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DOCUMENT RESUME
ED 088 255 EC 061 313
TITLEGuarnieri,Barbara; Sandeen, Cecile
TITLE Developmental Physical Education Accountability;Volume I.t
INSTITUTION Ocean View Elementary School District, HuntingtonBeach, Calif.
PUB DATE 73NOTE 28p.; For related information see EC 06131g
EDRS PRICE MF-$0.75 HC-$1.85DESCRIPTORS *Behavioral Objectives; Body Image; *Check Lists;
*Exceptional Child Education; Mentally Handicapped;Perceptual Motor Coordination; Performance Criteria;*Physical Education; Physical Fitness; *TrainableMentally.Handicapped N
ABSTRACTPresented in the first of a two volume series is a
developmental physical education checklist which provides teachers oftrainable mentally retarded students with a permanent and accountablerecord of pupil progress and needs. The checklist is intended to beused with the accompanying volume of curricular activities in anongraded enviroment for .children grouped by need and developmentallevel. Provided on forms for each of the seven curriculum areas are adefinition, a description of task objectives for attaining specifiedgoals, spaces for students' names, and block space spaces forperformance dates of listed activities. Curriculum areas covered aregiven to be the physical self, locomotion, gross and fine motorcoordination, balance, fitness, rhythmic performance, and relaxation.As an example 'of the presentation the fitness areas containsapproximately 24 acitivities such as the long jump, softball throw,50 yard dash, and forward roll to develop strength,' agility,endurance, and flexibility. (MO
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DEVELOPMENTAL PHYSICAL EDUCATION
ACCOUNTABILITY
Volume I
by
Barbara GuarnieriCecile Sandeen
BOARD OF TRUSTEES
R. James Shaffer Di. Ralph H. BauerRobert A. Knox, George C.Logan
Robert J. Zinngrabe
OCEAN VIEW SCHOOL DISTRICT'Huntington Beach, California
Teachers are now being held accountable, for educational outcomes.This frightens many teachers because they may not know why, whenor how to establish specific goals -for all pupils.
If a developmental progression is followed, the WHEN becomesevident. The HOW is defined by the teacher and child. This'developmental checklist provides the teacher with a permanentand accountable record of pupil progress and need. The majorgoal for each area is defined and the subtasks are listed in the_checklist.- This supplies the WHY. Definitions are Offered asjustification for each area which should lead ,to more purposefulplanning and programming.
In Volume II, activities are listed for each curricular area andshould supply adequate learning situations for the task selected.It should be remembered that each area is important and thereshould be a balance of type'of activity offered. Each area willprogress at a different rate, but is dependent on others. Forexample, .rhythm is very. important to coordination skills, andchildren need exposure to both areas to develop successfully..It is suggested that each area be used monthly, perhaps usinga strong 'task to help build the weaker.
It is hoped that the time and effort saved in d fining andsequencing goals will be of benefit to teachers The teachershould not hesitate to add to and revise lists as necessary.
An added benefit of using a developmental approach is thatlessons may be offered in 'a non-graded environment. Childrenare grouped as-to need and. developmental level. Age, size andgrade become unimportant and physical development becomes arelevant goal to both student and teacher. With this checklist,children can be given the advantage of observing their physicalskills growth. This will be a high level motivator.
When a teacher is, able to define his goals (which are listedin each area), have complete records of skills growth (whicilolisthe checklist), and have adequate means for transmitting skills(which is the activities section), he will be 'able to prove hisaccountability.
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DEFINITIONS
I. PHYSICAL SELF. ,By physical self, we mean one's ability to define hisown being; to define his own body's boundaries in relation to -space.*
A. BODy,AWARENESS: The ability to identify body parts on himselfand others.
1. BODY PARTS: IdentiU.cation.
GOAL: Develop an accurate 'self image.
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It; LOCOMOTION, Moving from one place t,o another.
A. Fundamental Movements-.A child explores the movement of his body parts independently andsimultaneously, and uses this movement in environmental exp&rimen.-'.tation. This experimentation forms4a basic concept of child develop-ment-.-general movement patterns lay the foundation for performanceand learning.
1. GOAL: To perform basic motor. reflex.patterns accurately.
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unnecessary movements.Coordination is the elimination of
GOAL:, To develop the ability to integrate several4ifferent,kinds 'oil movements into a singleeffective pattern.
A. LARGE MUSCLE WITH APPARATUS. Ability to use large Muscles foractiities.in .which apparatus is a 'primary factor.
GOAL: Toimprove%motor efficiency when performing withapparatus.
1. Lone Rope, Short Rope, etc. (See chart below).
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C. FINE MOTOR. To.give the child the opportunity to learn that hishands work together as a pair, in support of each other, and invarious degrees of rrnity; to give the child oppOrtunities to usehis eyes and hiindsas a team for the inspection of perceptionrequired in school work (Getman & Kane).
1. RANT) AND FINGER DEXTERITY. The ability to manipulateobjects and control hands and fingers with reasonableefficiency.
GOAL: To use hands alvi fingers with more Fre-cision for manipulative tasks.
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t GOAL: To give the child the opportunity to use his eyesand hands as a team for inspection of perception(Getman & Kane).
- Satisfactory Performance (date)
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A. I'ATIC BALANCE. Maintaining equilibrium while perform-ing a non-locomotive movement.
GOAL: To increase the ability to maintainequilibrium while non-locomotive.
0- Satisfactory Performance (date)
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COAL' To increase the ability to maintain equilibriumwhile engaged in locomotor activity.
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. AGILITY. The ability to integrate body parts quicklyand accurately.
GOAL: To develop the ability to maneuver inSpace.
- Satisfactory Performance (date)
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/GOAL: To incorpor-'ate body control and
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,Y HAND RHYTHMS. To be ahle to prod6ce a rhythmic patternwith his hand or the use of his han.d.
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B: BODY RHYTHM. The ability to move the body to varringrhythms.
GOAL: To increase. child's ability to move' his bodyto varying rhythms.
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C. OBJECT RHYTHMS. The ability to produce varying rhythmswith-objects.
GOAL: To increase the child's ability to producevarying rhythms with objects.
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D. LAC:. i rh-tLmic,111-.. tbc body in response music
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COAL: F d(welop creativity and culminate therhytb.-.:ic, Locomotion aod body awareness -\in a social setting.
1. FOLK DANCI7 Traditional dances from other landsused in a pl,,nn,J,d pattern and sequence.
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3. SOCIAL DANCE. Use of the dance situation to experiencethe social skills. .es
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GOAL: To be able to control.the body in a relaxedstate as well as an unrelaxed state.
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