Quality Elementary Physical Education chapter 3 Quality Elementary Physical Education

Physical Education Program The foundation of a good physical activity program is a good physical education program.

The Purpose of a Good Physical Education Program To prepare students to lead a physically active lifestyle Skills Knowledge Dispositions Good programs are standards based, goal oriented, and developmentally and instructionally appropriate.

The Role of the School Administrator Schedule 150 minutes per week Hire certified specialists and hold them accountable for a good program Allocate funds for adequate equipment and facilities

Scheduling PE Buy into the philosophy that academic performance will improve with physical activity. 90 to 150 minutes of PE scheduled per week 1:400 teacher-to-student ratio 1:1 teacher-to-class ratio (continued)

Scheduling PE (continued) Grades K through 2 not to exceed 30 minutes per class period. Grades 3 through 5 not to exceed 45 minutes per class period. Schedule PE separately from other special area or related-arts schedules. If no gymnasium is available, use outdoor space in good weather and schedule cafeterias and all-purpose rooms for inclement weather. Research funding for building indoor PE facility.

Certified Quality Physical Education Teachers One physical education specialist should be hired per 400 students. Classroom teachers should not be expected to teach quality physical education, as they are not qualified. Physical education teachers should be held accountable for student learning. Physical education should have the same pupil–teacher ratio as in classrooms.

Equipment Adequate equipment to support the teaching of game skills, gymnastics, dance, and fitness Variety of sizes of equipment for different age groups Enough manipulative equipment for every child to practice A secure place to store equipment

Facilities Indoor space with high ceilings and wall space Outdoor blacktop area Outdoor field space

The Role and Responsibilities of the Physical Education Teacher in the School Physical Activity Program The physical education teacher should ensure that students are physically active within the physical education class. The physical education teacher has the responsibility to help direct and guide opportunities for physical activity within the school apart from the physical education class.

Providing Maximum Physical Activity Time Within the Class Period Effectively organize space, equipment, and students. Provide adequate equipment that allows all children to be active at the same time (e.g., one ball per child). Limit teacher talk or instruction time. (continued)

Providing Maximum Physical Activity Time Within the Class Period (continued) Plan practice opportunities that are structured for maximum participation (e.g., individuals, partners, and small groups; nonelimination activities; activities that require no wait time). Structure the class so that learning occurs while students are being physically active.

Teaching Skills and Activities That Transfer Into Physical Activity Outside of Physical Education Class Teach skills that students will need to participate in physical activity outside of the physical education class. Teach skills they will need for a lifetime of physical activity.

Encouraging and Motivating Children to Be Active Promoting community activities Assigning physical activity homework or “home fun” Showing an interest in the out-of-class physical activity in which children participate Leading by example

Playing a Leadership Role in the Development of the School Physical Activity Program Be an active member of the school wellness committee. Serve as a resource person for classroom teachers. Organize schoolwide physical activity experiences.

Being an Active Member of the School Wellness Committee Help in the evaluation and planning process for the school. Actively learn about and promote opportunities for physical activity in the community.

Serving as a Resource Person for Classroom Teachers Inform classroom teachers about the need for and the benefits of adding small bouts of physical activity to the school day. Provide resources and training to the classroom teachers. Aid teachers in understanding and implementing appropriate practices for physical activity. Provide opportunities for teachers to engage in physical activity before or after school.

Organizing Schoolwide Physical Activity Experiences Plan schoolwide activities such as field days, fun runs, a walking program, and morning exercise breaks. Encourage fund-raisers that promote physical activity (e.g., Jump Rope for Heart, Walk for Diabetes, St. Jude’s Walk). Plan before- and after-school clubs for activities such as jump rope, walking, dance, gymnastics, and intramural sports.

Physical Education’s Contribution to Learning Three domains: Psychomotor (learning of motor skills and fitness outcomes) Cognitive (knowledge base) Affective (values, attitudes, feelings, and overall social development)

Psychomotor Domain and National Standards Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Cognitive Domain and National Standards Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Affective Domain and National Standards Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Motor Skills Fundamental skills are those we usually associate with locomotor skills such as skipping and hopping; manipulative skills such as throwing, catching, and kicking and striking skills; and body management skills such as balance, rolling, and transferring weight. Specialized skills are sport-specific activities such as dribbling a soccer ball, shooting a basketball, or performing a cartwheel.

Factors That Affect the Development of Motor Skills Age: Development is age related but not age dependent. Genetics: Regardless of genetics, every child can acquire a participant level of motor skills. A participant level of skill means that the child can participate safely, independently, and with enough skill to make the activity enjoyable. Good physical education programs do not ask students to do something they are not capable of doing successfully. (continued)

Factors That Affect the Development of Motor Skills (continued) Physical abilities: With few exceptions, all children have the physical abilities to reach a participant level of ability in the curriculum of the physical education program. Motivation: Children who are motivated to be successful at motor skills will usually get better, and children who are better at motor skills are usually more motivated.

Developmentally Appropriate and Age-Related Curriculum Basic skills across the curriculum Locomotor Manipulative Body management Content areas Educational games Educational gymnastics Educational dance Physical fitness

Movement Concepts Developed Across the Curriculum Body awareness: the body and what the body does Space awareness: where the body moves Effort: how the body moves Relationships: with whom or what the body moves

Locomotor Skills Ways in which the body moves from one place to another using the feet Fundamental locomotor skills: walk, jog, run, gallop, skip, slide, hop, jump, and leap Combined locomotor skills: for example, walking into a jump, running and leaping, jumping and hopping

What to Expect by the Time the Student Enters the Third Grade Fundamental locomotor skills will have been developed to a mature level. Students will be able to use the movement concepts previously discussed to vary those patterns. Students will be able to use those skills in combination with each other.

Manipulative and Game Skills Primarily those skills used in the games and sports of our culture Inclusive of the skills to throw, catch, kick, and strike objects with and without implements and the ability to use objects effectively in game and recreational play

Sample Outcomes for the Primary Elementary Grades: Manipulative Skills Toss and catch a ball to self Throw using an underhand pattern Catch a ball thrown from a skilled thrower Kick a stationary ball for distance Dribble a ball with hands while traveling at a jogging pace Dribble a ball with feet while traveling at a jogging pace

Sample Outcomes for the Upper Elementary Grades: Manipulative Skills Throw demonstrating both force and accuracy Hand and foot dribble and pass to a teammate while preventing an opponent from stealing the ball Keep an object going with a partner in a cooperative paddle or racket striking activity Strike a ball to an open space (where opponent is not) in a competitive paddle or racket striking activity

Educational Gymnastics, Body Management Control of the body Emphasis on muscle-strengthening and bone-strengthening activity critical to normal physical development (continued)

Educational Gymnastics, Body Management (continued) The content of educational gymnastics normally includes the following: Weight support and balancing Traveling actions (rolling, step-like actions such as cartwheels and walking on hands, flight) Weight transfer (transferring body weight from one base of support to another)

Sample Educational Gymnastics Outcomes: Primary Balance on a variety of body parts demonstrating stillness Balance at different levels using extension of free body parts Balance in symmetrical and nonsymmetrical shapes demonstrating variety in use of free body parts Roll in different directions without hesitating or stopping (continued)

Sample Educational Gymnastics Outcomes: Primary (continued) Transfer weight from feet to hands momentarily Jump and land, and then roll using a variety of jumps and rolls Travel in a variety of ways on a low beam or bench demonstrating dynamic balance Perform a simple balance, roll, balance sequence with two different balances

Sample Educational Gymnastics Outcomes: Upper Elementary Balance with control on a variety of objects (e.g., beams, boxes, benches) Develop and refine a gymnastics sequence demonstrating smooth transitions Maintain stillness in a variety of inverted balances (continued)

Sample Educational Gymnastics Outcomes: Upper Elementary (continued) Demonstrate a variety of rolling and weight transfer actions maintaining control Develop and refine a gymnastics sequence inclusive of contrasting movements (e.g., change in direction, speed, flow, levels, jumps, rolls)

Educational Dance Three types of dance experiences: Rhythmical experiences Creative Predesigned dances Folk Line Square Dances

Sample Educational Dance Outcomes: Primary Demonstrate mature locomotor patterns in simple combinations in time to music Demonstrate mature locomotor patterns while performing simple predesigned dances Demonstrate an awareness of even and uneven rhythmical patterns in self- and general space (continued)

Sample Educational Dance Outcomes: Primary (continued) Create and demonstrate a variety of nonlocomotor movements (e.g., curling, twisting, bending, stretching, rising and sinking) in sequence and to music Create simple dances that express feelings, emotions, ideas, or actions

Sample Educational Dance Outcomes: Upper Elementary Design and perform dance sequences that combine traveling with the movement qualities of time, space, force, and flow Design and perform dance sequences into a repeatable pattern (continued)

Sample Educational Dance Outcomes: Upper Elementary (continued) Demonstrate the ability to combine complex movement patterns with a partner Demonstrate the ability to combine complex movement patterns with a group in various line, circle, and square formations

Organizing and Managing the Physical Education Learning Environment The physical education classroom is a complex environment. Good organization and management result in fewer discipline problems and more physical activity time. Routines must be established for organizing space, equipment, and students.

Organizing Space Set routines by establishing activity areas with marked boundaries, for example. Have a place where students go when they enter class. Have an area where students sit for the lesson introduction. Have a place to prepare to leave class. Utilize the space available for maximum participation in each lesson.

Organizing Equipment Small equipment can be placed in hoops or small containers and distributed on the perimeters of the activity area with multiple access points. Equipment that will be used later in the lesson or in other classes should be organized so as not to interfere with the ongoing activities while at the same time allowing access when needed.

Organizing Students Pairing students with partners or organizing them into groups: Most students will quickly respond to the task when requested to stand next to a partner. Children can be organized into partners or small groups using colors, birthdays, or first initial or through drawing playing cards. Teachers should preorganize groups when small-group activities are planned or when students are likely to be left out if they choose their own partners or groups.