LINCOLN
AMERICAN
INTERNATIONAL SCHOOL
Subject Area: PHYSICAL
EDUCATION
We
believe . . .
1.The
quality and productivity of each individual’s life can be enhanced through participation in a comprehensive, sequential, physical education system
that promotes physical, mental, emotional, and social well-being.
2. A well-planned physical education program is
sequential, developmental, and age-appropiate.
3. Physical education programs should help children
and youths develop a lifelong commitment to their own physical well-being,
health, and fitness, with a clear emphasis on a variety of pleasurable physical
activities and an active life-style.
4. Physical education is a multifaceted process that
teaches a wide range of skills and activities with the aim of the students’
becoming physically educated, physically fit, able to enjoy a variety of
physical activities, and committed to lifelong health and physical well-being
It is a continuing process of articulated, sequential development of
skills, talents, attitudes, and behaviors.
5. All students have the potential to become
physically educated, and an effective program will reach all children regardless
of their talents, skills, or limitations.
6. A well-planned, comprehensive physical education
system helps children and youths develop a wide range of their abilities and
talents rather than focusing on a narrow range of sports and activities.
7. Although instructors are aware of the nature of
competition, they do not require higher levels of competition from children
before they are developmentally ready. Activities in physical education programs
may emphasize self-improvement, participation, and cooperation instead of
winning or losing.
8. The healthy, physically active child is more likely
to be academically motivated, alert, and successful.
Evidence shows that individuals can attain and
maintain good health and fitness if they develop a lifestyle that includes
regular and vigorous physical activity,. The physical education department is
the most logical place to assure development of good health and fitness. An
appreciation for physical activity and an understanding
of the benefits should begin early in life and
continue throughout the school years into adulthood. A comprehensive physical
education program in the early years of school can provide the knowledge, the
skill development, applied activities, and a planned program for life.
We
agree that...
1. Physical education teachers will adhere to the
curriculum adopted by the school.
2. Facility use will be maximized through a schedule
developed by all physical education teachers together.
3. Each student will be encouraged to participate to
the best of their abilities.
4. Sportsmanship and respect among classmates and
instructors will be a requirement for the physical education classes.
5. Students will be under teacher supervision at all
times.
6. Safety will be emphasized.
Subject Area: PHYSICAL
EDUCATION
Grade: Kindergaten
Children at this stage focus primarily on moving
within space, including the general space around them and their own personal
space. They can be guided to move in their environment for the sheer enjoyment
of exploring space and controlling their bodies. Once they are able to move
effectively in their space, they focus on developmental games and basic movement
skills. Children at this stage generally do not understand
the purpose of rules but will follow rules delivered
by adults. They also learn that the body is in a stable, balanced position when
the center of gravity is directly over the base of support and that improvement
occurs when a skill is practiced many times. With the availabilty of a pool,
students begin aquatic experiences. Other experiences in kindergarten are the
expansion of the knowledge of the physical self through identification of body
parts and introduction to the importance of nutrition.
Note: Warm-up will be realized through game playing,
jogging and other exercises such as abdominals, lower-back stretches, and
push-ups.
A.
Body and Spatial Awareness: Knowledge of body
awareness and the body’s relationship to space.
B.
Developmental Games/Activities: Application of movement,
knowledge and social skills in game with simplified rules.
C.
Fundamental Movement Skills: Knowledge of balance and
manipulative skills in static and dynamic movement.
D.
Gymnastics: Knowledge, safety and
performance skills required in basic movements associated with gymnastic
balance, stunts, tumbling and apparatus.
E. Personal Fitness/Healthy Lifestyle: Knowledge of
basic physiological principles related to the components of physical fitness,
including body composition, cardiorespiratory functioning, joint flexibility,
muscular strength and endurance. Application of fitness principles in one’s
lifestyle.
F.
Aquatics: Entrance into water and knowledge of flotation and
propulsion by kicking and stroking.
III. Students
will know or be able to do the following at the end of this course.
1. Identify at least these major body parts: head,
eyes, nose, ears, toes, feet, stomach, arms, and back.
2. Touch and /or move the above listed body parts with
no more than one hesitation.
3. Respond appropriately to right and left concepts
with one’s own body.
4. Utilize play activities to learn how body parts are
connected to each other.
5. Demonstrate spatial awareness through imaginary
activities such as play acting and the over-and-under concept.
6. Perform simple geometric pattems such as lines,
circles, and squares when given verbal directions.
1. Demonstrate
motor skills and knowledge of the rules as they apply to games with simplified
rules involving a single locomotor pattern. Examples of games are sleepy bear,
pull-the-fox tail, statues, rotten egg, and various games of tag.
(Not inclusive of all games.)
2. Cooperate effectively with partners and small
groups to accomplish an assigned task or to achieve a goal during games and
activities. Examples of activities are Mother, May I, parachute activities, and
simple stunts with a partner.
1. Perform the skills of running, hopping, leaping,
sliding, galloping, jumping, and stepping while utilizing proper foot placement
as well as arm action.
2. Demonstrate the ability to push, pull, twist and
run while using an object such as a wand or hoop. Perform individual movements
from standing position, such as clapping and stamping to a rhythmic accent.
3. Walk forward, backward and sideways without
stepping off more than once on each task on an 8-foot balance bean 4 inches wide
and approximately 6 inches from the floor. Maintain a stationary position on
each foot for 5 seconds with eyes open and on both feet with feet together, side
by side, arms at sides, for 10
seconds with eyes closed. Walk a distance of 15 feet
while balancing a bean bag on the head and on other body parts.
4. Demonstrate the fundamentals of throwing, catching,
striking, jumping, kicking, and bouncing while using proper body mechanics,
force, and direction.
1. Perform the following basic stunts and tumbling
activities: log roll, inch worm, seal walk, double knee balance, and one-leg
balance.
2. Demonstrate the forward, backward, and sideward
movements on a low-balance beam.
3. (above expectation) Move with only moderate
hesitation on gymnasiurn apparatus such as vertical ladders, horizontal ladders,
horizontal bars, balance beams, climbing ropes and poles, rings, and vaulting
boxes.
1. Informal instruction of good and bad diet.
2. Know the basic function and location of the major
body parts and organs.
3. Apply proper safety practices during learning
activities and free play.
4. Exhibit verbal and physical expressions of
enthusiasm, joy and satisfaction with learning and participation in psychomotor
activities.
F. Aquatics (one level only)
I. Overcome the fear of water through a variety of fun
games and activities.
2. Enter face into the water and exhale bubbles.
3. Demonstrate beginning elements of propulsion.
Subject
Area: PHYSICAL EDUCATION
Grade: 1
I. General Description and
Overview
Physical education is offered in elementary school as
part of the Argentine program. The first cycle includes first through third
grade. During these years, children develop an awareness of the body and of the
relationship between body and space.
They develop motor skills and begin to understand the
fundamentals of movement by practicing purposeful movement. They begin the
development of their capacities for coordination and balance and learn to follow
directions during class.
II. Course Content
Note: Warm-up will be realized through game playing,
jogging and other exercises such as abdominals, lower back stretches, and
push-ups.
A.
Body and Spatial Awareness: Knowledge of body
awareness and the body’s relationship to space.
B.
Developmental Games/Activities: Application of movement,
knowledge and social skills in games with simplified rules.
C.
Fundamental Movement Skills: Knowledge of balance and
manipulative skills in static and dynamic movement.
D.
Gymnastics: Knowledge, safety and
performance skills required in basic movements associated with gymnastic
balance, stunts, tumbling and apparatus.
E.
Personal Fitness /Healthy Lifestyle:
Knowledge of basic physiological principles related to the components of
physical fitness, including body composition, cardiorespiratory functioning,
joint flexibility, muscular strength and endurance. Application of fitness
principles in one’s lifestyle.
F.
Aquatics: Entrance into water and knowledge of flotation and
propulsion by kicking and stroking.
III. Students will know or be
able to do the following at the end of this course.
1. Identify by touching and moving the following body
parts: head, eyes, nose, ears, toes, feet, stomach, arms, back, legs, chin,
knees, chest, ankles, waist, elbow, wrist and shoulders, with allowance for
hesitation for the latter three.
2. Respond appropriately to right and left concepts
with one’s own body when given oral directions.
3. Learn correct and creative ways to move learned
body parts.
4. Move through an obstacle course with varying levels
and directions.
5. Walk through simple geometric patterns such as
lines, circles and squares.
1. Demonstrate motor skills and knowledge of the rules
as they apply to games with simplified rules involving both locomotor and
manipulative motor patterns. Examples of games are seven wanderers, alligator,
bridge tag, jump tag, little matches, two dogs for a bone, ball-a-basket,
parachute games, caterpillar
race, little fishes, strike the pins, relays with and
without elements, hit the bull’s-eye. (list is not inclusive of all games)
2. Cooperate effectively with partners and small
groups to accomplish an assigned task or to achieve a goal during games,
activities and simple partner stunts.
1. Perform the skills of running, hopping, leaping,
sliding, skipping, galloping, jumping, and stopping following the different
directions indicated by the teacher’s hands by clapping, or voice tones.
2. Demonstrate unilateral, bilateral, and
cross-lateral movements while pushing, pulling, twisting, tumbling, and
extending.
3. Demonstrate knowledge and execution of throwing,
catching, striking, kicking, bouncing, and rope jumping while using age
appropriate body mechanics, force, and direction.
1. Perform the following basic stunts and tumbling
activities: forward roll in the squat position, back rocker in the knee clasp
position, stork stand.
2. Demonstrate forward, backward, and sideward
movements using proper body mechanics at a variety of levels on a low balance
beam.
3. Move confidently on gymnasium apparatus such as
vertical ladders, horizontal ladders, horizontal bars, balance beams, climbing
ropes, mini tramps, and vaulting boxes.
1. Identify two body locations for feeling the pulse.
2. Utilize the correct form of static stretching when
performing flexibility exercises
3. Identify some components of healthful living and
describe several life-style behaviors that are potentially unhealthy and/or
unsafe.
4. Apply proper safety practices during learning
activities and free play.
5. Exhibit enthusiastic participation in physical
activity of choice during opportunities of free play.
6. Above expectations: Understand the role of the
heart in one’s health, well-being and physical activity performance and know
the effect of exercise on the heart rate.
I. Enter face into water without fear.
2. Float in various ways including vertically.
3. Breathe out under water.
4. Open eyes under water.
1. Propel by kicking above water.
2. Propel by kicking under water. ‘
3. Stroke above and below water.
4. Jump and dive from side of pool.
5. Float in various ways including vertically.
1. Demonstrate elementary principles of freestyle and
backstroke.
2. Float in various ways including vertically.
Subject Area: PHYSICAL
EDUCATION
Grade:
2
I. General Description and
Overview
Physical education is offered in elementary school as
part of the Argentine program.
The first cycle includes first through third grade.
During these years, children develop an awareness of the body and of the
relationship between body and space.
They develop motor skills and begin to understand the
fundamentals of movement by practicing purposeful movement. They begin the
development of their capacities for coordination and balance and learn to follow
directions during class.
Note: Warm-up will be realized through game playing,
jogging, and other exercises such as abdominals, lower-back stretches, and
push-ups.
A.
Body and Spatial Awareness: Knowledge of body
awareness and the body’s relationship to space.
B.
Developmental Games/Activities: Application of movement,
knowledge and social skills in games with simplified rules.
C.
Fundamental movement Skills: Knowledge of balance and
manipulative skills in static and dynamic movement.
D. Gymnastics: Knowledge, safety and performance
skills required in basic movements associated with gymnastic balance, stunts,
tumbling and apparatus.
E.
Personal Fitness/Healthy Lifestyle: Knowledge of basic
physiological principles related to the components of physical fitness,
including body composition, cardiorespiratory functioning, joint flexibility,
muscular strength and endurance.
Application of fitness principles in one’s
lifestyle.
F.
Aquatics: Entrance into water and knowledge of flotation and
propulsion by kicking and stroking.
III. Students will know or be
able to do the following at the end of this course.
I. Touch or move the following body parts with 100%
accuracy: head, eyes, nose, ears, toes, feet, abdomen, arms, back, fingers,
legs, chin, elbow, wrist, knees, hips, shoulders, chest, ankles and waist.
2. Identify right and left with one’s own body parts
and on others.
3. Recognize correct body form in movement of body
parts.
4. Move through an obstacle course with varying levels
and directions with some speed and force changes.
5. Walk through geometric patterns without visual aids
or clues.
I. Demonstrate motor skills and knowledge of the rules
as they apply to games with simplified rules involving both locomotor and
manipulative motor patterns. Examples of games are seven wanderers, alligator,
bridge tag, jump tag, little matches, two dogs for a bone, ball-in-basket,
parachute games, caterpillar race, little fishes, strike the pins, relays with
and without elements, hit the bull’s- eye. (list is not inclusive of all
games) ‘
2. Cooperate effectively with partners and small
groups to accomplish an assigned task or to achieve a goal during games and
activities.
C.
Fundamental Movement Skills
.
1. Perform the skills of running, hopping, leaping,
sliding, skipping, galloping, jumping, and stopping following the different
directions indicated by the teacher’s hands by clapping, or voice tones.
Examples of expected key skills are:
a.
maintain a correct running pattern while pacing a prescribed distance
b.
perform combined locomotor patterns such as run and stop or leap and fall
c.
demonstrate efficient change of direction and change of speed
d.
demonstrate the ability to push, pull, run, twist, flex, extend, lift, pivot,
dodge
and swing while using arms and legs simultaneously and alternatively
e.
maintain a stationary position on each foot for 15 seconds with eyes open and 10
seconds with eyes
closed
f.
walk forward, backward and sideways on an 8-foot balance beam 4 inches wide and
6 inches off the
floor’without falling off
g.
walk a distance of at least 25 feet changing directions and levels while
balancing a bean bag on the head
or other body part
2. Demonstrate knowledge and proper execution of
throwing, catching, striking, kicking, bouncing and jumping rope while
attempting to use proper body mechanics, force, and direction.
1. Perform the following basic stunts and tumbling
activities: individual stunts such as forward roll, back roll, tip-up and
partner stunts.
2. Demonstrate forward, backward, and sideward
movements using proper body mechanics in a variety of levels and balancing
positions on a low balance beam.
3. Move confidently on gymnasium apparatus such as
vertical ladders, horizontal ladders, horizontal bars, climbing ropes and poles,
rings and vaulting boxes (the horse).
1. Count resting and exercise pulse rate.
2. Locate and describe the major body joints.
Recognize which flexibility exercises are appropriate for the major joints.
3. Identify and describe healthful play activities
which have been teamed in and outside the physical education class.
4. Apply proper safety practices during learning
activities and free play.
5. Exhibit participation with self-control in directed
and non-directed (recess time) physical activities.
6. Above expectation: Identify the major muscle groups
and perform developmental exercises for each.
Beginner
1.
Enter face into water without
fear.
2.
Float in various ways.
3.
Breathe out under water
1. Swim with proficiency in the freestyle and
backstroke.
2. Begin elementary principles of breaststroke and
butterfly.
Subject Area:
PHYSICAL EDUCATION
Grade: 3
Physical education is offered in elementary school as
part of the Argentine program.
The first cycle includes kindergarten through third
grade. During these years, children develop an awareness of the body and of the
relationship between body and space.
They develop motor skills and begin to understand the
fundamentals of movement by practicing purposeful movement. They begin the
development of their capacities for coordination and balance and learn to follow
directions during class.
Note: Warm-up will be realized through game playing,
jogging, and other exercises such as abdominals, lower-back stretches, and
push-ups. A. Body and Spatial
Awareness: Knowledge of body awareness and the A. Body’s relationship to space.
B.
Developmental Games/Activities: Application of movement,
knowledge and social skills in games with simplified rules.
C.
Fundamental Movement Skills: Knowledge of balance and
manipulative skills in static and dynamic movement.
D.
Gymnastics: Knowledge, safety and
performance skills required in basic movements associated with gymnastic
balance, stunts, tumbling and apparatus.
E.
Personal Fitness /Healthy Lifestyle:
Knowledge of basic physiological principles related to the components of
physical fitness, including body composition, cardiorespiratory functioning,
joint flexibility, muscular strength and endurance.
Application of fitness principles in one’s
lifestyle.
F.
Aquatics: Entrance into water and knowledge of flotation and
propulsion by kicking and stroking.
III. Students will know or be
able to do the following at the end of this course.
A.
Body and Spatial Awareness
I. Identify right and left on one’s own body, in
space, on others and on objects
2. Move through an obstacle course of varying levels
of difficulty, direction and
with numerous directions of speed and strength.
1. Demonstrate motor skills and knowledge of the rules
as they apply to games with simplified rules involving the combination of
locomotor patterns and manipulative skills, such as seven wanderers, alligator,
bridge tag, jump tag, little matches, two dogs for a bone, ball-in-basket,
parachute games, caterpillar race, little fishes, strike the pins, relays with
and without elements, hit the bull’s- eye. (Not inclusive of all games.)
2. Cooperate effectively with partners and small
groups to accomplish an assigned task or achieve a goal.
3. Be encouraged to derive pleasure, realize creative
expression, and promote group socialization potential as they participate in
movement activities and games.
1. Perform correctly the skills of running, hopping,
leaping, sliding, skipping, galloping, and jumping while using differing
elements of time, space, level, direction, and strength. Exhibit body control
throughout the stages of pre-action, in-action and post-action.
2. Demonstrate the ability to perform controlled
movement individually and with a partner. The following are examples of expected
key skills:
a.
demonstrate
heel-toe-step-in-place mule kick, front scale, and the “statue”:standing on
one foot, the other foot rearward
with knee bent, holding upper body erect, arching back, extending arm on support
leg side to side at shoulder height -rounding other arm over head
b.
work with a partner in rhythmic unilateral, bilateral, and cross-later
activities such as “hand jive” and
c.
walk through a prescribed course
approximately 30 feet long that involves several turns with a bean bag
d.
Above expectation: Perform sequence of: walking forward, backward,
sideways and turning without
3. Demonstrate knowledge and functional skill level of
throwing, catching, striking, kicking, bouncing and rope jumping while using
proper form, strength and direction.
1. Perform the following basic stunts and tumbling
activities: log roll, running start forward roll, regular backward roll,
cartwheel, headstand, stunts with a
partner such as forward roll and partner pull up.
2. Demonstrate forward, backward and sideward
movements using proper body
mechanics in a variety of levels and balancing
positions on a low balance beam.
3. Demonstrate the ability to transfer weight of body
from the legs to arms in a hand and knee mount/dismount on a chest-high
“horse” (vaulting box), with an end approach as characterized by standing
facing the horse with hands open, palms flat on the middle of the box, jumping
upward with both feet, bringing knees up on horse and balancing momentarily,
then pushing off with both hands and knees in a backward jump movement and
landing on the balls of feet in an erect standing position.
4. Perform deep jumps by jumping over a rope from
different heights.
E.Personal
Fitness /Healthy Lifestyle
I. Describe the relationship of fat and body
composition to diet and exercise.
2. Count and record exercise and recovery pulse rate.
Recognize the importance of warm-up and cool-down activities and demonstrate an
understanding of these activities.
3. Identify the major body joints, describe how they
work and describe several flexibility exercises for the major body joint.
4. Evaluate personal fitness level and participate
regularly in activities that maintain or improve muscular strength and
endurance.
5. Describe the effect of regular exercise on muscular
strength and endurance.
6. Cite the importance of having a balanced lifestyle,
that includes the proper diet, time for recreation, time for work, and a proper
exercise regimen.
7. Demonstrate the consistent ability to work
harmoniously with one’s peers in activities requiring social interaction.
8. Exhibit verbal and physical expressions of
enthusiasm, joy, and satisfaction with learning and participation in psychomotor
activities. Participate in physical activity of choice during opportunities for
free play.
9. Exhibit application of proper safety practices
during leaming activities and free play.
Note: At this point, all children should be swimming .
Any children requiring special needs will be
given special assistance.
I. Swim with proficiency the freestyle, backstroke,
and breaststroke showing good
coordination on all strokes.
Subject Area:
PHYSICAL EDUCATION
Grade: 4
I. General Description and
Overview
In the fourth and fifth grades, the emphasis is on
learning to demonstrate accuracy with the manipulation of objects. Students
acquire knowledge and apply rules in individual and group pre-sports.
Note: Warm-up will be realized through jogging and
other exercises such as abdominals, lower-back stretches, and push-ups.
A.
Developmental Games and Activities: Application of movement,
knowledge and social skills in games with simplified rules.
B.
Gymnastics: Demonstrate knowledge, safety
and performance skills required in the starting, executing, and finishing movements associated with gymnastic
stunts, tumbling and apparatus. _
C.
Personal Fitness /Healthy Lifestyle:
Knowledge of basic physiological principles related to the components of
physical fitness, including body composition, cardiorespiratory functioning,
joint flexibility, muscular strength and endurance.
Application of fitness principles in one’s
lifestyle.
D.
Sports and Lifetime Activity Skills:
Develop knowledge and performance skills in a variety of team sports,
individual, and dual sports, and lifetime physical activities.
Apply competencies developed through regular
participation in those sports and activities.
E.
Aquatics: Entrance into water and knowledge of flotation and
propulsion by kicking and stroking.
III. Students will know or be
able to do the following at the end of this course.
A.
Developmental Games and Activities
1.
Demonstrate motor skills,
knowledge of the rules and basic offensive or defensive strategies of at least
2.
Design/create a game with objectives, rules, and strategies for two players.
as they participate in movement activities and games.
1.
Demonstrate body control in a
continuous routine while performing at least one balance and two body
2.
Demonstrate the ability to
transfer weight of body from legs to arms by placing hands, palms open and
3.
Above expectations: Perform three
sports techniques and identify critical points of beginning, execution,
and finishing positions for each technique. Examples are shooting a
basketball, kicking a soccer ball or hitting a volleyball.
1.
Describe various sites for taking
skinfold measurements. Be aware of the relationship between some
foods.
2.
Demonstrate at least two minutes
of safe and appropriate warm-up and cool-down techniques for aerobic
exercise.
3.
Select and demonstrate one exercise for the development of flexibility at
each major body joint.
4.
Identify games and activities
which aid in stress reduction and recognize that personal stress can be
5.
Participate cooperatively in all
class activities.
6.
Exhibit safe participation during
learning activities, game playing, and free playing.
7.
Above expectations: Identify and locate the major muscle groups, e-g-,
quadriceps, hamstrings,
shoulder / flexors / extensors, and demonstrate one appropriate
developmental exercise for each major
muscle group. Know how skeletal alignment and posture are affected by
muscular strength.
D.
Sports and Lifetime Activity Skills
1.
Demonstrate proficiency in. the
beginning fundamental skills of at least five team sports: basketball,
soccer, softball, volleyball, and indoor hockey.
2.
Demonstrate proficiency in the
beginning fundamental skills of at least three individual sports or
recreational activities: croquet, bowling, and track and field.
3.
Describe and apply sports terms,
scoring, rules of play, skill
techniques, safety principles, and basic
defensive and offensive strategies for the sports covered in the
instructional program.
1.
Show increased improvement of swimming technique in freestyle, backstroke and
breaststroke.
2.
Begin elements of diving.
3.
Participate fully in water games such as basketball, waterpolo, and tag.
Subject Area:
PHYSICAL EDUCATION
Grade: 5
In the fourth and fifth grades, the emphasis is on
learning to demonstrate accuracy with the manipulation of objects. Students
acquire knowledge and apply rules in individual and group pre-sports.
Note: Warm-up will be realized through jogging and
other exercises such as abdominals, lower-back stretches, and push-ups.
A.
Developmental Games and Activities: Application of movement,
knowledge and social skills in games with simplified rules.
B.
Gymnastics: Demonstrate knowledge, safety
and perforrnance skills required in the starting, executing, and finishing
movements associated with gymnastic stunts, tumbling and apparatus.
C.
Personal Fitness /Healthy Lifestyle:
Knowledge of basic physiological principles related to the components of
physical fitness, including body composition, cardiorespiratory functioning,
joint flexibility, muscular strength and endurance.
Application of fitness principles in one’s
lifestyle.
D.
Sports and Lifetime Activity Skills:
Develop knowledge and performance skills in a variety of team sports,
individual, dual sports, and
lifetime physical activities.
Apply competencies developed through regular
participation in those sports and activities.
E.
Aquatics: Entrance into water and knowledge of flotation and
propulsion by kicking and stroking.
III. Students will know or be
able to do the following at the end of this course.
1.
Demonstrate motor skills,
knowledge of the rules and basic offensive or defensive pre-sport strategies of
at least six lead-up sport games, such as kickball, dodgeball, newcom, sum of
passes, moving ring, and island.
2.
Be encouraged to derive pleasure,
realize creative expression, and promote group socialization potential
as they participate in movement activities and games.
Note: At this point, gymnastics is not a major focus,
but instead becomes an after-
school sport.
1.
Above expectation: Demonstrate
body control in a series of set routines performing at least two balance
C.
Personal Fitness /Healthy Lifestyle
1.
Define calories and relate to common foods and food groups.
2. Select and demonstrate
two appropriate exercises for the development of flexibility at each major body
joint.
3. Select and demonstrate
two appropriate developmental exercises for each of the major muscle groups,
e.g., thigh adductors / abductors, elbow flexors / extensors.
4.
Describe the ill effects of smoking, body
functioning and physical performance.
5.
Identify the healthful-living behaviors over which one has control.
6.
Know the value of self-control and cooperation in directed and non-directed
activities and be encouraged
to exhibit them.
7.
Exhibit safe participation during learning activities, game play, and free play.
1.
Demonstrate proficiency in the beginning fundamental skills of at least five
team sports such as:
basketball, soccer, softball, volleyball, team handball and indoor
hockey.
2.Demonstrate
proficiency in the beginning fundamental skills of at least four individual/dual
sports or
3.Describe and apply sports
terms, scoring, rules of play, skill techniques, safety principles and basic
defensive and offensive strategies for the sports covered in
the instructional program.
1.Show 100% proficiency in the proper strokes, coordination and timing of
the freestyle, backstroke and
breaststroke.
2.
Dive well from side of pool and low diving board.
3.
Swim with 100% proficiency under water.
4.
Participate fully in water games such as: basketball, waterpolo and tag.
Subject Area: PHYSICAL
EDUCATION
Grade: 6
In the middle school years, students increase their
knowledge in a variety of team sports and lifetime physical activities. They
apply this knowledge cooperatively to achieve a common goal.
Note: Warm-up willl be realized through jogging and
other exercises such as abdominals, lower-back stretches, and push-ups.
A.
Personal Fitness/Healthy Lifestyle: Knowledge of basic
physiological principles related to the components of physical fitness,
including body composition, cardiorespiratory functioning, joint flexibility,
muscular strength and endurance.
Application of fitness principles in one’s
lifestyle.
B.
Sports and Lifetime Activity Skills:
Develop knowledge and performance skills in a variety of team sports,
individual, aid dual sports, and lifetime physical activities.
Apply competencies developed through regular
participation in those sports and activities.
C.
Aquatics:
III. Students will know or be
able to do the following at the end of this course.
1.
Demonstrate an improved and/or acceptable level of abdominal strength on bent
knee sit-up tests.
2.Determine
the amount of personal involvement in exercise required to burn one pound of fat
and know the
periods of life when fat cells increase in number,i.e., last trimester
prior to birth, first year, and pre-
adolescent growth years.
3.Identify
the effects of exercise on the major components of the cardiorespiratory system.
Demonstrate the
ability to keep an exercise intensity of one’s heart rate at a
beneficial aerobic level for training effect.
5.Show
an understanding by definition of overload, progression, and specify in relation
to muscular strength
and endurance for activities such as track and field.
6.Describe
why one should not hold breath but rather exhale during the contraction phase of
developmental
exercises, eg, elevating blood pressure.
7.Understand
the effect of alcohol consumption on the body and the consequent changes in
physical
performance that accrue from alcohol use prior to exercise.
8.Identify
and describe at least three activities that will aid in reducing stress, eg,
progressive relaxation,
static stretching, aerobic exercise, games, and sports.
9.Exhibit
verbal and physical expressions of enthusiasm, joy and satisfaction with
participation in leaming
activities and performances.
10.Participate
in physical activity of personal choice during opportunities of free play.
11.Exhibit
safe participation during teaming activities, game play and free play.
2.Demonstrate
proficiency in the beginning offensive and defensive fundamental skills of at
least three
individual-dual sports or recreational activities, bowling, table tennis
and track and field.
3.Describe
and apply sports terms, scoring, rules of play, skill techniques, safety
principles, and basic
defensive and offensive strategies for the sports covered in the
instructional program.
C.Aquatics
1.Begin techniques of
butterfly kick and breathing while increasing their proficiency in freestyle,
backstroke,and breaststroke.
2.Demonstrate four
essential lifesaving techniques to use with victims in various circumstances,
such as
fatigue, victim at bottom of pool, or drowning situation.
3.
Demonstrate use of mask and snorkel.
4.Participate
fully in water games such as: basketball, waterpolo and tag.
Grade:
7
In the middle school years, students increase their
knowledge in a variety of team sports and lifetime physical activities. They
apply this knowledge cooperatively to achieve a common goal.
Note: Warm-up will be realized through jogging and
other exercises such as abdominals, lower-back stretches, and push-ups.
A.Personal Fitness/Healthy Lifestyle: Knowledge of
basic physiological principles related to the components of physical fitness,
including body composition, cardiorespiratory functioning, joint flexibility,
muscular strength and endurance.
Application of fitness principles in one’s
lifestyle.
B.Sports and Lifetime Activity Skills: Develop
knowledge and performance skills in a variety of team sports, individual, and
dual sports, and lifetime physical activities.
Apply competencies developed through regular
participation in those sports and activities.
C.Aquatics:
III.Students will know or be able
to do the followulg at the end of this course.
1.Demonstrate
an improved and/or acceptable level of lower back flexibility.
2.Demonstrate
an improved and/or acceptable level of abdominal strength on bent knee sit-up
tests.
3.Describe
the relationships of exercise frequency, intensity, and duration to fat control.
4.Define
and know the target training hear rate zone for one’s age group.
5.Measure
cardiorespiratory fitness development for resting and recovery pulse rates.
6.
Describe how the variables of frequency, intensity, and duration differ in
aerobic compared to anaerobic
work.
7.Demonstrate
and describe flexibility exercises that are particularly important to perform
prior to engaging
in specific activities or sports, e.g. shoulder stretch and swimmer’s
stretch before racquet sports.
8.Participate
in and/or initiate out-of-school activities that are pleasurable and promote the
development of
physical fitness.
9.Exhibit
safe participation during the learning of activities, game play and elective
activity.
1.Demonstrate
proficiency in the fundamental offensive, defensive and strategic skills of at
least six team
sports: basketball, soccer, softball, volleyball, team handball and
indoor hockey.
individual/dual sports or recreational activities:
bowling, table tennis, and track and field.
3.Describe and apply sports
terms, scoring, rules of play, skill techniques, safety principles and basic
defensive and offensive strategies for the sports
covered in the instructional program.
1.Swim
all strokes with 100% proficiency: freestyle, backstroke, breaststroke,
butterfly.
2.Continue
lifesaving techniques and skills to use with victims in various circumstances,
such as fatigue,
victim at bottom of pool, or drowning situation.
3.Continue
with mask and snorkeling development.
4.Participate
fully in water games such as: basketball, waterpolo and tags.
Grade: 8
In the middle school years, students increase their
knowledge in a variety of team sports and lifetime physical activities. They
apply this knowledge cooperatively to achieve a common goal.
II.Course Content
A.Personal
Fitness/Healthy Lifestyle: Knowledge of basic
physiological principles related to the components of physical fitness,
including body composition, cardiorespiratory functioning, joint flexibility,
muscular strength and endurance.
Application of fitness principles in one’s
lifestyle.
B.Sports
and Lifetime Activity Skills: Develop knowledge and
performance skills in a variety of team sports, individual, and dual sports, and
lifetime physical activities.
Apply competencies developed through regular
participation in those sports and activities.
C.Aquatics:
IIl. Students will know or be
able to do the following at the end of this course.
1.Demonstrate
an improved and /or acceptable level of flexibility.
2.Demonstrate
an improved and /or acceptable level of abdominal strength on bent knee sit-up
tests.
3.Tabulate
the number of calories consumed and the number of calories expended through
exercise for a
two-day period.
4.Identify
the types of exercise that utilize fat as a primary source of energy.
5.Describe
the long-term benefits of the cardiorespiratory system that result from regular
participation in an
aerobic training program.
6.Describe
how stretching affects muscles and increases the elasticity of connective tissue
and cite the
beneficial effects of stretching and the potentially harmful effects of
certain types of exercise lactivities,
e.g., deep-knee bends and duck walks.
7.Distinguish
between proper and improper uses of drugs and various chemical substances.
8.Exhibit
participation in physical activity of personal choice during free-time
opportunities.
9.Identify
how safety risks can be minimized or eliminated.
1.Demonstrate
proficiency in the fundamental offensive, defensive and strategic skills of at
least six team
sports: basketball, soccer, softball, volleyball, team handball and
indoor hockey.
2.Demonstrate
proficiency in the fundamentals of offensive, defensive and strategic skills of
at least three
individual/dual sports or recreational activities: bowling, ping-pong,
and track and field.
3.Describe
and apply sports terms, scoring, rules of play, skill techniques, safety
principles and basic
defensive and offensive strategies for the sports covered in the
instructional program.
1.
Swim all strokes with 100% proficiency: freestyle, backstroke, breaststroke,
butterfly.
2.Continue using the four
lifesaving techniques and skills to use with victims in various circumstances,
such as fatigue, victim at bottom of pool, or drowning
situation.
3.Continue
with mask and snorkeling development.
4.Participate
fully in water games such as: basketball, waterpolo and tag.
Subject Area: PHYSICAL
EDUCATION
Grade: 9, 10, 11, and 12
The physical education class for high school is
designed to provide a variety of opportunities for students to participate in
physical education and to enrich their lives through physical activity, which is
related to health and well-being. Exposure to a broad range of activities
representing different cultural backgrounds is provided so that students can
have greater knowledge of and appreciation for individual and team sports, as
well as for recreational lite-time activities. The activities are designed to
meet physical, mental, and social developmental needs. Being an effective member
of a group is a special emphasis for physical education classes, as are
perseverance and leaming to push oneself to achieve higher goals. Individuals
are instructed through
the cognitive and practice phases of learning a sport
and hopefully will progress to the automatic phase, in which skills can be
performed without concentrated attention, in sports of their choice.
The second year of a physical education class allows
for further practice and the opportunity to serve as peer coaches, providing
feedback and suggestions for improvement.
A. Aquatics Knowledge and performance of aquatic
skills in order to cope safely and effectively with water emergencies and to
participate in swimming as a lifetime recreational pursuit.
B. Personal Fitness and Healthy Lifestyle Knowledge of
basic physiological principles related to the components of physical fitness
including body composition, cardiorespiratory functioning, joint flexibility,
muscular strength, and endurance and application of fitness principles in
one’s lifestyle.
C. Sports and Lifetime activity Skills Knowledge and
performance skills in a variety of individual / dual sports, team sports, and
lifetime physical activities; apply competency developed through regular
participation in those sports and activities.
Note: Minimal desirable outcomes for each
individual/dual and team sport and lifetime physical activity are identified.
Introduction to the sports and activities begins at the elementary levels of
grades four and five. Reinforcement continues at the middle school grades six
through eight. Final emphasis is realized and
proficiency expected at the high school level.
III Students will know or be able
to do the following at the end of this course.
Note: Each class shall begin with a warm-up period of
five to ten minutes of running and other stretching exercises.
1.Demonstrate
proficiency in the fundamental skills of survival swimming and of these swimming
strokes:
freestyle, elementary backstroke, backstroke, sidestroke, breaststroke,
and butterfly by swimming
continuously for a period of 20 minutes using any combination of the
strokes with periods of rest taken as
needed or with floating/survival skills learned previously.
2.Depelop
these functional water rescue techniques:
a. Perform swimming rescue stroking by
(1) keeping eyes on victim
(2) moving into ready or reversed position just out of reach of the
victim
(3) talking to the victim before making contact
b. execute making contact with the victim and gaining control so as to
level off the victim in a
horizontal
position while moving victim’s face above water as quickly as possible
using
(1) a rear approach and armpit level-off
(2) a rear approach and chin level-off - .
(3) a rear approach with two
hand level-off
(4) front surface approach
(5).underwater approach
c. demonstrate defenses, releases, and escapes to prevent victim from
overcoming the rescuer including
(1) block, block and carry and block and run defenses
(2) double grip on one wrist release, front-head-hold-release,
rear-head-hold release and double
drowning release
(3) double-grip-on-wrist escape, front-head-hold escape and
rear-head-hold escape
d. demonstrate a variety of carries in different simulated circumstances
including (I) cross-chest carry, (2) hair carry, (3) wrist low, (4) shirt
or collar
tow, and (5) tired swimmer assistance, perform appropriate procedures for
removing a victim from the
water including (I) shallow water assist, (2) drag, and (3) saddleback
carry.
proficiency in various aquatic games, such as water basketball,
retrieving of objects from the bottom of
the pool, shark, water polo and water volleyball.
Demonstrate proficiency in the use of mask, snorkel, and fins while
swimming above and
below the water surface.
5.Describe
and apply aquatics terms, skiff techniques, and safety principles of aquatic
activities
covered in the instructional program.
B.
Personal Fitness /Healthy Lifestyle
sit up tests.
2.Determine
personal cardiorespiratory fitness level and design an exercise program in terms
of frequency,
intensity, and duration that will safely maintain a given fitness level
or progressively lead toward a desired
goal.
3.Select
exercises and activities, with and without special equipment such as weights,
that meet personal
muscular strength and endurance needs.
4.Describe
why some exercises should be avoided; eg, double leg lifts, straight leg
sit-ups, back arches,
and deep-knee bends.
5.Know
and understand how to select and care for fitness and sports equipment to assure
long-term use,
pleasure, and satisfaction from such equipment.
6.Demonstrate
respect for others and acceptance of one’s own and other’s limitations while
participating in
physical education activities.
7.Demonstrate
responsible safety behavior and judgement during participation in aquatics,
sports, and
recreation activities.
1.Demonstrate
competencies in team sports developed at the elementary and middle school level
and
demonstrate proficiency in the fundamental offensive, defensive, and
strategy skills.
2.Demonstrate
refined competencies in individual/dual sports developed at the elementary and
middle
school level and demonstrate proficiency in
the fundamental offensive, defensive and strategy skills.
3.Describe
and apply sports terms, scoring, rules of play, skill techniques, safety
principles, and basic
defensive and offensive strategies for the sports identified below for
the instructional program.
4.Badminton
Perform
the correct:
a.backhand
grip and stroke
b.forehand
grip and stroke
c.technique
of serving
d.technique
of a drive smash and a drop shot.
e.court
coverage techniques by determining opponents’ shot angles.
f.court
coverage techniques by rotation during doubles play.
g.understanding
of service rotations for doubles
play.
5.Table tennis
Demonstrate:
a.correct
forehand and backhand service techniques
b.correct
forehand and backhand volley techniques
c.backspin
and overspin shots.
d.correct
smash shot techniques without touching table
with body parts.
e.table
coverage techniques by determining opponents’ shot angles.
f.table
coverage techniques by rotations during doubles play.
g.understanding
of service rotations and altemations for double play.
6.Track and Field
Demonstrate:
a.correct
sprint technique while running designated distances.
b.correct
hurdling technique while running through a low hurdle,
c.correct
technique for executing the running long jump,
d.correct
technique for executing the running high jump,
e.correct
pacing and stride while running long distances up to 1600-meter runs,
f.correct
sprint technique and baton pass technique while running the 4 x 100-meter relay.
7.
Basketball
Perform:
a.the
correct technique of catching a pass while standing or running
b.the
correct shooting techniques in lay-ups with the right and left hand.
c.the
correct dribbling techniques with either left or right hand while standing or
running.
d.the
correct technique of the two-hand overhead, chest and bounce passes.
e.various
types of passes with a partner while standing or running.
f.a
pivot at the completion of a dribble or a pass reception.
g.the
catch of a ball rebounding from a ring or backboard while jumping with arms
extended overhead.
h.correct
defensive stances and positioning for man-to-man and simple zone defenses.
i.the
correct technique of picking and screening offensively.
j.the
principle movements used during a fast-break situation.
8.Soccer
a.safely
block or catch a thrown. or kicked ball with various parts of the body - chest,
shoulder, leg.
b.dribble
a soccer ball around obstacles.
c.kick
a ball into a goal area after a dribble or after receiving a pass, with a goalie
and without a goalie.
d.kick
a moving or stationary soccer ball.
e.punt
a soccer ball.
f.demonstrate
a coner kick.
g.demonstrate
a sideline throw in.
h.demonstrate
one method of converting a ground ball into an aerial ball, such as lift-up,
roll-up, kick-up.
i.
trap and pass a soccer ball to a partner using the inside of either foot while
standing or running.
j.trap
a rolling ball with the sole of the foot.
k.trap
a rolling or bouncing ball with the leg.
9.Softball
a.run
and touch bases in proper order on inside corner with either foot, trying not to
make wide turns.
b.demonstrate
the correct technique of overrunning first base.
c.catch
a ball thrown above or below the waist.
d.run
and catch a hit or thrown fly ball.
e.field
a hit or thrown rolling ball.
f.pitch
a softball with an underhand motion and a one-stop delivery to a batter within
the correct arc range.
g.throw
a softball accurately using an overarm motion.
h.understand
the location and responsibilities of each position on a softball team.
i.understand
situations that result in an out; i.e., caught fly ball, force out, ball
arriving to first base before
play, and being tagged out.
j.understand
obligatory and non-obligatory base running.
10.Volleyball
a.hit
a ball back and forth with a partner using the forearm bounce pass and overhead
volleyball techniques.
b.
receive a serve using the forearm bounce pass.
c.
demonstrate an underhand serve using the heel of the open hand.
d.
serve a volleyball underhand over a seven-foot net from a minimum distance of 30
feet.
e.understand
player /team rotations during game play.
f.demonstrate
correct technique in using the two-hand overhead volley in preparation for
teammate’s spike.
g.demonstrate
the technique of spiking by hitting a volleyball out of the hand to the floor or
wall.
Above
expectations:
Demonstrate:
h
a block. .
i.
an overhand serve using the open hand method.
j.
the two-step approach and take-off used in spiking.
k
the technique of spiking by hitting a tossed volleyball at the completion oi a
stationary two feet take-off.
Optional:
11 Indoor Hockey
Demonstrate
a.proper grip with both hands.
b.the ability to control stick with both hands.
c.the ability to push and pass ball or puck.
d.the
ability to stop or catch ball or puck with the stick. .
e.correct
striking technique while making shots on goal with or without goalie.
f.
maintain proper defensive stance while playing man to man defense.
12.Field
Hockey
a.Control
stick with both hands.
b.Drive
/dribble with the flat side of the stick only.
c.Demonstrate
the ability to push and pass a stationary ball and a ball in movement.
d.Stop
or catch ball with the stick.
e.Hit
the ball with the stick.
f.Utilize
correct striking technique while making shots on goal with or
without goalie.
g.Demonstrate
the ability for a “short corner” including the push, stop, and hit.
h.Maintain
proper defensive stance while playing man to man defense.
i.Demonstrate
safe goalie techniques.
13.Ultimate
Frisbee
Demonstrate
a.the
backhand toss.
b.the
forehand toss.
c.the
correct pivoting technique for passing the frisbee.
d.the
proper defensive guarding position.
e.catching
a frisbee.
f.Know
the rules of the game.
g.Apply
rules of the game and the sportsmanship required in the unique situation where
there is no referee.
14.Team
Handball
Demonstrate
a.correct
dribbling techniques with either left or right hand.
b.correct
passing technique using chest pass, two-hand overhead, bounce pass, or one-hand
overhead.
c.correct
3-step technique after receiving a pass or prior to shot on goal or prior to
passing.
d.a
set shot, jump shot, circle shot or wing shot using proper body positioning and
shooting technique,
either standing or moving.
e.correct
goal keeping technique using body as a blocking unit.
f.correct
defensive positioning using body, but without excessive physical contact.
g.correct
techniques for sideline and corner throw-ins.
h.utilize
team defensive strategies by positioning players along perimeter of goal line.
IV.
Text books and Materials
Sporting equipment for each sport and activity.
1.Dress
in tennis shoes, socks, shorts sweatpants,
t-shirt, or sweatshirt.
2.Participate
in the activity of each class.
3.Demonstrate
good sportsmanship.
4.Follow
instructions of teacher.