement forms and proficiency in a few movement forms. Demonstrate competency in many movement forms and proficiency in a few movement forms. Applies movement concepts in principles to the learning and development of motor skills. Applies movement concepts in principles to the learning and development of motor skills. Exhibits a physically active lifestyles Exhibits a physically active lifestyles Achieves and maintains a health-enhancing level of physical fitness Achieves and maintains a health-enhancing level of physical fitness Demonstrates responsible personal and social behavior in physical activity settings. Demonstrates responsible personal and social behavior in physical activity settings. Demonstrates understanding and respect for differences among people in physical activity settings. Demonstrates understanding and respect for differences among people in physical activity settings. Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

5 How does Physical Education help improve academic scores? Arecin. Arecin. Improved oxygenated blood flow. Increases alertness. Improved oxygenated blood flow. Increases alertness. Endorphins, make students feel better about themselves. Improves self-esteem. Student will ask questions when otherwise they wouldn’t have. Endorphins, make students feel better about themselves. Improves self-esteem. Student will ask questions when otherwise they wouldn’t have.

6 Physical Education Standards In elementary school the content standards emphasize the way in which students move through space and time in their environment, the way in which the student and a partner move in space together, the continuity and change in movement, the manipulation of objects in time and through space, and the manipulation of objects with accuracy and speed. Link the content in physical education with the content in other academic areas such as math, English, language- arts, science, social studies. Link the content in physical education with the content in other academic areas such as math, English, language- arts, science, social studies. THINK OUTSIDE OF THE BOX, SPECIFIC SPORTS ARE NEVER MENTIONED WITHIN P.E. STANDARDS! THINK OUTSIDE OF THE BOX, SPECIFIC SPORTS ARE NEVER MENTIONED WITHIN P.E. STANDARDS!

7 5 OVERARCHING STANDARDS Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard 3: Students assess and maintain a level of physical fitness to improve health and performance Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

8 REMEMBER 200 MINUTES EVER 10 DAYS 200 MINUTES EVER 10 DAYS grades K-6. This is the ONLY subject with mandated minutes, you are breaking ed-code if you do not provide this minutes. This is the ONLY subject with mandated minutes, you are breaking ed-code if you do not provide this minutes.

9 Progression of Standard 1 Manipulative Skills Kindergarten 1.15. Bounce a ball continuously using 2 hands. Kindergarten 1.15. Bounce a ball continuously using 2 hands. 1 st Grade 1.21. Dribble a ball continuously with 1 hand (stationary) 1 st Grade 1.21. Dribble a ball continuously with 1 hand (stationary) 2 nd Grade 1.14. Hand- dribble, with control a ball for a sustained period (stationary). 2 nd Grade 1.14. Hand- dribble, with control a ball for a sustained period (stationary). 3 rd grade 1.13 Hand-dribble a ball continuously while moving around obstacles (dynamic) 3 rd grade 1.13 Hand-dribble a ball continuously while moving around obstacles (dynamic) 4 th Grade 1.17. Keep a hand dribbled ball away from a defensive partner. 4 th Grade 1.17. Keep a hand dribbled ball away from a defensive partner. 5 th Grade 1.14. Dribble a ball by hand while preventing another person from stealing the ball. 5 th Grade 1.14. Dribble a ball by hand while preventing another person from stealing the ball. 6 th Grade 1.5 Dribble and pass a ball to a partner while being guarded. 6 th Grade 1.5 Dribble and pass a ball to a partner while being guarded.

10 Standard 2 Movement Concepts Standard 2 Movement Concepts Kindergarten 2.1. Explain the difference between under, over, behind and in front of, next to and through, up and down, forward and backwards and sideways. Kindergarten 2.1. Explain the difference between under, over, behind and in front of, next to and through, up and down, forward and backwards and sideways. 1 st Grade 2.1. Identify the right and left sides of the body and movement from right to left and left to right. 1 st Grade 2.1. Identify the right and left sides of the body and movement from right to left and left to right. 2 nd Grade 2.1. Define open space “ an area free of restriction that a task can be completed without complication”. 2 nd Grade 2.1. Define open space “ an area free of restriction that a task can be completed without complication”. 3 rd Grade 2.1. Describe how changing speed and changing direction can allow one person to move away from another. 3 rd Grade 2.1. Describe how changing speed and changing direction can allow one person to move away from another. 4 th Grade 2.1. Explain the difference between offense and defense. 4 th Grade 2.1. Explain the difference between offense and defense. 5 th Grade 2.1. Explain the importance of open space in playing sport related games. 5 th Grade 2.1. Explain the importance of open space in playing sport related games. 6 th Grade 2.1. Explain how to increase force based on the principles of biomechanics. 6 th Grade 2.1. Explain how to increase force based on the principles of biomechanics.

11 Standard 3 Muscular Strength & Endurance Kindergarten 3.3 hang from over head bars for increasing periods of time. Kindergarten 3.3 hang from over head bars for increasing periods of time. 1 st Grade 3.3. Demonstrate, for increasing periods of time, a “V” sit position, a push up position with arms extended (plank), and a squat position. 1 st Grade 3.3. Demonstrate, for increasing periods of time, a “V” sit position, a push up position with arms extended (plank), and a squat position. 2 nd Grade 3.3. Perform abdominal pull ups, modified push ups, oblique curl ups, forward and side lunges, squats, triceps push ups from a bench/chair to enhance endurance and increase muscle efficiency. 2 nd Grade 3.3. Perform abdominal pull ups, modified push ups, oblique curl ups, forward and side lunges, squats, triceps push ups from a bench/chair to enhance endurance and increase muscle efficiency. 3 rd Grade 3.4 Perform increasing #’s of each, abdominal curl ups, oblique curl ups, modified or traditional with hands on bench, forward lunges, side lunges, and tricep push ups from a chair. 3 rd Grade 3.4 Perform increasing #’s of each, abdominal curl ups, oblique curl ups, modified or traditional with hands on bench, forward lunges, side lunges, and tricep push ups from a chair. 4 th Grade 3.4. Perform increasing #’s of each, abdominal curl ups, oblique curl ups, modified or traditional, and triceps push ups from a chair. 4 th Grade 3.4. Perform increasing #’s of each, abdominal curl ups, oblique curl ups, modified or traditional, and triceps push ups from a chair. 5 th 3.4 Perform an increasing # of oblique curl ups on each side. 5 th 3.4 Perform an increasing # of oblique curl ups on each side. 6 th 3.3.Develop individual goals for each of the components of health- related physical fitness (muscle strength, muscle endurance, flexibility, aerobic capacity, and body composition). 6 th 3.3.Develop individual goals for each of the components of health- related physical fitness (muscle strength, muscle endurance, flexibility, aerobic capacity, and body composition).

12 Standard 4 Aerobic capacity Kindergarten 4.5. Explain that physical activity Increases the heart rate. Kindergarten 4.5. Explain that physical activity Increases the heart rate. 1 st Grade 4.5. Explain that increasing the heart rate during physical activity strengthens the heart muscle. 1 st Grade 4.5. Explain that increasing the heart rate during physical activity strengthens the heart muscle. 2 nd Grade 4.8. Compare and contrast changes in heart rate before, during, and after physical activity. 2 nd Grade 4.8. Compare and contrast changes in heart rate before, during, and after physical activity. 3 rd Grade 4.8. Describe and record the changes in heart rate, before, during, and after physical activity. 3 rd Grade 4.8. Describe and record the changes in heart rate, before, during, and after physical activity. 4 th Grade 4.8. Calculate personal heart rate per minute by recording heart beats for 10 and 15 second intervals. 4 th Grade 4.8. Calculate personal heart rate per minute by recording heart beats for 10 and 15 second intervals. 5 th Grade 4.8. Identify the heart rate intensity (target heart rate range) that is necessary to increase aerobic capacity. 5 th Grade 4.8. Identify the heart rate intensity (target heart rate range) that is necessary to increase aerobic capacity. 6 th Grade 4.5. Explain methods of monitoring heart rate intensity. 6 th Grade 4.5. Explain methods of monitoring heart rate intensity.

13 Standard 5 Social Interaction Kindergarten 5.4. Describe how positive social interaction can make physical activity with others more fun. Kindergarten 5.4. Describe how positive social interaction can make physical activity with others more fun. 1 st Grade 5.3. Demonstrate the characteristics of sharing and cooperation in physical activity. 1 st Grade 5.3. Demonstrate the characteristics of sharing and cooperation in physical activity. 2 nd Grade 5.5 Demonstrate respect for self, others, and equipment during physical activity. 2 nd Grade 5.5 Demonstrate respect for self, others, and equipment during physical activity. 3 rd Grade. 5.4 Use appropriate cues for movement and positive words of encouragement while coaching others in physical acitivties. 3 rd Grade. 5.4 Use appropriate cues for movement and positive words of encouragement while coaching others in physical acitivties. 4 th Grade 5.5. Include others in physical activities and respect individual differences in skill and motivation. 4 th Grade 5.5. Include others in physical activities and respect individual differences in skill and motivation. 5 th Grade 5.5. contribute ideas and listen to the ideas of others in cooperative problem solving activities. 5 th Grade 5.5. contribute ideas and listen to the ideas of others in cooperative problem solving activities. 6 th grade 5.3. identify and define the role of each participant in a cooperative physical activity. 6 th grade 5.3. identify and define the role of each participant in a cooperative physical activity.

14 Locomotor Skills Running Running Hopping Hopping Jumping Jumping Galloping Galloping Skipping…most advanced. Skipping…most advanced.

15 Proper use of equipment Basketballs Basketballs -Hand in a relaxed “c” position. Push ball with finger prints, never palms. -6” in front of feet, eyes up. Soccer balls Soccer balls -instep, laces -dribbling, eyes up, ball never more than 3’ away. Instep -distance kick=laces -Passing=instep

16 Your School Has…..

17 Equipment Continued Throwing: opposite hand/ opposite foot Footballs Footballs -fingers on laces, pointer finger in front of laces, thumb on opposite side of ball. - Ear level, lead with elbow and follow through. - Non-dominate side to target. Softballs Softballs -fingers around ball -eyes on target, body turned perpendicular to target “T.…side to target. -non-dominate side to target - Step back, point, Step-rotate-throw.

18 Equipment use Frisbee Frisbee -back hand throw, dominate side to target. -shoulder in line with elbow, in line with wrist, in line with knuckles. Parallel to ground. - Early vs late release. Point to target. Volleyball Volleyball -bump/forearm pass - Set - Serve (underhand & over) - Rotations..Newcomb ball. - Poles.

19 Basic Do’s and Don’ts Never have your back to students. Proximity. Voice clear and directed toward students. Never have your back to students. Proximity. Voice clear and directed toward students. Never sit on balls Never sit on balls Never bounce when stretching! (ballistic) Never bounce when stretching! (ballistic) At least a 5-10 minute warm up before stretching. At least a 5-10 minute warm up before stretching. Hold stretches for 20-30 seconds (static) Hold stretches for 20-30 seconds (static) Always let students see your eyes. Always let students see your eyes. Always have students backs to sun. Always have students backs to sun. Neck roles, only forward and side to side. Neck roles, only forward and side to side.

20 Basic Do’s and Don’ts Explain why this activity is important. Explain why this activity is important. Explain and demonstrate proper form. Explain and demonstrate proper form. Always give a visual example. Always give a visual example. Autistics & ADHD, always give defined space. Autistics & ADHD, always give defined space. Bathroom break before P.E. begins. Bathroom break before P.E. begins. H2O H2O Be aware of child's medical condition. Be aware of child's medical condition. Asthmatics require a longer, more moderate warm-up. Cold-humid days ideal. Short bursts of energy. Asthmatics require a longer, more moderate warm-up. Cold-humid days ideal. Short bursts of energy. Loud voice and a whistle. Loud voice and a whistle. Push the children to their ultimate capability! Push the children to their ultimate capability! NEVER with hold a child from P.E. to do make-up work, this is a mandated time!!!!!! NEVER with hold a child from P.E. to do make-up work, this is a mandated time!!!!!!

21 What is Adapted Physical Education? For those students who can not meet the general physical education curriculum due to a physical disability or severe gross motor delay, even with modifications. For those students who can not meet the general physical education curriculum due to a physical disability or severe gross motor delay, even with modifications. Record of attempted modification must be kept. Record of attempted modification must be kept.

22 Resources (you might want to write this down) Pecentral.com Pecentral.com Lesson plans from other teachers, assessment, and modifications that are all grade appropriate. http://www.mrgym.com/ http://www.mrgym.com/ http://www.mrgym.com/ 2009 California Physical Education Framework. On S.W. website. 2009 California Physical Education Framework. On S.W. website.

23 Any Questions? jdiamond@swhittier.k12.ca.us nheusser@swhittier.k12.ca.us

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