PHYSICAL EDUCATION Kindergarten General Description The kindergarten physical education program is designed to help children develop positive body

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Mavis Emmeline Arnold
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1 PHYSICAL EDUCATION Kindergarten The kindergarten physical education program is designed to help children develop positive body awareness, sensory motor skills of both fine and gross muscle movement, game playing capabilities, and sportsmanship Students will be introduced to: - Sensory-Motor Development/Perceptual Training - gross motor development, including: body parts, balance beam, hopping, jumping and landing, obstacles, catching a ball/bean bag, gaits (walking, skipping, galloping, running), and jumping rope - fine motor development, including: coloring, tracing, cutting, and writing - Games - game skills - rules of play - Gross Motor: master six out of the eight following activities; - locomotion: crawling, rolling, walking, jumping, hopping, running, sliding, galloping, leaping, skipping - balance: stationary on one to four body parts and while moving on a balance beam, or with objects like bean bags - rebound/airborne activities: bouncing, climbing, moving across horizontal bars - managing objects: hitting, throwing, catching, kicking - relaxation: slow breathing, tense-release exercises Personal/Social Outcomes - Kindergarten children will develop a positive self-concept as their skills, confidence, and enjoyment of physical activities progress - Kindergarten students will gain confidence in their relationships with others and begin to build lifelong participation in physical fitness and sports activities Expanded Course Content/Organization and/or Units of Study 1. Sensory-motor development A. Gross-motor development during outdoor free play, music and movement time, and occasionally in the gym B. Fine-motor development through varied activities throughout the curriculum using a variety of tools and mediums C. Games - rules of games - circle games - line games - relay games - quiet games

2 - singing games - skills of games - body awareness - agility - balance - coordination, hand-eye and foot-eye - locomotor skills - sportsmanship - participant as a group member - participant as an individual - variety of equipment and apparatus - use safety Instructional Resources Records, videos, parachute, balance beam First Grade Physical education contributes to the child's total development. Sequential learning experiences in physical education are designed to meet the developmental and behavioral needs of each student. The first grade emphasizes exploration, self-development, and cooperative skills. Students progress from simple movements to more complex patterns and then apply skills to partners and small group activities. - movement exploration - rhythms and dance - games - tumbling/stunts - physical conditioning - recreational - identify basic movement skills - practice activities related to fitness - participate in simple games and activities - explore movement through rhythm and dance activities - practice basic stunts and tumbling Personal/Social Outcomes - regard their bodies as homes for the Holy Spirit - learn how and why they move - move skillfully and effectively during exercise and games - understand the concepts of space, time, and force related to movement - condition their bodies to meet daily and emergency demands - appreciate and respect good physical condition - develop an interest and desire to participate in lifelong recreational sports - cooperate successfully with others - learn safety skills and habits Expanded Course Content/Organization and/or Units of Study 1. Basic Movement Skills

3 A. Demonstrate skills in individual and combination locomotor skills - walking - running - jogging - skipping - jumping - leaping - hopping - galloping - sliding B. Demonstrates skills in individual and combination non-locomotor skills - swinging - circling - twisting - lowering - raising - bending C. Demonstrates individual and combination of body control skills - starting - stopping - landing - dodging - balancing - use of space D. Demonstrates object control (balls, bean bags, fleece ball, nerf balls, Frisbees) - throwing - catching - bouncing - rolling - kicking 2. Simple Games A. Running games and tag games - animal tag - back to back - cat and rat - charlie over the water - circus master - midnight - chickens come home - where's my partner? - shadow tag - elbow tag - steal the bacon - duck-duck goose - drop the handkerchief - flying dutchman

4 B. Ball passing - ball toss - call ball - teacher ball 3. Rhythm/Dance - introduce rhythmic patterns and simple dance A. Fundamental rhythms - locomotor movements - even types - walking, running, hopping, etc. - uneven types - skipping, galloping, sliding - non-locomotor movements - simple movements - bending, swaying, twisting, etc. - mimetics - striking, lifting, etc. - object handling - balls - streamers B. Creative rhythms C. Singing games and folk dances 4. Stunts and Tumbling - consists primarily of simple, imitative walks and movements A. Puppy dog run B. Bear walk C. Rabbit jump D. Elephant walk E. Stork stand F. Rolling log G. Seal crawl H. Crab walk 5. Parachute Instructional Resources Integrating the Faith Various records for movement and rhythm activities Second Grade The course of instruction is designed to develop an individual's physical, mental, social, and emotional skills. The course emphasizes the goals of individual movement potential, physical fitness, wellness, maximum physical activity, cooperative skills, and safety. The program is developmentally based on progressive levels of ability and needs. The primary grades emphasize exploration, self-development, and cooperative skills. Students progress from simple movements to more complex patterns and then apply skills to partners and small group activities. Fitness activities are introduced and developed for all students for their enjoyment as well as lifelong benefits. As the students progress through the grades, more advance performance, knowledge, and social skills will be expected. Individuals are encouraged to develop self-discipline and self-control in a non-threatening environment. Success of each student is not dependent on athletic ability, although each student is encouraged to pursue individual excellence. Cooperation rather than competition is emphasized for all students.

5 Students will demonstrate skill in: - basic movement skills - physical fitness activities - simple games - wellness concepts in regards to their bodies as God's creation and their gift from him - identify basic movement skills - practice activities related to physical fitness - participate in simple games and activities - understand basic wellness concepts, including: growth and development, exercise and fitness, and safety/first aid. Personal/Social Outcomes - demonstrate the ability to work with partners and small groups in cooperative efforts - recognize feelings and individual differences - demonstrate a positive self-image in a movement environment - demonstrate a respect of themselves and others as God's human creation Expanded Course Content/Organization and/or Units of Study 1. Basic Movement Skills A. Demonstrates skills in - walking - running - hopping - jumping - leaping - galloping - sliding - skipping B. Demonstrates skill in individual and combination non-locomotor skills - turning - twisting - bending - stretching - swinging - swaying C. Demonstrates individual and combination of body control skills - starting - stopping - dodging - balancing - use of space - striking control through bodily movement D. Demonstrates object control - throwing - catching

6 - rolling - bouncing - passing 2. Physical Fitness A. Introduce cardiovascular activities B. Introduce muscular strength and muscular endurance activities C. Introduce flexibility activities 3. Simple Games - introduce games with low organization A. Locomotor skills B. Body control skills C. Object control skills D. Striking E. Listening skills F. Cooperative skills Instructional Resources Records and videos, for inside inclement weather activities. Various teacher - taught activities, games, exercises ERCAPEP - Programmed activities Grades K-6 Dynamic Physical Education for Elementary School Children Grade Three In Grade Three, an increasing amount and variety of physical activities are introduced and developed. Increasing proficiency is seen in locomotor skills, movements, large and small muscle coordination, and group social skills. Physical fitness and recreational activities become more important and meaningful for boys and girls. Sports like soccer, volleyball, basketball, softball, and track events are introduced and practiced in a limited manner. Many games are played to enhance social skills and good sportsmanship. Christian attitudes are stressed throughout all play and exercise. Students will demonstrate proficiency in: -- basic movement skills -- physical fitness activities -- simple games/beginning sports -- wellness and Christian concepts Personal/Social Outcomes -- recognize their bodies as temples of God -- to be developed for Him -- demonstrate the ability to work with partners and small groups in cooperative efforts -- demonstrate a positive self-image in a movement environment -- recognize individual differences and ability to help with differing talents Expanded Course Content/Organization and/or Units of Study 1. Basic Movement Skills A. Demonstrate proficiency in individual and combined locomotor skills -- walk

7 -- run -- hop -- jump -- leap -- gallop -- slide -- skip B. Demonstrate proficiency in individual and combined non-locomotor skills: C. Demonstrate proficiency in individual and combined body control skills -- start -- stop -- land -- dodge -- balance -- use of space D. Demonstrate proficiency in individual and combined object control skills: -- throwing -- catching -- rolling -- bouncing -- passing 2. Physical Fitness A. Practice cardiovascular activities -- practice muscular strength and muscular endurance activities 3. Simple Games -- refine skills used in low organizational games A. Locomotor skills B. Body control C. Object control D. Listening skills E. Introduce sports like basketball, softball, soccer, track 4. Rhythms/Dance - practice rhythmic patterns and simple dances 5. Wellness A. Exercise and fitness B. Mental, emotional and social health 1) Review God's gifts through our healthy bodies 2) Recognize positive ways to deal with conflict 3) Identify how good choices influence positive behavior 4) Identify proper manners for instructional and playground activities Fourth Grade Physical education is encouraged through the use of our large field and surfaced area. Students participate in ball games -- soccer, dodgeball, softball, basketball, bases, and four-square. Competition in races and games are organized and refereed by the students. Students will demonstrate a knowledge of: - basic movement skills

8 - physical fitness activities - games/sports rules - wellness concepts - vary the speed (time), distance (space), and power (forces) in the five major movement areas, including: locomotor, non-locomotor, body control, object manipulation, and implement control - understand and perform health related physical fitness activities - understand and participate in activities, games, and sports - perform combinations of movement patterns in rhythmic activities - demonstrate an understanding of basic wellness concepts, including: growth and development, exercise and fitness, safety/first aid, and mental/emotional and social growth Personal/Social Outcomes - demonstrate the ability to work with partners and small groups in cooperative and competitive efforts - recognize and accept individual differences - demonstrate a positive self-image in a movement environment - establish personal goals to challenge individual performance - understand one's own physical capabilities and limitations - demonstrate a positive attitude towards others Expanded Course Content/Organization and/or Units of Study 1. Basic Movement Skills A. Combine basic movements into combinations B. Integrate space, force, flow, and time in basic movement skills 2. Physical Fitness A. Practice and improve individual levels of physical fitness B. Identify the components of physical fitness 3. Games/Sports A. Integrate combinations of movement skills in games varying space, force, flow, and time - locomotor - relays - tag games - hop scotch - challenge runs - four square - kickball - body control - kickball - volleyball - soccer - softball - jump rope

9 - striking - four square - handball - kicking games - basketball skills challenges - basketball lead-up games - soccer skills challenges - soccer lead-up games - dribble elimination - softball skills challenges - fly ball fielding - softball lead games volleyball skills - football skills - track and field - high jump - long jump - hockey skills Instructional Resources Dynamic Physical Education for Elementary School Children, Dauer. Physical Education Curriculum Activities Kit - Grade K-6 by Wheeler and Spilker Fifth through Eighth Grade Every student can develop knowledge and physical skills appropriate to their abilities. Every student can learn to care for and feel good about his or her body as the temple of the Lord, thus demonstrating principles applicable to their adult Christian lifestyle. - Lifelong Participation - to develop a pattern of lifelong participation in physical education. - Physical Fitness - to develop and maintain a high level of physical fitness - Movement - to understand movement principles and develop effective movement skills. - Social Interaction - to develop appropriate Christina behaviors through planned physical activity. - Personal Excellence - to achieve excellence in the performance of movement activities. As a result of participating in a quality physical education program it is reasonable to expect that the student will be able to: A. Psychomotor Skills 1. Throw a variety of objects demonstrating both accuracy and distance (Example: Frisbees, footballs and softball) 2. Continuously strike a ball to a wall, or a partner, using forehand and backhand strokes 3. Consistently strike a ball with a hockey stick, so that it travels in an intended direction and height

10 4. Design and perform gymnastics and dance sequences that combine traveling, rolling, balancing and weight transfer to smooth, flowing sequences with changes in direction, speed and flow. 5. Hand dribble and foot dribble while preventing an opponent from stealing the ball. 6. In a small strident group can keep a ball in the air without catching it (Example: soccer balls and volleyballs) 7. Consistently throw and catch an object while being guarded by an opponent (Example: ball and Frisbees) 8. Design and play group games that involve basic offensive and defensive strategy. 9. Leap, roll, transfer weight using mature motor patterns to catch and throw an object (example: ultimate Frisbees, volleyball and basketball) 10. Perform basic sport skills and movement patterns with increased proficiency. 11. Participate in vigorous activity for a sustained period of time while maintaining a target heart rate. 12. Correctly demonstrates activities designed to improve and maintain muscular strength, muscular endurance, flexibility, and cardiovascular fitness. B. Cognitive skills: 1. Recognize that time and effort are a prerequisite for skills improvement and fitness benefits 2. Improve game strategy for individual and team sports. 3. Demonstrate team management skills for individual and team sports. 4. Identify opportunities in the school and community for regular participation in physical activity. 5. Identify principles of training and conditioning for physical activity. 6. Identifies proper warm-up, conditioning, and cool down techniques and the reasons for using them. 7. Describe personal and group conduct, including ethical behavior, appropriate for engaging in physical activity. 8. Detect, analyze and correct errors in personal movement patterns. C. Affective Skills: 1. Feel satisfaction when engaged in physical activity. 2. Enjoy the aesthetic and creative aspects of all sport performances. 3. Desire to improve physical ability and performances. 4. Demonstrate a mature understanding in dealing with the safety of self and others. 5. Display a mature attitude toward corrections by the teacher and their peers. 6. Displays an active and positive attitude towards learning new types of physical activity. 7. Accept and respect the decisions made by game officials, whether they are students, teachers, or officials outside the school. 8. Seek out, participate with, and show respect of persons of like and different skill levels. Instructional Resources Dynamic Physical Education for Elementary School Children Presidential Physical Fitness Program

PHYSICAL EDUCATION CURRICULUM. Kindergarten

PHYSICAL EDUCATION CURRICULUM. Kindergarten PHYSICAL EDUCATION CURRICULUM Kindergarten P - Learning Objectives for Kindergarten E Learning Objectives for Grades 1-4 M - Learning Objectives for Grades 5-8 Approved by Instructional Council 4/07/08