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Physical Education

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1.1 Travel within a large group, without bumping into others or falling, while ... leagues. recess. cheerleading. pep squad. physical education. instructional ... – PowerPoint PPT presentation

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Title: Physical Education


1
Physical Education
2
California Physical Education Content Standards
Adopted January 2005 Written into AUSD
Administrative Regulations
3
Content Standards Emphasize
  • k-1 Me/myself/I
  • 2-3 My partner and I
  • 4th-5th Object manipulation
  • 6-8 Team play
  • H.S. Put it all together

4
Motor Skills
skip hop jump
  • K-8th Standards 1 and 2
  • High School Standard 1

roll balance
throw catch
weight transfer
rhythm direction flotation
bat forehand slap shot
bounce dribble
5
Fitness and Health
hang from an overhead bar
  • K-8th Standards 3 and 4
  • High School Standard 2

set goals
healthy fitness zone
monitor heart rate
hydration, nutrition, body systems
plan workouts
safe activities
6
Psychological and Sociological Concepts
self motivation
encourage
  • K-8th Standard 5
  • High School Standard 3

sharing
cooperation
acceptance of differences
personal enjoyment
participation
7
Content Standard Example
  • Standard 1 Demonstrate motor skills and
    movement patterns needed to perform a variety of
    physical activities.

8
  • Kindergarten
  • Movement Concepts
  • 1.1 Travel within a large group, without bumping
    into others or falling, while using locomotor
    skills.
  • 1.2 Travel forward and sideways while changing
    direction quickly in response to a signal.
  • 1.3 Demonstrate contrasts between slow and fast
    speeds while using locomotor skills.
  • 1.4 Create shapes at high, medium, and low levels
    by using hands, arms, torso, feet, and legs in
  • a variety of combinations.
  • Body Management
  • 1.5 Create shapes by using nonlocomotor
    movements.
  • 1.6 Balance on one, two, three, four, and five
    body parts.
  • 1.7 Balance while walking forward and sideways on
    a narrow, elevated surface.
  • 1.8 Demonstrate the relationship of under, over,
    behind, next to, through, right, left , up, down,
    forward, backward, and in front of, by using the
    body and an object.
  • Locomotor Movement
  • 1.9 Perform a continuous log roll.
  • 1.10 Travel in straight, curved, and zigzag
    pathways.
  • 1.11 Jump over a stationary rope several times in
    succession, using forward-and-back and
  • side-to-side movement patterns.
  • Manipulative Skills
  • 1.12 Strike a stationary ball or balloon with the
    hands, arms, and feet.

9
  • Third Grade
  • Movement Concepts
  • 1.1 Chase, flee, and move away from others in a
    constantly changing environment.
  • Body Management
  • 1.2 Perform an inverted balance (tripod) by
    evenly distributing weight on body parts.
  • 1.3 Perform a forward roll.
  • 1.4 Perform a straddle roll.
  • Locomotor Movement
  • 1.5 Jump continuously a forward-turning rope and
    a backward-turning rope.
  • Manipulative Skills
  • 1.6 Balance while traveling and manipulating an
    object on a ground-level balance beam.
  • 1.7 Catch, while traveling, an object thrown by a
    stationary partner.
  • 1.8 Roll a ball for accuracy toward a target.
  • 1.9 Throw a ball, using the overhand movement
    pattern with increasing accuracy.
  • 1.10 Throw and catch an object with a partner,
    increasing the distance from the partner and
  • maintaining an accurate throw that can be easily
    caught.
  • 1.11 Kick a ball to a stationary partner, using
    the inside of the foot.
  • 1.12 Strike a ball continuously upward, using a
    paddle or racket.
  • 1.13 Hand-dribble a ball continuously while
    moving around obstacles.

10
  • Seventh Grade
  • Manipulative Skills
  • 1.1 Demonstrate mature techniques for the
    following patterns overhand, sidearm, and
  • underhand throwing catching kicking/punting
    striking trapping dribbling (hand and
  • foot) and volleying.
  • Rhythmic Skills
  • 1.2 Perform multicultural dances.
  • Combinations of Movement Patterns and Skills
  • 1.3 Combine manipulative, locomotor, and
    nonlocomotor skills into movement patterns.
  • 1.4 Demonstrate body management and
    object-manipulation skills needed for successful
  • participation in individual and dual physical
    activities.
  • 1.5 Demonstrate body management and locomotor
    skills needed for successful participation
  • in track and field and combative activities.
  • 1.6 Demonstrate body management and
    object-manipulation skills needed for successful
  • participation in introductory adventure/outdoor
    activities.

11
  • Ninth Grade
  • 1.1 Combine and apply movement patterns, simple
    to complex, in aquatic, rhythms/dance, and
    individual and dual activities.
  • 1.2 Demonstrate proficient movement skills in
    aquatic, rhythms/dance, and individual and dual
    activities.
  • 1.3 Identify, explain, and apply the
    skill-related components of balance, reaction
    time, agility, coordination, explosive power, and
    speed that enhance performance levels in aquatic,
    rhythms/dance, and individual and dual
    activities.
  • 1.4 Explain and demonstrate advanced offensive,
    defensive, and transition strategies in aquatic
    and individual and dual activities.
  • 1.5 Explain the use of the principles of
    biomechanics (leverage, force, inertia, rotary
    motion, opposition, and buoyancy) apply the
    principles to achieve advanced performance in
    aquatic, rhythms/dance, and individual and dual
    activities and evaluate the performance based
    /dance, and individual and dual activities and
    evaluate the performance based / on the use of
    the principles.
  • 1.6 Examine the physical, emotional, cognitive,
    and scientific factors that affect performance
    and explain the relationship between those
    factors.
  • 1.7 Analyze and evaluate feedback from
    proprioception, from others, and from the
    performance of complex motor (movement)
    activities to improve performance in aquatic,
    rhythms/dance, individual activities, and dual
    activities./dance, individual activities, and
    dual activities./
  • 1.8 Analyze and explain which training and
    conditioning practices have the greatest impact
    on skill acquisition and performance in aquatic,
    rhythms/dance, and individual and dual/dance, and
    individual and dual / activities.
  • 1.9 Create or modify practice/training plans
    based on evaluative feedback of skill acquisition
    and training plans based on evaluative feedback
    of skill acquisition and performance in aquatic,
    rhythms/dance, and individual and dual
    activities.
  • 1.10 Analyze situations and determine appropriate
    strategies for improved performance in
  • aquatic, rhythms/dance, and individual and dual
    activities./dance, and individual and dual
    activities./
  • 1.11 Assess the effect/outcome of a particular
    performance strategy in aquatic, rhythm/outcome
    of a particular performance strategy in aquatic,
    rhythm/dance, individual and dual activities.
  • 1.12 Demonstrate independent learning of movement
    skills.

12
Developmental Sequence
9- demonstrate, explain, combine, analyze
7- combine motor skills(dribble, run, shoot,
pass)
5- dribble a ball while preventing another from
stealing it
3- dribble a ball through obstacles
K- bounce a ball with two hands
13
ARs Support Physical Education
  • Content Standards based
  • Taught by a highly qualified teacher
  • Meets minimum minutes of instruction
  • Student achievement monitored
  • Safe for all including special needs
  • Physical Education is separate and different from
    Physical Activity and Athletic Competition

14
60 Minutes Per Day of Moderate to Vigorous
Physical Activity
dance
athletic competition
recess
noon and rec. leagues
physical education instructional minutes
cheerleading pep squad
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