physical education curriculum adopted … education curriculum adopted june 2007 ... badminton,...

1 10/17/07

PHYSICAL EDUCATION CURRICULUMADOPTED JUNE 2007

(revisions and additions made October 5, 2007)

COMMITTEE MEMBERS

Rick WilsonLauren WhitmanBarbara Godfrey

Nancy MartinDon Plourde

Deyanne WorcesterKen Martin

Bethany Meehan-Poulin

Mission Statement

The physical education curriculum in Maranacook Area Schools exists to provide students opportunities to developfundamental motor skills taught through sequential and developmentally appropriate K-12 instruction. Emphasis is placedupon the development of movement skills, physical fitness, cognitive knowledge of physical fitness concepts and skills, safetyawareness and appropriate personal and social behavior in physical activity settings. In addition, the curriculum will includeactivities that give students building blocks for good health, coordination and sportsmanship. Physical education and fitnessare integral parts of the overall daily education program that we provide our students. Most importantly, it further serves togive them knowledge and skills to make the most of their physical and mental abilities. Our goal is to instill a positive attitudeabout physical fitness in order to promote a lifelong awareness of maintaining a healthy and active lifestyle.

2 10/17/07

Physical Education Standards as Defined by Maine’s Learning Results

G. Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and applymovement principles.

• G1. Stability and Force• G2. Movement Skills• G3. Skills-Related Fitness• G4. Practice for Skill Improvement

H. Physical Fitness Activities and Knowledge: Students demonstrate and apply health-related fitness concepts.• H1. Fitness Assessment• H2. Fitness Plan• H3. Fitness Activity• H. 4 Physical Activity Benefits

I. Personal and Social Skills and Knowledge• I1. Cooperative Skills• I2. Responsible Behavior• I.3 Safety and Playing Rules

3 10/17/07

Content: Physical Education Content Standard: Movement/Motor skills and Knowledge Grade/Course: PK-2

The student will be ableto… (specific)

LearningResults

Content SuggestedStrategies/Resources

Assessment

Students demonstratepositions to create stabilityand force.a. Show how base of supportchanges during staticbalances.b. Demonstrate how push andpull affect balance.

G1 • Non-locomotor skills(skills used to move inplace; turning, twisting)

• Creative movement• Static balances• Spatial awareness

• Use of Movementcards

• Peer observation• Student teacher

demonstrationResources:

• Gymnastics fun andgames

• Every child a winner• Teaching for outcomes

• Checklist• Demonstration• OSU-SIGMA• Teacher observation• Oral question & answer

Students demonstrate avariety of locomotor skills.a. Demonstrate correcttechnique for a variety oflocomotor skills.b. Demonstrate a locomotorskill using change indirection, level, andpathway.c. Demonstrate combinationsof locomotor skills.

G2 • Locomotor movements(i.e. walk, run, skip, hop,jump, leap, gallop)

• Creative movement• Dynamic balances (with

and/or without equipmentor sports accessories)

• Teacher studentdemonstration

• Use activity games

Resources:• The Best of Great

Activities• Children moving


4 10/17/07

Students identify the skillrelated fitness components ofbalance and coordination.

G3 • Flexibility and strength• Discussion• Teacher student

demonstration

Resources:• Teaching children

Fitness• Fitness Games and

Hooked on Fitness

• Oral question & answer

No performance indicator.Although no performanceindicators are stated studentsare expected to haveinstructional experiences thathelp them to understand theimportance of practice.

G4 . • Discussion on howpractice makes formore consistentperformance


Spatial Awareness - Movewith an awareness of self andothers

DistrictG5

• Spatial Awareness • Discussion• Practice movement

concepts

Resources:• Movement activities

for Early Childhood• Children Moving

• Teacher observation

5 10/17/07

Content: Physical Education Content Standard: Physical Fitness Activitiesand Knowledge

Grade/Course: PK-2


LearningResults


Assessment

No performance Indicatorslisted under FitnessAssessment

H1

Students identifycomponents of healthrelated fitness

H2 • Health Related FitnessComponents

• Practice fitnessgames

• Station activities

Resources:• Presidential Fitness

Grams• Teaching Children

Fitness• Fitness Games

•


Students participate inactivities to introduce thehealth-related fitnesscomponents of flexibility,cardiovascular endurance,and muscular strength.


• Practice fitnessgames

• Station activitiesResources:

• Presidential FitnessGrams

• Teaching ChildrenFitness

• Fitness Games

• Teacher observation

6 10/17/07

Students identify thephysical benefits and bodyresponses related to regularphysical fitness.

H4 • Benefits of exercise• Body's immediate

response to exercise

• Peer observation• Self rating

Resources:

www.pecentral.com

• Self-evaluation• Oral question &

answer forunderstanding

Content: Physical Education Content Standard: Personal and Social Skillsand Knowledge

Grade/Course: PK-2


LearningResults


Assessment

Students demonstratetaking turns and sharingwhile participating inphysical activities.

I1 • Cooperative Skills • Partner/small groupactivities

• Demo- skills- demo

Resources:• www.pecentral.com• Cooperative sports

and games book

• Teacher observation• Demonstration• Group project• Partner project

Students follow proceduresfor safe behaviors whileparticipating in physicalactivities.

I2 • Class rules • Discussion andpractice of classrules

• Teacher observation• Oral question &

answer• Demonstration• Games and activities

7 10/17/07

Students identify safety andplaying rules forgames/physical activities.

I3• Class rules• Safety rules

• Lead up games

Resource:• Rules of the

game

• Oral question &answer

• Teacher observation• Demonstration• Games and

Activities

Content: Physical Education Content Standard: Movement/Motor Skillsand Knowledge

Grade/Course: 3-5


LearningResults


Assessment

Students demonstrate avariety of movements thatapply stability and force.a. Demonstrate movementsthat change the center andline of gravity duringdynamic balances.b. Show how increasingspeed and mass can changethe force on an object.c. Demonstrate how bodyposition can change to absorbforce.

G1• Creative movement• Tumbling• Balance• Dance• Circus Skills

• Partner/smallgroup practices

• Teacher/studentdemonstrations

• Use of Videos

Resources:• Every child a winner• Building Dances• Movement Activities

for Early Childhood

• Teacher observation• Demonstration• Check list• Group project• Rubric• Reflection sheet• Oral question & answer• Quiz• Peer observation• Self Evaluation

Students demonstrate avariety of locomotor skillsand manipulative skills.

G2 • Lead up games toemphasize specific skill

• Critical elements of eachskill

• Teacher/Studentdemonstrations

• Explanation ofCritical Elements

• Teacher observation• Demonstration• Check list

8 10/17/07

a. Demonstrate correcttechnique or a variety ofmanipulative skills.b. Demonstrate combinationsof locomotor skills withmanipulative skills usingchange in direction, level, orpathway.

skill• Volleying, striking (long

and short handledimplements), ball skills.

• Concepts of Movement(flow, direction ect)

• Skill Drills

Critical Elements• Demo-skill-demo

instruction• Provided learning

cues and indicatecommon mistakes

Resources:• Teaching the Nuts

and Bolts of physicaleducation

• Assessing SportsSkills

• Group project• Rubric• Reflection sheet• Oral question & answer• Quiz• Peer observation• Self Evaluation

Students identify the skill-related fitness components ofbalance, agility, speed, andcoordination.

G3

• Skill Related FitnessComponents

• Discussion• Teacher/Student

demonstration

Resources:• Assessing Sports

Skills• Every Child a

Winner• Building Dances

• Teacher observation• Demonstration• Check list• Group project• Rubric• Reflection sheet• Oral question & answer• Quiz• Peer observation• Self Evaluation

Students describe whypractice is important to skillimprovement.

G4 • Concepts of Specificity,Progression and Overload

• Critical Elements

• Discussion• Journal or Logging

• Teacher observation• Demonstration• Check list• Group project• Rubric• Reflection sheet• Oral question & answer• Quiz• Peer observation

9 10/17/07

• Self Evaluation

Spatial Awareness - Movewith an awareness of self andothers

District G5 • Safety principles • Discussion• Practice moving into

spaces• Lead up activities• Grid work

Resources:• Right Fielders are

People Too

Teacher observationDemonstration


Grade/Course: 3-5


LearningResults


Assessment

Students participate inhealth-related fitnessassessment and reassess toobserve changes.

H1 • Fitness Activities • Station Activities

Resources:• Prudential Fitness

Gram• President’s

Challenge• Teaching Children

Fitness• Fitness Games

• Fitness Test

10 10/17/07

Students describe and giveexamples of the five health-related fitness components.


• Discussion

Resources:

• Teaching ChildrenFitness

• Fitness Games

• Oral question & answer• Reflection sheet

Students participate inactivities that address eachof the five health-relatedfitness componentsincluding flexibility,cardiovascular endurance,muscular endurance,muscular strength, andbody composition.

H3 • Fitness Activities• Health Related Fitness

Components

• Station Activities• Games

Resources:• Fitness Games• No Standing Around

in my Gym

• Oral question & answer• Reflection sheet• Teacher observation• Demonstration

Students identify physicaland mental benefits andbody responses related toregular participation inphysical activity.

H4• Benefits of Fitness

• Discussion• Self Rating•

• Oral question &answer

• Written quiz• Reflection sheet• Journal

11 10/17/07


Grade/Course: 3-5


LearningResults


Assessment

Students demonstratecooperative skills whileparticipating in physicalactivities.a. Demonstrate activelistening.b. Get along with others.c. Accept responsibility forpersonal behavior.

I1 • Cooperative games • Partner/Small Groupactivities

Resources:• Team Building

Through PhysicalChallenges

• Cooperative Sportsand Games Book

• Silver Bullets

• Demonstration• Teacher observation• Group/partner

project• Peer observations• Self-evaluation• Reflection sheet• Demonstration

Students demonstrate safebehaviors and properequipment use whileparticipating in physicalactivities.

I2 • Class rules• Safety Rules

• Discussion• Posters for

identification andreminders

• Teacher Observation

Students identify safety andplaying rules forgames/physical activities.

I3 • Class Rules• Safety Rules

• Discussion

Resources:• Rules of the Game

• Teacher Observation

12 10/17/07

Content: Physical Education Content Standard: Movement/Motor Skills andKnowledge

Grade/Course: 6-8


LearningResults

Course Content SuggestedStrategies/Resources

Assessment

Students change their motionand the motion of objects byapplying the principles ofstability and force during skillpractice.a. Demonstrate the principleof opposition.b. Demonstrate how the pointof contact changes the path ofan object.c. Demonstrate how the pointof release changes the path ofan object.

G1 • Ready position• Throwing/serving in racquet

sports• Rotation of hips• Building momentum• Defense positioning• Lead-up games• Offense skills

• Pass• Move into spaces• Stay in position• Anticipate the path of

the ball• Move to the ball• Give and go

Defensive skills• Position between

opponent and goal• Position between ball

and goal

• Introduce Pickle ball,badminton, tennisskills

• Use handouts andresource materials toreinforce rules,positioning andtechniques

• Teacher observation• Quiz• Oral question & answer• checklist

13 10/17/07

Students demonstrate motorskills and manipulative skillsduring drills or modifiedgames/physical activities.a. Demonstrate the correcttechnique for motor skills andmanipulative skills duringdrills or modifiedgames/physical activities.b. Combine manipulativeskills with motor skills duringdrills or modifiedgames/physical activities.

G2 • Lead-up games andactivities

• Ready position• Throwing/serving in racquet

sports• Rotation of hips• Building momentum• Defense positioning• Lead-up games• Offense skills



• Defensive skills• Position between


and goal• Rules and strategies of

different sports

• Introduce lead upactivities such aspartner juggling,serving, accuracyactivities, one-oneskills.

• Specific skills suchas lob, backhand,grips, forehand, dropand spike areintroduced.

• Demonstration• Teacher

observation• Checklist• Rubrics• Quiz• Oral question &

Answer• Students participate

in game situations.

Students describe thefollowing skill-related fitnesscomponents of balance,agility, speed, andcoordination, and power.

G3 • Lead-up games andactivities

• Assign specificskills/techniques forstudents to look for whenworking with smallgroups or partners

• Duringinstruction verbalcues are providedanddemonstrationsare made.

• Teachermodeling


observation• Checklist• Rubric• Peer Observation• Teacher feedback

14 10/17/07

Students explain howspecific, positive, and correctfeedback effects skillimprovement.

G4 • Depending upon readiness,expose students to higher-level skills for any given unit

• Sport specificity• Progressive overload• Learning readiness• Positive transfer• Kinesthetic awareness• Body Awareness• Defense positioning• Lead-up games• Offense skills



• Defensive skills• Position between


and goal• Rules and strategies of

different sports Assignspecific skills/techniques forstudents to look for whenworking with small groupsor partners (rotation of hips,follow through with body)

Resources:• www.pelink4u.org

• Verbal directions anddemonstrations areprovided andmodeled


observation• Checklist• Peer observation• Oral question &

answer• Quiz

15 10/17/07


Grade/Course: 6-8


LearningResults


Assessment

Students conduct a health-related fitness assessmentand use the information toestablish personal fitnessgoals

H1 • Explain the differencebetween health- andskill-related activitieswhile performing them

Resources:• Prudential Fitness

Gram• Presidential Fitness

Test

• Written quiz• Oral question & answer• Summary scores from

assessments

Students design a fitnessprogram from establishedgoals which addresses thefive health-related fitnesscomponents and applies thefrequency, intensity, timeand type (FITT) principle.

H2 • Talk with students about thebenefits of regular activityand encourage them to setgoals

• Wear protective equipment• Follow unit rules and class

rules• Warm up and cool down• Stop if you feel pain• Common sense

• Students journal• Teacher demonstration• Teacher modeling• Practice and repetition

of skills

• Fitness journal• Self-evaluation• Tri-annual evaluation

Students participate inactivities that address theirpersonal fitness goals foreach of the five health-related fitness componentsincluding flexibility,cardiovascular endurance,muscular endurance,muscular strength, andbody composition.

H3 • Identify the fitnesscomponent of the activity inwhich they are participating

• Improve or maintain fitnesslevels on a given test

• Set specific goals for futuretests• Fitness test preparation

• Correctingtechnique, posture,and makingrecommendationsfor improvement

• Fitness testing• Oral question & answer• Portfolios• Peer observation• Written quiz• Log

16 10/17/07

Students describe physical,mental/intellectual,emotional and socialbenefits and physiologicalresponses related to regularparticipation in physicalactivity.

H4 Fitness testing:• Improve or maintain fitness

levels on a given test• Set specific goals for future

tests_ Check resting and

exercise pulse rates_ Notice how hard the

work must be forsweating to occur

_ Introduce the concept ofperceived

• Wear protective equipment• Follow unit rules and class

rules• Warm up and cool down• Stop if you feel pain• Common sense• Physical education-

classroom managementskills books exertion_ Discuss the benefits of

flexibility_ Warm up before

stretching for optimalflexibility

• Stretching

Resources:

• Prudential FitnessGram

• PresidentialChallenge

• Teacher model• Teacher explanation

of benefits ofactivity

• Use students todemonstrate

• Refer to postedsafety and gamerules

• Lead up and warmup discussions andactivities

• Fitness testingportfolios

• Log• Self-evaluation

• Demonstration• Teacher observation• Oral question & answer• Quiz• Demonstration• Teacher observation

17 10/17/07


Grade/Course: 6-8


LearningResults


Assessment

Students demonstratecooperative and inclusiveskills while participating inphysical activities.a. Work together as a team.b. Respond appropriately topeer pressure.c. Manage conflictd. Invite all students toparticipate.

I1 • Accept whoever is on yourteam without comment orreaction.

• Work with students ofvarying abilities incooperative and competitivesituations

• demonstrate throwing easilyto a lesser-skilled playerwho is attempting to catch aball

• Participate to the best ofyour ability - discusssportsmanship

• Teacher-guided discussionsof causes of and solutions toproblems

• Teach and modelfair play

• Use differentiationinstruction to meetdiverse needs ofstudents

• Teach cooperativeskills and games

Resources:• Cooperative Series

• Oral question & answer• Demonstration• Teacher observation

Students demonstrateresponsible personalbehaviors while participatingin physical activities.

I2 • Review rules andstrategies of differentsports

• demonstrate throwing easilyto a lesser-skilled playerwho is attempting to catch aball

• Participate to the best ofyour ability - discusssportsmanship

• Teacher-guided discussionsof causes of and solutions toproblems

• Teacher modeling• Student

demonstrations• Classroom

discussions andstudent feedback

• Peer observation

Resources:• Create a Game

Series

• Teacher observation• Rubric• Quiz• Demonstration

18 10/17/07

of causes of and solutions toproblems

• Reinforce appropriatebehaviors with positivecomments

Students describegame/physical activity rulesand safety rules, and theirpurposes.a. Explain the purposes formodifying playing rules inspecified situations.b. Explain the safety rulesand possible risks associatedwith specific games/physicalactivities.

I3 • Class rules• Specific rules for

activities• Demonstrate throwing

easily to a lesser-skilledplayer who is attemptingto catch a ball

• Teacher-guideddiscussions of causes ofand solutions toproblems

• Follow established classand activity rules andprocedures

• Follow rules of etiquettefor individual sports

• Teacher Observation• Quiz• Oral question & answer• Teacher observation• Demonstration

19 10/17/07

Content: Physical Education Content Standard: Movement/Motor Skillsand Knowledge

Grade/Course: 9-Diploma


LearningResults


Assessment

Students change their motionand the motion of objects byapplying the principles ofstability and force to modifytheir performance ingames/physical activities.

a. Demonstrate how spin andrebound affect the motion of anobject.b. Use the principle ofopposition, and point of contact,and point of release to changethe path of an object during agame/physical activity.c. Change movements toaccommodate external forcesthat influence performance.

Students demonstrate avariety of specializedmovement skills specific to agame/physical activity whileparticipating in agame/physical activity.

Students explain therelationship of skill-relatedfitness to specialized

G1 G2 G3G4

• Mastery of badmintonserve, clear, drop shot,smash

• Mastery of volley balloverhand serve, forearmpass, overhead pass, andhit.

• Mastery of orienteeringand archery

• Proficiency in differentsteps in dance

• Proficiency incanoeing/kayakingstrokes, entry and exitstrategies, rescuetechniques and anatomyof boat

• Mastery of grip, stance,rules, basic strokes ofracquet sports

• Introduction, leading tomastery, of selectedtrack and field events

• Teacher/studentmodeling of variouscomponents andcritical elements ofeach sport.

• Providedopportunities fordrill and practice toreinforce skills.

• Use of personalsystem of instruction(PSI)

• Self assessment andpeer analysis

• Guest instructors• Student officiating• Field trips

• Teacher observation• Teacher Video

analysis• BCS evaluations

sheets• Student video

analysis• Written evaluations• Skills assessments

20 10/17/07

fitness to specializedmovement skills.

Students Design appropriatepractice sessions, utilizingfundamental movement skillsto improve performance




LearningResults


Assessment

Students conduct a health-related fitness assessment toanalyze personal fitness,establish personal fitnessgoals, and reassess theirfitness over time.

Students design andcritique a personal fitnessprogram from establishedgoals that apply the fivehealth-related fitnesscomponents and theprinciples of trainingrelated to specificity,overload, and progression.

Students explain theinterrelationship ofphysical,mental/intellectual,emotional, and socialbenefits and physiologicalresponses related to regularparticipation in physicalactivity

H1 H2 H3H4

• Health related componentsthrough fitness labs andactivities

• Weight training Unit• Cardiovascular labs• Muscular endurance labs• Flexibility labs• BMI labs

• Student designs acardiovascularendurance andmuscular strengthprogram

• Student sets goalsweekly

• Exercise log ismaintained

• Establish personalfitness goals

• Logs of physicalactivity, eating, andother behaviors thataffect physical fitness

• Participation in fitnessprinciples and conceptlabs

• Goal setting activitiesbased on fitnessassessments

• Fitness portfolio(10)

• Teacher observation• Activity logs/chart• Student Projects

• Comparison of fitnessassessments throughoutcourse.

21 10/17/07

physical,mental/intellectual,emotional, and socialbenefits and physiologicalresponses related to regularparticipation in physicalactivity

Students describe physical,mental/intellectual,emotional and socialbenefits and physiologicalresponses related to regularparticipation in physicalactivity

based on fitnessassessments

• Students are able toadjust fitness programaccording to fitnessassessment strengthsand weaknesses

• Students re-evaluate(periodically) fitnesslevels

• Students doing personalfitness program

• Participation in FitnessEnhancing Unit ofHealth RelatedComponents

• Maintenance of weighttraining charts

• Students doing personalfitness program• Participate in

collecting andsummarizingphysical activity

• Review surveyresults and programadjustedaccordingly.

• Community surveyof lifestyle activity

22 10/17/07

• patterns.

Resources:• Prudential health

related fitness test• Introduction to Life

long Fitness VideoSeries

• Physical ActivityChart

• CDC.org• Polar heart rate

monitors• Pedometers




LearningResults


Assessment

23 10/17/07

Students demonstratecollaborative skills whileparticipating in physicalactivities.a. Accept constructivefeedback.b. Give constructivefeedback.c. Include youngsters of allabilities

Students demonstrateresponsible and ethicalbehavior while participatingin physical activities.

Students predict howrules/etiquette improvesgames/activities.a. Explain how rules andetiquette contribute toproductive participation.b. Predict how modificationsto the environment canimpact safety duringgames/physical activities.

I1, I2, I3 Cooperative and CollaborativeParticipation• Student selection of partners• Complete self-evaluation

after each class• Participate within the

rules/guidelines of activity• Class rules• Cooperative games• Safety rules• Students use “practice time”

to work on individual skillpractice

• Self-initiated warm–upactivities

• Working with differentpartners in differentways.

• Rules modifications tomake games inclusive ofall skill levels

• Journal writings• Use self-evaluation

• Use of personalsystem of instruction(PSI)

• Intra studentevaluations usingbiomechanical checksheets (BCS)

• Video analysis• Teacher/student

demonstration ofdesired skillidentifying thecritical elements.

• Self assessment skillanalysis check list

• Peer analysisactivities

• Completes videotape review of self

• Peer teachingopportunities

• Student evaluationsusing biochemicalcheck sheets (BCS)

• Spotting techniques

• Self AssessmentChecklists

• Standardizedfeedback forms fromstudents assessments

• Video analysis• Student created

projects• Teacher observation

24 10/17/07

physical education curriculum adopted … education curriculum adopted june 2007 ... badminton,...

Documents