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NEWARK PUBLIC SCHOOLS

Curriculum Guide:PHYSICAL EDUCATION

2010

Physical Education

NEWARK PUBLIC SCHOOLS SCHOOL ADVISORY BOARD MEMBERS

2013-2014

Ms. Antoinette Baskerville-Richardson, ChairpersonMr. Marques-Aquil Lewis, Vice Chairperson

Mr. Rashon K. HasanMr. Alturrick Kenney

Ms. Eliana Pintor MarinMs. DeNiqua Matias

Dr. Rashied McCrearyMs. Ariagna Perello

Mr. Khalil Sabu Rashidi

Mr. Jordan Thomas, Student Representative

Office of Academic Services©2010 2

Physical Education

NEWARK PUBLIC SCHOOLS ADMINISTRATION

2013-2014

Cami Anderson, State District Superintendent

Chief of Staff & General Counsel: Charlotte Hitchcock

Assistant Superintendent: Mitchell CenterAssistant Superintendent: Brad Haggerty

Assistant Superintendent: Tiffany HardrickAssistant Superintendent: Roger LeonAssistant Superintendent: Aqua Stovall

Assistant Superintendent: Peter Turnamian

Special Assistant, Office of Curriculum and Instruction: Caleb PerkinsSchool Business Administrator: Valerie Wilson


Physical EducationTABLE OF CONTENTS

Title Page.......................................................................................................................................................................................................................1

Board Members..............................................................................................................................................................................................................2

Administration...............................................................................................................................................................................................................3

Table of Contents...........................................................................................................................................................................................................4

District Mission Statement.............................................................................................................................................................................................5

District Goals and Priorities...........................................................................................................................................................................................6

Curriculum Committee..................................................................................................................................................................................................8

Course Philosophy.........................................................................................................................................................................................................9

Course Description.......................................................................................................................................................................................................10

Recommended Textbooks............................................................................................................................................................................................12

Course Proficiencies....................................................................................................................................................................................................13

Curriculum Units.........................................................................................................................................................................................................17

Course Pacing..............................................................................................................................................................................................................24

Standards, Goals, and Objectives.................................................................................................................................................................................25

Appendix......................................................................................................................................................................................................................48


Physical Education

THE NEWARK PUBLIC SCHOOLS DISTRICTMISSION STATEMENT

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all

aspects of academic endeavors and willing to challenge the status quo in our society. We are committed to

ensuring that our policies and practices will prepare our students for a world that is increasingly diverse and

knowledge driven. We expect our schools and classroom environments to be emotionally safe and

intellectually challenging. We pledge to partner with parents, groups, and organizations that add support to

the mission by changing hearts and minds to value education.


Physical Education GOALS AND PRIORITIES

Great Expectations: 2009-13 Strategic Plan

OUR SHARED GOAL: PREPARING ALL STUDENTS FOR COLLEGE, WORK, AND CITIZENSHIP

Our youth need to be able to compete in an increasingly complex, competitive, and diverse world. Many of the best new jobs require not just a high school diploma but at least two years of college. We need to raise the bar, and we are. Our goals for 2013 are very challenging. Students need to be:

Ready to learn by kindergarten. 80 percent of our students will be ready to learn by kindergarten, up from 64 percent in 2008–09.

Reading and writing at grade level by the end of 3rd grade. 80 percent will be reading and writing by the end of 3rd grade, up from 40 percent in 2008–09.

Ready for the middle grades. 80 percent of 5th graders will be proficient or above in language arts literacy and 85 proficient or above in math, up from 40 percent and 59 percent, respectively, in 2008–09.

Ready for high school. 80 percent will be “on track for graduation,” up from 38 percent of freshmen who are on track to begin the 2009–10 school year.

Ready for college or work. 80 percent will graduate, and 80 percent of graduates will enroll in college, up from 54 percent and 38 percent, respectively, in 2008–09.


Physical EducationGOALS AND PRIORITIES

Great Expectations: 2009-13 Strategic Plan

PRIORITIES

PRIORITY 1. Ensure highly effective teachers and principals deliver strong curriculum, instruction, and assessment Strengthen and align curriculum with rigorous standards, ensuring that it is engaging, challenging, and consistently

implemented. Create a highly effective professional development system for teachers and administrators that is more focused on delivering

quality instruction and aligned to the learning needs of each student. Ensure there is a highly effective teacher in every classroom and a highly effective principal in every school by strengthening

the preparation, recruitment, induction, evaluation, recognition, and compensation of effective teachers and principals.

PRIORITY 2. Build a system of great schools that serve students, their families, and the community Build an aligned, supportive Pre-K–grade 3 pipeline that ensures students are ready for kindergarten, reading by grade 3, and prepared

to move forward. Transform the middle grades experience to ensure students are prepared for high school — academically, socially, and emotionally. Dramatically transform our high schools, building a system of themed, college and

career-oriented schools that ensure all students graduate prepared for college, work, and citizenship. Implement an aggressive strategy for turning around low-performing schools that includes reconstitution, external partnerships, full-

service “community schools,” and other effective strategies.

PRIORITY 3. Ensure that schools are safe, welcoming, and working collaboratively with parents, families, and community partners to support student success Ensure that all students, parents, families, and community members are respected and all schools are safe and “family-friendly.” Actively work to help parents and families become more informed and involved. Expand and strengthen quality partnerships, including the “full-service community school” model to provide services,

PRIORITY 4. Improve our educational practice by creating an accountability system that promotes data-informed, effective, and efficient management and operations Reorganize central and regional offices, and streamline operations to strengthen support to schools and students. Create a culture of accountability that uses data to inform decision-making at every level in support of the district’s strategic priorities. Increase the transparency of how we make decisions and report on outcomes of our work together.


Physical EducationNEWARK PUBLIC SCHOOLS SCHOOL ADVISORY BOARD

Program and Instruction Committee

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Rashidi

Dr. Caleb Perkins, NPS Special Assistant of Curriculum

Valerie Merritt, NPS Director of Board Relations

CURRICULUM COMMITTEE

Anna K. D’Antonio, Department Chairperson, H/PE Weequahic HS

Adrian Bosolasco, H/PE Teacher/East Side HS

Filipe Dos Santos, H/PE Teacher/East Side HS

Patrick Farley, H/PE/WSI Teacher/Science Park HS

Kimarra Hazell, H/PE Teacher/Newark Vocational

Christine Healy, H/PE Teacher/Arts HS

Barbara Huss, H/PE Teacher/MXS HS

Betty Ippolito, H/PE Teacher/Mt. Vernon Elementary School

Candace Roberts, H/PE Resource Teacher

Holly Rogers, PE Teacher/Miller Street Elementary


Physical EducationNewark Public Schools

Course Philosophy

Newark Public Schools (NPS) are dedicated to educating our youth about the mind and body behaviors that foster lifelong wellness.

The NPS Health and Physical Education Department developed this curriculum from the latest update of the New Jersey Core Curriculum Content Standards, professional associations, current research, and, most importantly, with knowledge and understanding about the students for whom we work.

NPS is committed to improving individual growth and development of all students through the implementation and assessment of an inclusive, developmentally-appropriate, sequential physical education program covering health-related fitness, aquatics, skills, sports, and dance. Using physical activity students will gain autonomy, strong decision-making skills, and learn the positive benefits of choosing a healthy lifestyle – nutritious diet, weight management, lifetime activities and sports.

Our students will gain the knowledge and skills to form a personal wellness plan and engage in a lifelong commitment to health and wellness.


Physical Education

Newark Public Schools

Course Description

The Newark Public Schools (NPS) Physical Education Curriculum guide is designed to provide the district’s Physical Education Teachers with a game plan to introduce, develop and reinforce a myriad of movement concepts, sports skills, physical activities and health-related tests to raise physically-educated and physically-fit citizens.

A physically-educated individual is defined as, per the National Association of Sports and Physical Education (NASPE), an individual who:1. Has learned skills necessary to perform a variety of physical activities;2. Knows the implications of and the benefits from involvement in physical activities;3. Does participate regularly in physical activity;4. Is physically fit; and 5. Values physical activity and its contribution to a healthful lifestyle.

Both PE class and recess period contribute to the health and well-being of our children but they are not the same, nor are they interchangeable. Physical Education class is a structured learning environment with a certified teacher, learning objectives, and assessments. While recess is an allotted time period for students to engage in unstructured play. Recess is supervised by an adult, who does not require a state certificate in Physical Education. In a position statement from NASPE, recess is a ‘discretionary time to engage in physical activity that helps them develop healthy bodies and enjoyment of movement. It also allows children the opportunity to practice life skills such as cooperation, taking turns, following rules, sharing, communication, negotiation, problem solving, and conflict resolution. Furthermore, participation in physical activity may improve attention, focus, behavior, and learning in the classroom’ (NASPE Position Statement, 2006).

According to N.J.S.A.18A:35, all students in grades 1 through 12 are required to participate in at least two and one-half hours of health, safety, and physical education in each school week. To meet the needs of our students and provide a comprehensive course, NPS Physical Education is partitioned into the categories listed below and designed to lay a solid foundation from which subsequent classes build upon, as outlined in the scope and sequence charts.

Physical Education Units Character and Social Skills Lead Up Games Aquatics Health-Related Fitness Skill themes Adapted Physical Education Lifetime Activities Fitness Gram (twice per year) Posture every other year (Scoliosis) Movement Concepts Sports (Invasion Games, Net Games, Target Games, and Striking & Field Games)


Physical Education

The following pages of this curriculum guide provide a framework of opportunities for children to move and socialize in developmentally-appropriate ways in an inclusive learning environment. Elementary Physical Education is founded on the research-based Skills Theme teaching model. As students advance in school, the PE curriculum evolves from a focus on skill development to a focus on tactical understanding in dynamic environments. Middle school students begin learning and executing strategic thinking and differentiate among team sports, individual sports, and lifetime activities. Secondary Physical Education students will reinforce their movement skills and concepts learn in elementary and middle, and direct their focus on higher level game play, strategy, sportsmanship and the establishment of a strong link between physical activity and personal wellness. During Secondary PE teaching models such as the Sports Education or Tactical Approach are used to create opportunities for and encourage student autonomy, leadership, independence, and cooperation.

The Appendix of this document contains teaching tips for students with special needs, lesson plans and rubrics, score sheets, Fitness Gram documents, and selected web resources are available. This guide has made use of hyperlinks and should be accessed on a computer to be the wholly useful teaching tool it is intended to be.


Physical EducationRecommended Textbooks/Resources

Highlight this line and type in a brief description of the primary textbook(s) that will be used in the course. List the textbooks below, using the suggested format.

Mary Bronson Merki, Don Merki. (2004). Glencoe Health - Ninth Edition. Woodland, CA. McGraw Hill. ISBN#0-07-826326-3.

Mary H. Bronson, Ph.D., Michael J. Cleary, Ed.D., C.H.E.S., Betty M. Hubbard, Ed.D., C.H.E.S., (2007). Glencoe Teen Health – Course 1., City: McGraw Hill. 0-07-255694-3.

Teacher Reference Texts

Highlight this line and type in a brief description of the primary teacher reference text(s) that will be used in the course. List the texts below, using the suggested format.

Author(s). (Year). Title of textbook. City: Publisher. ISBN#.

Further Resources Recommended

Relevant New Jersey State Statutes and Federal Laws


Physical EducationPhysical Education Course Proficiencies

Grade PK -2 Learning Targets

2.5.P.A.1 Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running, and marching).2.5.P.A.2 Develop and refine fine motor skills (e.g., completes gradually more complex puzzles, uses smaller-sized manipulatives

during play, and uses a variety of writing instruments in a conventional manner).2.5.P.A.3 Use objects and props to develop spatial and coordination skills (e.g., throws and catches balls and Frisbees, twirls a hula-

hoop about the hips, walks a balance beam, laces different sized beads, and buttons and unbuttons).2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and

applied settings (i.e., games, sports, dance, and recreational activities).2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at different levels, directions,

ranges, and pathways. 2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.2.5.2.A.4 Correct movement errors in response to feedback. 2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other movement activities. 2.5.2.B.2 Explain the difference between offense and defense.2.5.2.B.3 Determine how attitude impacts physical performance.2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning, faking, dodging, creating

open areas, and defending space).2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and celebrate accomplishments.2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe environment. 2.6. P.A.1 Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running, and marching).2.6. P.A.2 Develop and refine fine motor skills (e.g., completes gradually more complex puzzles, uses smaller-sized manipulatives

during play, and uses a variety of writing instruments in a conventional manner).2.6.2.A.1 Explain the role of regular physical activity in relation to personal health. 2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate activities that promote fitness.2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.


Physical EducationGrade 3-8 Learning Targets

2.5.4.A.1 Explain and perform essential elements of movement skills in both isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).

2.5.4.A.2 Use body management skills and demonstrate control when moving in relation to others, objects, and boundaries in personal and general space.

2.5.4.A.3 Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles.

2.5.4.A.4 Correct movement errors in response to feedback and explain how the change improves performance.2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning, faking, dodging, creating

open areas, and defending space).2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and celebrate accomplishments.2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team activities. 2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make modifications for improvement.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings.2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement.2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer.2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a safe active environment.2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like

behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance

participation and safety. 2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities. 2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group,

and team activities.2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer.2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a safe active environment.2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like

behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance

participation and safety. 2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.


Physical Education2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group,

and team activities.2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-related and skill-related

fitness.2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training, diet, and technology. 2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness

indicators before, during, and after the program.2.6.6.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness. 2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health. 2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness.2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health.2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors.2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness.2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-

enhancing substances.


Physical EducationGrade 9-12 Learning Targets

2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball).

2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance.

2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance).

2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies.

2.5.12.B.2 Apply a variety of mental strategies to improve performance.2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team

effectiveness.2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend

strategies to improve their performance and behavior. 2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. 2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation in, and viewing of games,

sports, dance, and other movement activities, and predict future impact. 2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity. 2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principals.2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition. 2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and health.2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve

performance.

Secondary PE Course Proficiency


Physical Education

Curriculum Units

Across the grades, students will show a progression of concept and skill from one grade to the next. In the primary grades (PK-5), the focus will be on movement concepts, skill themes, health-related fitness, and character development. Initially the focus will be on the movement concepts of space awareness, effort, and relationships. As they master these concepts children will be introduced to skill themes. Skill themes are generic, and not tied to a specific sport or activity, but rather they build basic skills needed across structured activities. As students move from primary school to middle and upper grades, these basic skills will be reinforced and will be used in a variety sports, games and lifetime activities. Teachers may select from the list of sports, games and lifetime activities units based on an individual school’s facilities and equipment available. Teachers are not limited to the activities listed below.

Primary Grades PK-5

Movement Concepts Skill Themes Health-Related Fitness Social Skills & Character Development

Effort

Relationships

Space Awareness

Locomotor

Manipulative

Non-manipulative

Cardio Respiratory

Muscular Strength

Muscular Endurance

Flexibility

Body Composition

Caring

Citizenship

Fairness

Honesty

Integrity

Respect

Sharing

Trustworthiness


Physical Education

MOVEMENT CONCEPTSSpace Awareness

(where the body moves)Effort

(how the body moves) Relationships

Location: Self-SpaceGeneral Space

Force: Strong/Light

Of Body Parts:

Straight/Round (curve)Narrow/WideTwistedSymmetrical/Nonsymmetrical

Levels: LowMiddleHigh

With People:

Leading/FollowingMirroring/MatchingUnison/ContrastAlone/In a massSoloPartnersGroupsBetween Groups

Extensions: Large/SmallFar/Near

Time/Speed:

Fast/SlowSudden/Sustained

Pathways:StraightZigzagCurved

Directions:Up/DownForward/BackwardRight/LeftClockwise/Counterclockwise

Flow: Bound/Free With Objects or People:

Over/UnderOn/OffNear/FarIn Front/BehindAlong/ThroughMeeting/PartingSurroundingAroundAlongside


Physical Education

MOVEMENT CONCEPTS SCOPE AND SEQUENCE

Concept Pre K -K 1 2 3 4 5

Space Awareness

Self-Space X X

General Space X X X

Levels X X X

Directions X X X X

Pathways X X X

Extensions X X X

Effort

Time/Speed X X X X X

Force X X X X

Flow X X X X

Relationships

Body Part Identification X

Shapes X X X

Relationships with objects X X X X

Relationships with people X X X X


Physical Education

SKILL THEMES

Locomotor Non-Manipulative Manipulative

Walking

Running

Hopping

Skipping

Galloping

Chasing

Fleeing

Dodging

Turning

Twisting

Rolling

Balancing

Transferring Weight

Jumping and Landing

Stretching

Curling

Throwing

Catching

Collecting

Kicking

Punting

Dribbling

Volleying

Striking

Skill themes are generic skills needed in all structured sports and activities. The goal in the primary grades is to introduce all of these basic skills and allow students to develop a strong foundation so that these skills are transferable into all sports and activities students will be introduced to in the middle and upper grades.


Physical Education

SKILL THEME SCOPE AND SEQUENCE

Theme Pre-K/K 1 2 3 4 5

Walking X X

Running X X

Hopping X X X

Skipping X X X

Galloping X X X

Leaping X X X

Sliding X X X

Chasing, Fleeing, Dodging X X X X X

Jumping and Landing X X X X X X

Balancing X X X X X

Transferring Weight X X X X X

Rolling X X X X X X


Physical Education

SKILL THEME SCOPE AND SEQUENCE

Theme Pre-K/K 1 2 3 4 5

Punting X X X

Throwing X X X X X

Catching X X X X X

Volleying X X X X

Hand Dribbling X X X X

Foot Dribbling X X X X

Striking with Rackets X X X X

Striking with Bats X X X X

Striking with Golf Clubs X X X

Striking with Hockey Sticks X X X


Physical Education

Grades 6 - 12

Health-Related Fitness Invasion Games Net Games Striking & Field

Games Target Games Lifetime Activities

Body Composition

Cardio Respiratory

Flexibility

Muscular Endurance

Muscular Strength

Basketball

Capture the Flag

Field Hockey

Floor Hockey

Football

Lacrosse

Rugby

Soccer

Speedball

Team Handball

Ultimate Frisbee

Badminton

Paddle Ball

Pickle Ball

Ping Pong

Racquet Ball

Squash

Tennis

Baseball

Cricket

Golf

Hand Ball

Softball

T-Ball

Track & Field

Wall Ball

Archery

Bocce Ball

Bowling

Croquet

Darts

Ga-Ga Ball

Golf

Horse Shoes

Billiard

Aquatics

Dance

Hiking

Jump Roping

Orienteering

Pilates

Strength Training

Tai-Chi

Walking

Yoga


Physical Education

Suggested Course Pacing

This suggested pacing guide provides a suggested time schedule for an effective presentation of the course content. (Must include regular-50 minutes and block 80 minutes for 185 day school year)

New Jersey State Law:

Health, Safety, and Physical Education (N.J.S.A.18A:35) requires that all students in grades 1 through 12 participate in at least two and one-half hours of health, safety, and physical education in each school week.Every pupil, except kindergarten pupils, attending the public schools, insofar as he or she is physically fit and capable of doing so, as determined by the medical inspector, shall take such courses, which shall be a part of the curriculum prescribed for the several grades, and the conduct and attainment of the pupils shall be marked as in other courses or subjects, and the standing of the pupil in connection therewith shall form a part of the requirements for promotion or graduation. The time devoted to such courses shall aggregate at least two and one-half hours in each school week, or proportionately less when holidays fall within the week.


Strand A: Movement Skills and Concepts

STANDARD 2.5 – GRADE PK - KALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO

DEVELOP AND MAINTAIN A HEALTHY AND ACTIVE LIFESTYLE.

Essential Questions Instructional Objectives / Skills and Benchmarks (CPIs)

Types of Research Based Activities and Assessments

that could illustrate Objectives

Suggested Resources

What are some unusual ways you can move your body?

(CPI) 2.5.P.A.1 Develop and refine gross motor skills (e.g. hopping, galloping, jumping, running, and marching).(CPI) 2.5.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways.(CPI) 2.5.A.3 Use objects and props to develop spatial and coordination skills (e.g.., throws and catches balls and Frisbees, twirls a hula-hoop about the hips, walks a balance beam, laces different sized beads, and buttons and unbuttons).

Word Wall & Vocabulary

Reference Children Moving for Activities for each movement skill and concept

Reference the website PE Central for lesson plans for movement skills and concepts.

Make your own rubric

Peer Review

Teacher Observation/Feedback

Children Moving: A Reflective Approach to Teaching, 8th ed. (2009)

Physical Education for Children: Daily Lesson Plans to Elementary School 2nd ed. (2000)

Teaching Children Physical Education, 3rd ed. (2008)

Assessment Strategies for Elementary Physical Education (2000)

Physical Education



STANDARD 2.5 – GRADE 1 - 2ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY AND ACTIVE LIFESTYLE.

Essential Questions Instructional Objectives / Skills and Benchmarks (CPIs)Types of Research Based Activities and Assessments that could illustrate ObjectivesSuggested Resources

What are some unusual ways you can move your body in personal space? To music?What are unique ways you can move your body with an object?

(CPI) 2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).(CPI) 2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal space and general space at different levels, directions, ranges, and pathways.(CPI) 2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.(CPI) 2.5.2.A.4 Correct movement errors in response to feedback.





Peer Review






Physical Education



STANDARD 2.5 – GRADE 3 - 4ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY AND ACTIVE LIFESTYLE.


Explain the three pathways and three levels you can use to move in general space.(CPI) 2.5.4.A.1 Explain and perform essential elements of movement with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).(CPI) 2.5.4.A.2 Use body management skills and demonstrate control when moving in relation to others, objects, and boundaries in personal and general space.(CPI) 2.5.4.A.3 Explain and demonstrate movement sequences, individually and with others, objects, and boundaries in personal and general space.(CPI) 2.5.4.A.4 Correct movement errors in response to feedback and explain how the change improves performance.


Drills

Lead-Up Games




Peer Review






The Physical Educator’s Big Book of Sport Lead-Up Games (2004)

Complete Guide to Sport Education, Human Kinetics (2004)

Physical Education


Physical Education



STANDARD 2.5 – GRADES 5 - 6ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.

Essential QuestionsInstructional Objectives / Skills and Benchmarks (CPIs)Types of Research Based Activities and Assessments that could illustrate ObjectivesSuggested Resources

Using your movement vocabulary explain the difference between skill drills and game play?(CPI) 2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).(CPI) 2.5.6.A..2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments.(CPI) 2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.


Sport Cues

Drills

Lead-Up Games




Peer Review




Physical Education for Children: Daily Lesson Plans for Middle School (2000)



Teaching Responsibility Through Physical Activity, 2nd ed. (2003)

Physical Education



STANDARD 2.5 – GRADES 7 - 8ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.


Using your movement vocabulary explain the difference between skill drills and game play?(CPI) 2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., games, sports, dance, and recreational activities).(CPI) 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance.(CPI) 2.5.8.A.3 Create, explains, and demonstrates, as a small group, a planned movement sequence that includes changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).(CPI) 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.


Sport Cues

Drills

Lead-Up Games




Sport Tournaments

Peer Review







Physical Education



STANDARD 2.5 – GRADE 9-12ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.


Using your movement vocabulary explain the difference between skill drills and game play?(CPI) 2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sports, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball).(CPI) 2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance.(CPI) 2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance).(CPI) 2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.


Sport Cues

Drills



Peer Review




Physical Education

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Strand B: Strategy

STANDARD 2.5 – GRADE 1- 2ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.


What are some of the things you do to win a game?(CPI) 2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other movement activities.(CPI) 2.5.2.B.2 Explain the difference between offense and defense.(CPI) 2.5.2.B.3 Demonstrate strategies that enable team members to achieve goals.(CPI) 2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.




Peer Review


Cooperative Games





Physical Education


Strand B: Strategy

STANDARD 2.5 – GRADE 3 - 4ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.


Explain the differences between offensive game play and defensive game play?(CPI) 2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning, faking, dodging, creating open areas, and defending space).(CPI) 2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and celebrate accomplishments.

Team Games

Cooperative Games

Lead-Up Games




Peer Review






Physical Education


Strand B: Strategy

STANDARD 2.5 – GRADES 5- 6ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.


Explain the differences between offensive game play and defensive game play? (CPI) 2.5.6.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings.

(CPI) 2.5.6.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.

Team Games

Cooperative Games

Lead-Up Games




Peer Review








Physical Education


Strand B: Strategy

STANDARD 2.5 – GRADES 7- 8ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.


Explain the differences between offensive and defensive strategies used in team sports versus individual sports versus lifetime activities.(CPI) 2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings.

(CPI) 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.

(CPI) 2.5.8.B.3: Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement.

Team Games

Cooperative Games

Lead-Up Games




Peer Review







Strand B: Strategy

STANDARD 2.5 – GRADES 9-12ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.


Explain the differences between offensive and defensive strategies used in team sports versus individual sports versus lifetime activities.(CPI) 2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies.(CPI) 2.5.12.B.2 Apply a variety of mental strategies to improve performance.(CPI) 2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness.

Team Games

Cooperative Games




Peer Review


Tactical Approach Model

Sports Education Approach Model



Physical Education


Strand C: Sportsmanship, Rules, and Safety



Why do games have rules? (CPI) 2.5.2.C.1: Explain what it means to demonstrate good sportsmanship.

(CPI) 2.5.2.C.2: Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe environment.


Relays, Stations, Drills

Skill Test

Team Games

Cooperative Games


Peer Review






Physical Education





Why do games have rules?

How do game rules affect a game strategy?

(CPI) 2.5.2.C.1: Explain what it means to demonstrate good sportsmanship.




Skill Test

Team Games

Cooperative Games


Peer Review








Physical Education



Instructional Objectives / Skills and Benchmarks (CPIs)Types of Research Based Activities and Assessments that could illustrate ObjectivesSuggested Resources

Why do games have rules? (CPI) 2.5.2.C.1: Explain what it means to demonstrate good sportsmanship.




Skill Test

Team Games

Cooperative Games


Peer Review






Physical Education







(CPI) 2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior.(CPI) 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.(CPI) 2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.



Skill Test

Team Games

Cooperative Games


Peer Review








Physical Education







(CPI) 2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.(CPI) 2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities.(CPI) 2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.



Skill Test

Team Games

Cooperative Games

Lead Up Games


Peer Review


Students write their own rules





Physical Education







(CPI) 2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior.(CPI) 2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.(CPI) 2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact.



Skill Test

Team Games

Cooperative Games


Peer Review


Sports Tournaments

Student Referee

Sports Education Model



Physical Education


Strand A: Fitness and Physical Activity

STANDARD 2.6 – GRADE PRE K - KALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY AND ACTIVE LIFESTYLE.


How much physical activity should I do a day?(CPI) 2.6.P.A.1 Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running, and marching).(CPI) 2.6.P.A.2 Develop and refine fine motor skills (e.g., completes gradually more complex puzzles, uses smaller-sized manipulatives during play, and uses a variety of writing instruments in a conventional manner).

FitnessGram:


Relays Races, Stations,

Cooperative Games



Refer to PE Central Website for Lesson Ideas






Physical Education



STANDARD 2.6 – GRADE 1-2ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY AND ACTIVE LIFESTYLE.


How much physical activity should I do a day?(CPI) 2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.(CPI) 2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate activities that promote fitness.(CPI) 2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.

FitnessGram:



Cooperative Games












What are some benefits of regular physical activity?(CPI) 2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.(CPI) 2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-related and .(CPI) 2.6.4.A.3 Develop a goal and track progress using health/fitness indicators.(CPI) 2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training, diet, and technology.

FitnessGram:



Cooperative Games









Physical Education





What are some benefits of regular physical activity?(CPI) 2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.(CPI) 2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.(CPI) 2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness indicators before, during, and after the program.(CPI) 2.6.6.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness.(CPI) 2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.(CPI) 2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type FITT to improve personal fitness.(CPI) 2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health.

FitnessGram:



Cooperative Games














Physical Education



STANDARD 2.6 – GRADES 9-12ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.


What are some benefits of regular physical activity?(CPI) 2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.(CPI) 2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principals.(CPI) 2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition (CPI) 2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and health.(CPI) 2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and illegal

FitnessGram:



Cooperative Games







Physical Education

Appendix

Aquatics

Adapted Physical Education

Special Education

Elementary Cardio Tracking Sheet


Physical EducationEnd Of Course

FitnessGram ScoreSheet (2 pages)

FitnessGram Fitness Standards

Secondary Weight Training Card

Secondary PE Course Proficiency

Lesson Plans

Rating Scale for Skill-Themed Activities

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PE Study Guide

Suggested PE Class Rules

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Physical EducationAQUATICS

This document is a resource for those teachers currently certified by the American Red Cross as water safety instructors to teach: The Red Cross Learn-to-Swim, Levels 1-6 program. The purpose of a swimming program is to teach people how to swim and to help them be safe when they are in, on or around water. The program covers skills and knowledge in a logical progression for aquatic skill development. As participants develop these skills, they will become safer and better swimmers and to hopefully motivate others to learn to swim or become improved swimmers.

Aquatics training will elevate each student’s level of fitness and coordination in addition to, having fun and enhancing self-confidence. Aquatic participation provides an opportunity for students to pursue a lifelong, healthy, fitness activity. Aquatic training at the high school level may teach the student the necessary skills to become employed in the aquatic field as a lifeguard and/or a Water Safety Instructor (WSI).

Outlines for Learn-to-Swim Levels1

Level 1-Introduction to Water SkillsEquipment

U.S Coast Guard-approved life jackets (correct size for the students)Skill Completion RequirementWater Entry and ExitEnter and exit water safely using ladder, steps or sides

Demonstrate, independently

Breath Control and Underwater SwimmingSubmerge mouth, nose and eyes. (Bobbing)

Exhale underwater (blow bubbles) through mouth or nose.

Open eyes underwater, pick up a submerged object help at arm length

Demonstrate, independently

Demonstrate, at least 5 seconds

Demonstrate, with supportBuoyancy on FrontShow comfort maintaining a front float position; face may be in or out of water

Recover from front float to a standing position

Demonstrate, with support, for at least 5 seconds

Demonstrate, with supportBuoyancy on BackShow comfort maintaining a back float position; face may be in or out of water

Recover from back float to a standing position

Demonstrate, with support, for at least 5 seconds

Demonstrate, with supportChanging Direction and positionChange direction of travel while walking or paddling

Roll over from front to back

Rollover from back to front

Demonstrate

Demonstrate, with support

Demonstrate, with supportOffice of Academic Services©2010 47

Physical EducationTreadingExplore arm and hand movements Demonstrate, with support, in chest-deep waterSwim on FrontAlternating arm action

Simultaneous arm action

Alternating leg action

Simultaneous leg action

Combined stroke on front, using any type of arm and leg action

Explore, at least 5 feet, with support




Explore, at least 5 feet, with supportSwim on backAlternating arm action

Simultaneous arm action

Alternating leg action

Simultaneous leg action

Combined stroke on front, using any type of arm and leg action





Explore, at least 5 feet, with supportGeneral and Personal Water SafetyWater safety rules: Follow all pool rules. Always swim with a buddy in a supervised area.How to use a life jacket

Wearing a life jacket in water

Discuss

Discuss

Demonstrate on land and in shallow water and then in deep water.

Helping OthersHow to recognize a swimmer in distress

How to get help

Discuss

Discuss, Demonstrate (call 911; First Responder)

Exit Skills Assessment1. Enter unassisted, move 5 yards, bob 5 times to chin level and safely exit the water. (Participants can walk, travel along the gutter or “swim”.)2. Float on front with support for 3 seconds, roll to back (with assistance) and float on back with support for 3 seconds.

Level 2-Fundamental Aquatic Skills


Physical EducationEquipment

U.S Coast Guard-approved life jackets (Use correct sizes for all students) Kick boards and/or other flotation devices for drillsSkills Completion RequirementWater Entry and ExitEnter water by stepping or jumping from side

Exit water safely using ladder or side

Demonstrate, independently, in chest-deep water

Demonstrate, independently, from chest-deep waterBreath Control and Underwater SwimmingSubmerge entire headBlow bubbles, submerging head in a rhythmic pattern (bobs)Open eyes underwater, pick up a submerged object

Demonstrate, at least 5 secondsDemonstrate, at least 5 secondsDemonstrate, at least 3 times, in shallow water

Buoyancy on FrontShow comfort maintaining a front float position with face in waterRecover from a front float to a standing positionFront glide

Float in a face-down position (jellyfish float)

Demonstrate, at least 5 seconds, unsupportedDemonstrate, unsupported

Demonstrate, at least 2 body lengths, unsupported

Explore, at least 5 secondsBuoyancy on BackShow comfort maintaining a back float positionRecover from a back float to a standing positionBack glide

Demonstrate, at least 5 seconds, unsupportedDemonstrate, unsupportedDemonstrate, at least 2 body lengths, unsupported

Change Direction and PositionChange direction of travel paddling on front or back

Roll over from front to back

Roll over from back to front

Demonstrate, unsupported

Demonstrate, unsupported

Demonstrate, unsupportedTreadingUsing arm and leg motions Explore, at least 15 feet, unsupported

Swim on FrontCombined arm and leg actions on front, using any combination of alternating and simultaneous arm and leg actions

Explore, at least 10 feet, unsupported

Swim on sideAlternating leg actionSimultaneous leg action

Demonstrate, at least 5 feet, with support, on either left or right sideDemonstrate, at least 5 feet, with support


Physical EducationGeneral and Personal Water SafetyWater Safety rules: Be cool, follow the rules Always swim with a buddy in a supervised area Look before you leapHow to use a life jacketMove in the water while wearing a life jacket

Discuss

DiscussDemonstrate

Helping othersHow to recognize a swimmer in distressHow to get help

DiscussDiscuss, Demonstrate (call 911; First Responder)

Exit Skills Assessment1. Step from side into chest-deep water; move into a front float for 5 seconds, roll over to a back float, return to standing position, then move back to a back float for 5 seconds and return to a standing position.2. Push off and swim using a combination of arm and leg actions for 15 feet on the front; push off and swim using a combination of arm and leg actions for 15 feet on the back.

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Physical Education

Level 3-Stroke DevelopmentEquipment

U.S Coast Guard-approved life jackets (correct size for the students) Kickboards or other flotation devices for drills Equipment for reaching assists (reaching pole, rescue tube, kickboard)Skill Completion requirementWater Entry and ExitJump into deep from the sideHead-first entry from the side in a sitting or kneeling position

Demonstrate, without flotation, into deep waterDemonstrate, in water at least 9 feet deep

Breath Control and Underwater swimmingSubmerge and retrieve an objectBobs with the head fully submergedRotary breathing with the body in a horizontal position

Demonstrate, at least 3 seconds, in chest-deep water, independentlyDemonstrate, at least 5 times, in chest deep waterDemonstrate, at least 5 times

Buoyancy on FrontFront glide using two different kicksSurvival float

Demonstrate, at least 2 body lengthsDemonstrate, at least 30 seconds

Buoyancy on backBack glide using two different kicksBack float

Demonstrate, at least 2 body lengthsDemonstrate, at least 30 seconds

Changing Direction and positionChange from vertical to horizontal position on frontChange from vertical to horizontal position on back

Demonstrate, in deep waterDemonstrate, in deep

TreadingTread water Demonstrate, 30 seconds, in deep waterSwim on FrontFront CrawlButterfly-kick and body motion

Demonstrate, at least 15 yardsDemonstrate, at least 30 seconds, in deep water

Swim on BackBack crawl Demonstrate, at least 15 yardsGeneral and Personal Water SafetyGeneral water safety rules: Think so you don’t sink. Reach or throw, don’t go.Rules for safe diving: Learn how to dive properly from a qualified instructor. Obey all posted rules and “no diving” signs.

Discuss

Discuss


Physical Education Never dive in shallow water or into above-ground pools.Wear a life jacket, enter the water using ladder, steps or sideHELP positionHuddle position

Demonstrate, independentlyDemonstrate, at least 1 minuteDemonstrate, at least 1 minute

Helping OthersReaching assistCheck Call-Care

DemonstrateDiscuss, Demonstrate (ABC’s, call 911; First Responder)

Exit Skills Assessment1. Jump into chest-deep water from the side, swim front crawl for 15 yards with face in the water and rhythmic breathing pattern (to front or side), and maintain position by treading or floating for 30 seconds and swim back crawl for 15 yards.

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Physical EducationLevel 4-Stroke Improvement

Equipment U.S Coast Guard-approved life jackets (Use correct size for the students) Kickboards or other flotation devices for drills Equipment for throwing assists (ring buoy, throw bag)Skill Completion RequirementWater Entry and ExitDive from side in a compact or stride position

Demonstrate, in water at least 9 feet deep

Breath Control and Underwater SwimmingSwim underwater (no hyperventilation)

Demonstrate, at least 3 body lengthsDemonstrate, submerging completely

Buoyancy on FrontSurvival float

Demonstrate, at least 1 minute, in deep water

Buoyancy on BackBack float

Demonstrate, at least 1 minute , in deep water

Changing Direction and positionOpen turn using any stroke on front and push off in streamlined positionOpen turn using any stoke on back and push off in streamlined position

Demonstrate, then glide at least 2 body lengths before strokingDemonstrate, then glide at least 2 body lengths before stroking

TreadingTread water using modified scissors, breaststroke or rotary kick and sculling arm motions

Demonstrate at least 1 minute

Swim on FrontFront crawlBreast strokeButterfly

Demonstrate, at least 25 yardsDemonstrate, at least 15 yardsDemonstrate, at least 15 yards

Swim on backBack crawlElementary backstroke

Demonstrate, at least 25 yardsDemonstrate, at least 15 yards

Swim on sideSwim on side with scissors kick

Demonstrate, at least 15 yards, with or without support

General and Personal Water SafetyAdditional rules for safe divingCompact jump into the water from a height while wearing a life jacket

DiscussDemonstrate, in water at least 5 feet deep

Helping othersThrowing assistCare for conscious choking victim

Demonstrate

DemonstrateExit skills Assessment1. Perform a feet-first entry into chest-deep water, swim front crawl for 25 yards, maintain position on back 1 minute in deep water (float or sculling) and swim elementary backstroke for 15 yards.2. Swim breaststroke for 15 yards, tread water for 1 minute and swim back crawl for 25 yards.


Physical EducationLevel 5-Stroke Refinement

Equipment U.S Coast Guard-approved life jackets (Use correct size for the students) Kickboards or other flotation devices for drillsSkill Completion RequirementWater Entry and ExitShallow dive from the sideShallow dive, glide two body length and begin any front stroke

Demonstrate, in water at least 9 feet deepDemonstrate, in water at least 9 feet deep

Breath Control and Underwater SwimmingSwim underwater (no hyperventilation)Tuck and pike surface dives

Demonstrate, at least 15 yardsDemonstrate, submerging completely

Buoyancy on FrontSurvival float Demonstrate, at least 2 minutesBuoyancy on BackBack float Demonstrate, at least 2 minutesChanging Direction and positionFlip turn while swimming on frontFlip turn while swimming on back

DemonstrateDemonstrate

TreadingTread water using two different kicks (scissors, breaststroke or rotary) Demonstrate, at least 2 minutesSwim on FrontFront crawlButterflyBreaststroke

Demonstrate, at least 50 yardsDemonstrate, at least 25 yardsDemonstrate, at least 25yards

Swim on backBack crawlElementary backstroke

Demonstrate, at least 50 yardsDemonstrate, at least 25 yards

Swim on sideSidestroke

Demonstrate, at least 25 yards

General and Personal Water SafetySurvival breathing

Demonstrate, 2 minutes

Helping othersRescue breathing

Demonstrate

Exit Skills Assessment1. Perform a shallow dive into deep water, swim front crawl for 50 yards, maintain position on back for 2 minutes in deep water (float or scull) and swim elementary backstroke for 25 yards.2. Swim breaststroke for 25 yards, tread water for 2 minutes and swim back crawl for 50 yards.

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Physical EducationLevel 6-Fitness Swimmer and Personal Water Safety

Equipment Kickboards and/or other flotation devices for drills Diving brick or other object that sinksSkill Completion RequirementEndurance SkillsFront crawlBack crawlBreaststrokeElementary BackstrokeSidestrokeButterfly

Demonstrate, at least 100 yardsDemonstrate, at least 100 yardsDemonstrate, at least 50 yardsDemonstrate, at least 50 yardsDemonstrate, at least 50 yardsDemonstrate, at least 50 yards

TurnsFront crawl open turnSidestroke open turnBack stroke open turnFront flip turnBreaststroke turnButterfly turnBack stroke flip turn

Demonstrate while swimmingDemonstrate while swimmingDemonstrate while swimmingDemonstrate while swimmingDemonstrate while swimmingDemonstrate while swimmingDemonstrate while swimming

Review Skills and InformationHELP positionHuddle positionFeet-first surface divePike surface diveTuck surface dive

Demonstrate, at least 2 minutes, in deep waterDemonstrate, at least 2 minutes, in deep waterDemonstrate, in water at least 7 feet deepDemonstrate, in water at least 7 feet deepDemonstrate, in water at least 7 feet deep

New Skills and InformationTread waterSurvival swimmingSurface dive and retrieving objects from the bottom

Demonstrate, 5 minutes in deep waterDemonstrate, 10 minutes in deep waterDemonstrate, in water at least 7-10 feet deep

Exit Skills Assessment1. Swim 500 yards continuously using the strokes in the following order: front crawl, 100 yards; back crawl, 100 yards; breaststroke,

50 yards; elementary backstroke, 50 yards; sidestroke, 50 yards; butterfly, 50 yards; and choice of stroke, 100 yards.2. Jump into deep water, perform a survival float for 5 minutes, roll onto back and perform a back float for 5 minutes.3. Perform a feet-first surface jump, retrieve an object from the bottom of the pool at a minimum depth of 7 feet, return to surface and

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Physical EducationWater Games and Activities

1. Magic Water Ball- Any floating ball can be a magic ball. The “magic” ball moves without touching it when you kick, splash or push the water with your hands and feet. Play magic ball alone or work as a group.

2. Aqua Buddies- Children are paired and the instructor or parent leads the play. The following are some ideas to try: turn to your buddy and shake hands, swing your partner, run past each other giving a “high five,” join hands and skip in a circle, clap hands, or hold hands and blow bubbles.

3. Train Chain- Form a train with hands on the person’s waist in front of you. Kids can march with their legs out to the have them flutter kick. The leader of the line propels the group forward with a breaststroke. Take turns being the engine and caboose.

4. Basketball- Many different forms of the game can be played. A floating hoop is fun, or set up a makeshift basket using an inner tube or another toy. (Challenge-Dribble the ball between your hands like a hot potato.)

5. Volleyball- Play with an imaginary net, put up a string or use real water volleyball net. (Challenge-Don’t let the ball touch the water.6. Keep Away- Form a circle with one person in the middle. The people in the circle toss an inflated ball across the circle while the middle

person tries to steal the ball. Rotate being the middle person. (Challenge-Have two or more people in the middle.)7. Tag- An all-time favorite made even more enjoyable with the addition of water. You can focus on skill building by choosing different moves

like running, swimming, or canoe paddling during each turn. “OK, who’s it?”8. Sharks and Minnows- One child volunteers to be a shark in the center of the pool while the rest of the children become minnows and line up

on one side. At the shark’s command of “1-2-3 Minnows,” the minnows attempt to swim across the pool without getting tagged by the shark. As the minnows get tagged they become sharks and join in catching people for the following rounds. Continue until the last person is tagged and declared the winner.

9. Water Baseball- Set up a baseball diamond in the pool designating bases and boundaries. Play as regular baseball or softball. Equipment ideas: indoor baseball and bats, ping-pong balls and paddles, or foam balls and plastic bats.

10. Diving for Dollars- Scatter coins on the bottom of the pool. Students must hold their breath and surface dive to the bottom of the pool and retrieve the money. Designate a specific place for each student to place his or her coins. When all the coins are retrieved, each student must identify the coin, state its value and add up the final amount.

11. Snorkeling- The students can use a mask, fins and a snorkel in the shallow end as well as sin the deep end, if qualified. The students can learn the necessary skills taught in snorkeling, (clearing the snorkel, clearing the mask, submerging) as well as finding objects on the bottom of the pool.

12. Water Polo- The students can learn the skills in the game of water polo.( Use different types of balls for different ages and levels).13. Rafting- The students can learn how to paddle a rubber raft, rubber canoe, or a rubber kayak in the pool. Note: Have all students practice

these skills with a lifejacket on.

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Physical Education

Glossary2

1. Bobbing- The skill of submerging and pushing off from the bottom to return to the surface.2. Buoyancy-The upward force a fluid exerts on bodies in it.3. Compact Jump- The swimmer bends his/her knees and jumps into water 5 feet or deeper feet first and feet flat.4. Freestyle- A competitive event in which any stroke is allowed. The term is frequently used for the front crawl, since that is the stroke most

often used in this event.5. Glide- The stage of a stroke after the power phase when the body keeps moving without any swimmer effort.6. Hyperventilation- A dangerous technique some swimmers use to stay under water longer by taking several deep breaths followed by forceful

exhalations, then inhaling deeply before swimming under water.7. Hypothermia- A life-threatening condition in which the body’s warming mechanisms cannot maintain normal body temperature and the

entire body cools.8. Pike Position- A basic body position with the body bent at the hips and the legs straight.9. Prone- On the front, face down.10. Prone Float- A stationary and face down position in the water.11. Prone Glide- A technique for moving through the water in a prone position.12. Recovery- The stage of the stroke when the arms and /or legs relax and return to the starting position.13. Rotary Kick- A kicking technique used for treading water, sometimes called the eggbeater kick.14. Sculling- A technique for moving through the water or staying horizontal using only the arms and hands.15. Streamlined Position- A body position with hands interlocked, arms straight and stretched overhead, head centered between arms, legs

together, body straight and toes pointed.16. Stride Jump- The swimmer jumps into water 5 feet or deeper from the pool deck with their legs in a scissor position and their arms straight

out to the sides. Upon entering the water, the swimmer brings their legs together as the bring their arms and hands together straight in front of them. The swimmer’s face should not go under the water.

17. Stroke Mechanics- The analysis of the hydrodynamic principles that affect how swimmers move in the water and can improve propulsion.18. Supine- On the back; face up.19. Supine Float- A stationary and face-up position in the water.20. Treading Water- A skill using arm and leg movements to stay stationary and vertical with the head out of the water.21. Tuck Position- A basic body position with the knees drawn up to the chest and heels drawn to the buttocks.22. Tuck Surface Dive- A technique for moving headfirst from the surface with the hips and knees flexed to under water with the hips and knees

extending.

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Physical Education

Adapted aquatic constitutes aquatic instruction and recreation for individuals with disabilities. Instructors must possess empathy for individuals with disabilities. Teamwork through communication, cooperation and coordination with other individuals and agencies is a must for success. Adapted aquatics should provide equal opportunities for the disabled to successfully participate in effective and enjoyable experiences that contribute to the quality of their lives. The activities should allow the students to move their bodies through the water that may be difficult for them to do on land.quatic instruction should follow the suggested Outlines for Learn-To-Swim Levels recommended by the American Red Cross.Most aquatic instructional sequences and progressions are appropriate and applicable for use with individuals with disabilities, regardless of type or severity of disability. Creativity, innovation, and resourcefulness are keys to successful uses of these progressions and sequences. This might include, but is not limited to:

Being sure activities and approaches are age appropriate Practice skills on land and then transfer them to the pool Entering into a sequence at appropriate points for the individual, rather than at predetermined group objectives Introducing more basic steps in progressions (starting at lower levels) Breaking skills down into smaller and more manageable steps Basing approaches on functional aquatic skills, not on medical diagnoses, recognizing how an individual’s disability affects ability

to learn and perform aquatic skills and activities Personalizing and individualizing instruction, addressing each individual’s ability to perform applicable skills, with or without

flotation or assistive devices, and Introducing accommodations to meet needs of each individual student.3

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Physical EducationAdapted games and activitiesThere are many different websites for games and activities for adapted aquatics. Please open the links at the bottom of the next page for additional ideas.

1. LONDON BRIDGE a. Materials: Foam noodlesb. Goal: To practice creative and individual swimming.c. How to Play: Hold one end of a foam noodle and put the other end on the deck. Encourage swimmers to swim under the noodle in any manner

they wish or in a way you call out. Sing “London Bridge” as all are going under the noodle and then swimming around your back to go under again.

d. Tips: Putting two noodles together with a foam attachment is easiest. Keep lookouts for those swimming around your back. Bridge can go up and down closer to the water as needed.

e. Adaptations: Allow physical assistance or flotation device for those who need it. Eliminate singing for those who can’t hear. Allow touching of your back (for orientation) and the noodle for those who can’t see.

2. MUSICAL HOOPS a. Materials: One hoop per person, music that can be stopped and started b. Goals: To develop cooperation, to develop confidence submerging, to develop independence and confidence moving in pool without holding the

edge.c. How to Play: Spread hoops around shallow (or for advanced class, deep) end. Have participants walk or swim around until music stops. Then

have them find a hoop and swim into it from underwater. To make this an even more cooperative game, remove several hoops and have participants share hoops when the music stops.

d. Adaptations: For students with visual impairment, allow them to touch hoops or direct them toward an empty hoop. For students who are hard of hearing or deaf, wave flag or cloth or clap when music is on. For students with mobility difficulties, offer support (Teacher Aide or PFD, Personal Flotation Device) to swim or walk.

3. ESCAPE HATCH a. Materials: One hoop for every two childrenb. Goals: To improve underwater swimming, to increase spatial awareness, to increase independent water movement.c. How to Play: Start with half the group in a circle holding a hoop between each person, at all different levels; some hoops touching bottom, mid-

depth of water, and others half out of the water. In the middle of the circle, have the other half of the group perform some swim skills commensurate with each individual’s ability (such as bobbing) in the middle of the circle. When you say “Escape Hatch!” have all the students in the middle head for a hoop of their choice and swim through it. Next, have the students swim around the outside of the circle until you give them the signal again. Repeat the process from the outside of the circle to get back inside the circle. Periodically, switch two hoop holders at a time with swimmers, for maximum participation. Encourage participants to swim through as many different hoops as they will challenge themselves with.

d. Tip: Hoop holders can move in a circle during the game.e. Adaptations: Individuals who cannot swim can walk, jog or be pulled through the hoop while in a PFD. Students can also be supported with a

PFD and a pair of swimming fins. Have those students who are nonverbal and cannot swim point to the hoop they want to try and then assist them.4

f. Teaching Tip: You can use teaching videos for instructional purposes. Also use videotaping for feedback. However, you must have permission from the administration and student’s parents or guardians. You can also video tape your practice instruction.

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Physical EducationTeacher Tips and Techniques

As a Red Cross instructor, you have certain responsibilities. These responsibilities are:

Be familiar with course materials and know how to use them effectively. Plan, coordinate and manage courses in conjunction with your local Red Cross chapter. Remain alert to cultural and ethnic stereotypes you may have, and be creative and flexible in presenting material in a culturally sensitive

and effective manner. Be prepared to answer participants’ questions, or know where to find the answers. Adapt your teaching approaches to the experience, ability and culture of participants so that they can achieve course objectives. Provide for the health and safety of participants, including making sure that all teaching and practice areas are free of hazards and that

materials and equipment are safe. Organize the class environment, which includes the pool and locker rooms to ensure individual success. Use appropriate, positive corrective feedback to evaluate participants’ progress and correct problems. Supervise, monitor and provide guidance to Teacher Aides assisting with the course. When setting goals, consider learner factors such as: age, level of cognitive and motor skill development, language comprehension

differences and levels of motivation. Choose communicative strategies at a level appropriate for your students. Devote ample preparation in lesson planning to adjust to the needs and circumstances of the participants and to make their class time

rewarding and fun. Ensure the safety of every participant in your program by assigning a lifeguard during instructional and recreational swims. Be familiar with the facility’s emergency action plan. Post, explain and enforce pool rules and regulations. Secure the teaching area after all the participants are accounted for and have left the pool area. Submit completed course records and reports to the Red Cross within the time required by the local Red Cross chapter Issue course completion certificates.5

5American Red Cross Water Safety Instructor’s Manual- American Red Cross, Stay Well, 2004

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Resources Office of Academic Services©2010 60

Physical EducationAdapted Aquatics Programming, A Professional Guide, Monica Lepore, C. William Gayle and Shawn Stevens, Human Kinetics, 1998.

American Red Cross Swimming and Diving, American National Red Cross, Mosby Lifeline, 1992.

American Red Cross Water Safety Instructor’s Manual, American Red Cross, Stay Well, 2004.

Aquatics, Special Olympics Sports Skills Program, Special Olympics International, 1992.

Longfellow’s Whales Tales, American Red Cross, Stay Well, 2004.

WebsitesP.E. Central- contains information for educating students with various disabilities in aquatics.

www.pecentral.org/websites/swimmingsites.html

Special Olympics- reflect aquatics rules, protocol, etiquette and training information. www.specialolympics.org

Swimmers Guide- A key-word summary of aquatic programs and activities offered at pools across the nation. www.swimmersguide.com

http://www.adaptedaquatics.org/books.htm

http://www.ncpad.org/videos/fact_sheet.php?sheet=315&view=all

http://www.aahperd.org/aapar/programs/workshops/adaptedAquatics.cfm

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Adapted Physical Education


http://www.aahperd.org/aapar/programs/workshops/adaptedAquatics.cfm

http://www.ncpad.org/videos/fact_sheet.php?sheet=315&view=all

http://www.adaptedaquatics.org/books.htm

http://www.swimmersguide.com/

http://www.specialolympics.org/

http://www.pecentral.org/websites/swimmingsites.html

Physical Education

Adapted Physical Education Philosophy

I tried to teach my child from books, he gave me only puzzled looks.I tried to teach my child with words, they passed him by, ‘oft unheard’.

Despairingly, I turned aside, “How shall I teach this child”, I cried.Inside my hand he placed the key, “Come”, he said, “play with me”.

- Author unknown

The power of play and its role in a child’s development and learning is an important component of Physical Education. Newark Public School’s motto “All Children Will Learn” supports the implementation of new instructional strategies, technologies, and adaptations necessary to make a positive impact on student learning. It is the belief of the adapted physical education program, that all students with disabilities should experience a quality physical education program that meets their individual needs and provides them with the opportunity to achieve to their maximum potential.

The Individuals with Disabilities Education Act (IDEA) 20 USC 1401 (16), formerly the Education of the Handicapped Act (EHA), includes physical education within the definition of special education while also stressing that physical education services be provided by qualified professionals, thus emphasizing that physical education services are an important component of the education of every student with a disability. It is through the implementation of individualized programs of developmental activities, exercises, games, rhythms, and sports that the unique physical education needs of individuals with disabilities will be met.

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Adapted Physical Education Course Description


Physical EducationAdapted Physical Education is part of a direct service provided to students with a disability. Whereas regular physical education focuses on increasing one’s present level of physical, social/ adaptive, and cognitive performance; adapted physical education focuses more on the attainment of functional movement skills. A well diversified program will allow for increased and structured opportunities for students to engage in age-appropriate physical activities that can serve as the foundation for one’s overall lifetime fitness and wellness. The adapted physical education teacher is responsible for adapting and/ or modifying instructional techniques and activities to meet the needs of his or her students.

A well-rounded adapted physical education program should encompass a curriculum that will…1. Allow for the activity to be modified to meet the needs of its students.2. Provide instruction in remediation of one’s gross motor, perceptual-motor, and overall physical fitness abilities..3. Allow for opportunities to improve one’s cognitive, social, language and communication (verbal and non-verbal), skills.4. Provide a program that encompasses health-related fitness; wellness and body mechanics; sports skills; stunts and tumbling; rhythm and

dance; basic movement skills/ coordination; and aquatics.It is important to remember that students who receive adapted physical education instruction should be expected to…

5. Demonstrate a willingness to participate in manipulative, locomotor, and non-locomotor skills according to one’s reasonable ability level.6. Increase one’s present level of physical fitness.7. Conduct oneself with responsible personal and social behavior.8. Participate in recreational activities geared to lifetime fitness and wellness (i.e. Challenger League, Special Olympics). (Source: Adapted

Physical Education and Recreation- A Multidisciplinary Approach, Claudine Sherrill, Wm. Brown Publishers, Iowa, 1981.)

Remember: Adapt your instruction to the disabled student’s individual needs, but never exclude the student from activity because of his/her disability unless otherwise directed by a medical doctor and/or by the school nurse.

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Suggested Adaptations for Physical Activities

Adapted physical education involves the manipulation of factors that affect the teaching/ learning process. Adaptations should be made to suit the child’s abilities rather than his/ her disabilities.


Physical Education

Warm ups: Always have the disabled student warm up at the beginning of class. Vary the warm ups to meet the student’s needs. Have the student stretch with assistance, on the floor, against a wall. Pushups can be performed modified on the ground or done against a wall. Students in wheel chairs can perform these pushups against a wall or taken out of their wheel chairs and placed on a mat.

Ways of Modifying Games and Activities: 1. Boundaries and Playing Areas

a. Decrease the height of the net or goalb. Adapt the playing areas (make it smaller, remove obstacles)c. Increase the number of playersd. Change the boundary linese. Simplify patterns

2. Equipmenta. Use lighter equipment

i. Larger and/ or lighter batsii. Vary the ball size (beach balls, waffle balls, yarn balls, bladder balls, , balloons, various size and shapes of foam balls,

iii. Use bean bags, a parachute, tumbling mats, Lummi sticks, Scooters, hula hoops, 2x6x8 boards for gymnastics (balance beam), landing mats, scarves, foam hockey sticks)

b. Slow down the speed of manipulativei. Decrease the weight or lower the air pressure of the ball

ii. Increase the size of the manipulativeiii. Roll or bounce the ball instead of throwing itiv. Use bean bags or sensory balls to pass or throw to each other

3. Modify the timea. Slow the pace or speed of the activityb. Lengthen the time of the playing periodsc. Allow for rest periods throughout the activity

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4. Modify the rules of the activitya. Allow the batter to sit in a chairb. Allow for more players on the fieldc. Eliminate outs/ strike outs


Physical Educationd. Reduce the amount of points (or no points allowed) required to win a gamee. No time limitsf. Walk rather than rung. Lower the net, as in basketballh. Increase the size of targetsi. Allow the ball to be rolled, or to remain stationary rather than be thrownj. Allow for students to assist each otherk. Allow for a runner during a game

5. Teaching Stylea. Reduce the amount of verbal instruction givenb. Use demonstrations to model the desired skill or outcomec. Use student demonstrationd. Use a start and stop signal that is consistente. Use positive feedback and reinforcementf. Use individual school classroom aides

Inclusion and Adapted Physical Education Teaching Tips

1. What to teacha. Assess the student’s present level of performance.b. Refer to the student’s IEP for information and guidance regarding short and long term objectives.

2. Review the regular physical education curriculuma. Identify present activities that meet the individual’s needs and abilities.b. Identify present activities that do not meet the individual’s needs and abilities, but are important for the student.c. Identify present activities that are inappropriate.

3. Identify what adaptations, if any, are needed in the regular curriculuma. How often will the student receive instruction / classes?

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b. What medical conditions does the student have that might require medication to be administered at the beginning or end of the class?

c. What weather conditions can the student participate in (indoors? outdoors? , a swimming pool ?)d. Does the student use any special equipment? (I.e. crutches, wheelchair, sign language…)e. Are any instructional modifications required?


Physical Educationf. Are any equipment adaptations required?g. Will adaptations help the learning objectives to be met?h. How will the student’s performance be assessed?i. Adjust games and activities that make them fair to the student; i.e., give the disabled student a lead in a relay race, start the races at

different lengths.4. Preparing yourself to teach

a. Consult with special education and support staff regarding the student(s) you will be instructing.b. Acquire information from the various therapists that work with the students in therapy.c. Discuss the amount of support you will need from the special education and support staff.d. Make sure you provide for all of the needs of your students.e. Remember, if the program is planned properly, your workload will not necessarily increase.

5. Prepare all of your students for inclusiona. Talk to your students about disabilities in general; include hand-outs; show videos that emphasize disabilities.b. Invite guest speakers with disabilities to your class. c. Talk about the student to be included emphasizing their abilities.d. Discuss ways the other students in the class can help the student with a disability.

6. Identify your support personnela. Discuss specific concerns and questions regarding the student(s) you will be working with.b. Discuss the student’s physical education program.c. Develop a rapport with the parent(s) – parents are your best ally.d. Know who the members of your school’s Child Study Team and identify the students’ case manager.e. Integrate the various therapists as much as possible in your instruction.

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Adaptive PE websites:www.pecentral.org/ adapted / adapted menu.html www.teach-nology.comwww.brighthub.com/education/special/articles/49396.aspxOffice of Academic Services©2010 66

http://www.pecentral.org/adapted/adaptedmenu.html

Physical Education

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Special Education

The New Jersey Administrative Code for special education (N.J.A.C. 6A:14) and the federal Individuals with Disabilities Act of 2004 (IDEA 2004) are laws that ensure children with disabilities a free, appropriate public education in the least restrictive environment. An important part of these laws is the development and implementation of an Individual Educational Program, also known as an IEP.

Special education students may be scheduled in Health and Physical Education, unfortunately, with little or no knowledge to the H/PE classroom teacher. In light of this instructional challenge, it would be in the best interest of the student and teacher, to seek the advices of the CST (Child Study Team)


Physical Educationas to which students are classified. The classroom teacher has the right to view the student’s IEP, by seeking out the student’s Case Manager or another member of the CST. The information student’s IEP is written as such, for the sole interpretation and implementation of a certified Teacher of the Handicapped, not for the general education teacher.

Hence, in an effort to empower and support the lay H/PE teacher, and to service the needs of the special education students in their charge, this document has been created.

Special Education Placement Description General Terms found in IEPs

Learning Disabilities (LD): are problems that affect the brain's ability to receive, process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who isn't affected by learning disabilities. There are many kinds of learning disabilities. Most students affected by learning disabilities have more than one kind. Certain kinds of learning disabilities can interfere with a person's ability to concentrate or focus and can cause someone's mind to wander too much. Other learning disabilities can make it difficult for a student to read, write, spell, or solve math problems.


Physical Education

Auditory or visual Impairments Autism Behavioral Disabilities Cognitive Impairment – Mild Cognitive Impairment – Moderate Cognitive Impairment – Severe Learning/Language Disabilities – Mild/Moderate Learning/Language Disabilities – Severe Multiple Disabilities

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Special Education Terms and Definitions

Asperger’s Syndrome: Asperger's syndrome is a developmental disorder that affects a child's ability to socialize and communicate effectively with others. Children with Asperger's syndrome typically exhibit social awkwardness and an all-absorbing interest in specific topics. Doctors group Asperger's syndrome with other conditions that are called autistic spectrum disorders or pervasive developmental disorders. These disorders all involve problems with social skills and communication. Asperger's syndrome is generally thought to be at the milder end of this spectrum. Attention Deficit and Hyperactivity Disorders (ADHD)/ (ADD): Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often persists into adulthood. Problems associated with ADHD include inattention and hyperactive, impulsive behavior. Children with ADHD may struggle with low self-esteem, troubled relationships and poor performance in school.


Physical EducationAutism: (a/k/a Fragile X Syndrome): is one of a group of serious developmental problems called autism spectrum disorders (ASD) that appear in early childhood — usually before age 3. Though symptoms and severity vary, all autism disorders affect a child's ability to communicate and interact with others.

Behavioral Disorders: Conduct Disorder - Conduct disorder is a disorder of childhood and adolescence that involves chronic behavior problems, such as:

defiant, impulsive, or antisocial behavior, drug use, criminal activity. Oppositional defiant disorder - This disorder is more common in boys than in girls. Some studies have shown that it affects 20% of

school-age children. However, most experts believe this figure is high due to changing definitions of normal childhood behavior, and possible racial, cultural, and gender biases. This behavior typically starts by age 8, but it may start as early as the preschool years. This disorder is thought to be caused by a

combination of biological, psychological, and social factors. Actively does not follow adults' requests Angry and resentful of others Argues with adults Blames others for own mistakes Has few or no friends or has lost friends Is in constant trouble in school Loses temper Spiteful or seeks revenge Touchy or easily annoyed

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To fit this diagnosis, the pattern must last for at least 6 months and must be more than normal childhood misbehavior. The pattern of behaviors must be different from those of other children around the same age and developmental level. The behavior

must lead to significant problems in school or social activities. Trichotillomania - is hair loss from compulsive pulling or twisting of the hair until it breaks.

Cerebral Palsy: is a general term for a group of disorders that appear during the first few years of life and affect a child's ability to coordinate body movements. Cerebral palsy can cause muscles to be weak and floppy, or rigid and stiff. Downs Syndrome: is a genetic disorder that causes lifelong mental retardation, developmental delays and other problems. Down syndrome varies in severity, so developmental problems range from moderate to serious. Down syndrome is the most common genetic cause of severe learning disabilities in children, occurring in one in every 700 to 800 infants. Dyslexia: is impairment in the brain's ability to translate written images received from your eyes into meaningful language. Also called specific reading disability, dyslexia is the most common learning disability in children. Dyslexia usually occurs in children with normal vision and normal intelligence. Children with dyslexia usually have normal speech, but may have difficulty interpreting spoken language and writing. Children with


Physical Educationdyslexia need individualized tutoring, and treatment for dyslexia often involves a multisensory education program. Emotional support of your child on your part also plays an important role. Epilepsy: is a disorder that result from the generation of electrical signals inside the brain, causing recurring seizures. Seizure symptoms vary. Some people with epilepsy simply stare blankly for a few seconds during a seizure, while others have full-fledged convulsions. About one in 100 people in the United States will experience an unprovoked seizure in their lifetime. However, a solitary seizure doesn't mean you have epilepsy. At least two unprovoked seizures are required for an epilepsy diagnosis. Even mild seizures may require treatment, because they can be dangerous during activities like driving or swimming. Treatment — which generally includes medications and sometimes surgery — usually eliminates or reduces the frequency and intensity of seizures. Many children with epilepsy even outgrow the condition with age.Hyperlexia: has characteristics similar to autism, pervasive developmental disorder, and Aspergers. Perhaps, hyperlexia may be a separate subgroup of children with Pervasive Developmental Disorder or could it be a separate developmental disorder, of its own? These questions remain to be a mystery, as is the autism spectrum in whole. Hyperlexia is a precocious ability to read words, far beyond what would be expected at an early age and /or a fascination with letters or numbers. These children have barriers in language acquisition and communication. Children with this feature have a simultaneous connection in their social interactions and behavior, they have difficulty socializing and interacting appropriately with people. Hyperlexia is a feature skill, of premature reading abilities, which emerges in preschool years. Most children with Hyperlexia are diagnosed as pdd or Aspergers, it is commonly found in children who are considered high functioning. The feature may also be found in low functioning autistic children but due to the lack of language and communication skills are unable to express their abilities. Most children with this syndrome read or have pre- reading skills before the age of 5.

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Some children are reciting the alphabet at a very early age. Others begin as sight readers and later beginning understanding the phonics of a word. Some begin reading only single words, and go on to read sentences, and paragraphs.

Mental Retardation: is a condition diagnosed before age 18 that includes below-average general intellectual function, and a lack of the skills necessary for daily living.Phenylketonuria: (fen-ul-ke-toe-NU-re-uh) is a birth defect in which a mutation occurs in a gene containing instructions for making the enzyme needed to break down the amino acid phenylalanine. Amino acids are the building blocks for protein, but too much phenylalanine can cause a variety of health problems. People with phenylketonuria (PKU) — babies, children and adults — need to follow a diet that limits phenylalanine, which is found mostly in high-protein foods. Babies in the United States and many other countries are screened for phenylketonuria soon after birth. Although phenylketonuria is rare, recognizing phenylketonuria right away can help prevent serious health problems. Spina Bifida: is part of a group of birth defects called neural tube defects. The neural tube is the embryonic structure that eventually develops into the baby's brain and spinal cord and the tissues that enclose them. With spina bifida, a portion of the neural tube fails to develop or close properly, causing defects in the spinal cord and in the bones of the backbone. Spina bifida occurs in various forms of severity.Tourette’s Syndrome: (too-RET) syndrome is a neurological disorder in which you display unusual movements or make sounds over which you may have little or no control (tics). For instance, you may repeatedly blink your eyes, shrug your shoulders or jerk your head. In some cases, you might blurt obscenities. Signs and symptoms of Tourette syndrome usually begin in childhood, typically showing up between ages 7 and 10. Males are about three to four times more likely than females to develop Tourette syndrome.


Physical EducationTurner’s Syndrome: a condition that affects only girls and women, results from a missing or incomplete sex chromosome. Turner syndrome can cause a variety of medical and developmental problems, including short stature, failure to begin puberty, infertility, heart defects and certain learning disabilities. Although Turner syndrome is usually diagnosed during infancy or early childhood, a diagnosis may be delayed for adolescent girls or young women with mild signs and symptoms. Nearly all girls and women with Turner syndrome need ongoing medical care from a variety of specialists. Regular checkups and appropriate care can help most girls and women lead relatively healthy, independent lives. Visual Impairments/Blindness: Trachoma (truh-KO-muh): is a bacterial infection that affects the eyes. The bacterium that causes trachoma spreads through direct contact with the eyes, eyelids, and nose or throat secretions of infected people. Trachoma is very contagious and almost always affects both eyes. Signs and symptoms of trachoma begin with mild itching and irritation of the eyes and eyelids and lead to blurred vision and eye pain. Untreated trachoma can lead to blindness. Trachoma is the leading preventable cause of blindness worldwide. The World Health Organization (WHO) estimates that 8 million people worldwide have been visually impaired by trachoma. In Western countries, few people know about the disease, but in the poorest countries in Africa, prevalence among children can reach 40 percent.

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Diabetic retinopathy: is a complication of diabetes that results from damage to the blood vessels of the light-sensitive tissue at the back of the eye (retina). At first, diabetic retinopathy may cause no symptoms or only mild vision problems. Eventually, however, diabetic retinopathy can result in blindness. Diabetic retinopathy can develop in anyone who has type 1 diabetes or type 2 diabetes. The longer you have diabetes, and the less controlled your blood sugar is, the more likely you are to develop diabetic retinopathy. Poor color vision: is an inability to distinguish among certain shades of color. Although many people call it colorblindness, true colorblindness describes a total lack of color vision. The ability to see only shades of gray is rare. Most people with poor color vision can't distinguish between certain shades of red and green. Less commonly, people with poor color vision can't distinguish between shades of blue and yellow. Poor color vision is an inherited condition in most cases. Men are more likely to be born with poor color vision. Certain eye diseases and some medications also can cause color deficiency. Giant cell arteritis (GCA): is an inflammation of the lining of your arteries — the blood vessels that carry oxygen-rich blood from your heart to the rest of your body. Most often, it affects the arteries in your head, especially those in your temples. For this reason, giant cell arteritis is sometimes called temporal arteritis or cranial arteritis. Giant cell arteritis frequently causes headaches, jaw pain, and blurred or double vision. Blindness and, less often, stroke are the most serious complications of giant cell arteritis. Glaucoma: is not just one eye disease, but a group of eye conditions resulting in optic nerve damage, which causes loss of vision. Abnormally high pressure inside your eye (intraocular pressure) usually, but not always, causes this damage. Glaucoma is the second leading cause of blindness. Sometimes called the silent thief of sight, glaucoma can damage your vision so gradually you may not notice any loss of vision until the disease is at an advanced stage. The most common type of glaucoma, primary open-angle glaucoma, has no noticeable signs or symptoms except gradual vision loss.

Type 1 Diabetes: in children is a condition in which your child's pancreas no longer produces the insulin your child needs to survive, and you'll need to replace the missing insulin using shots or an insulin pump. This type of diabetes used to be known as juvenile diabetes or insulin-dependent


Physical Educationdiabetes. Although type 1 diabetes requires consistent care, advances in blood sugar monitoring and insulin delivery have improved the daily management of type 1 diabetes in children. With proper treatment, children with type 1 diabetes can expect to live long, healthy lives.

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William’s Syndrome: also known as Williams-Beuren syndrome, is a rare genetic disorder characterized by growth delays before and after birth (prenatal and postnatal growth retardation), short stature, a varying degree of mental deficiency, and distinctive facial features that typically become more pronounced with age. Such characteristic facial features may include a round face, full cheeks, thick lips, a large mouth that is usually held open, and a broad nasal bridge with nostrils that flare forward (anteverted nares). Affected individuals may also have unusually short eyelid folds (palpebral fissures), flared eyebrows, a small lower jaw (mandible), and prominent ears. Dental abnormalities may also occur including abnormally small, underdeveloped teeth (hypodontia) with small, slender roots. Williams syndrome may also be associated with heart (cardiac) defects, abnormally increased levels of calcium in the blood during infancy (infantile hypercalcemia), musculoskeletal defects, and/or other abnormalities. Cardiac defects may include obstruction of proper blood flow from the lower right chamber (ventricle) of the heart to the lungs (pulmonary stenosis) or abnormal narrowing above the valve in the heart between the left ventricle and the main artery of the body (supravalvular aortic stenosis). Musculoskeletal abnormalities associated with Williams syndrome may include depression of the breastbone (pectus excavatum), abnormal side-to-side or front-to-back curvature of the spine (scoliosis or kyphosis), or an awkward gait. In addition, most affected individuals have mild to moderate mental retardation; poor visual-motor integration skills; a friendly, outgoing, talkative manner of speech; a short attention span; and are easily distracted. In most individuals with Williams syndrome, the disorder appears to occur spontaneously for unknown reasons (sporadically). However, familial cases have also been reported. Sporadic and familial cases are thought to result from deletion of genetic material from adjacent genes (contiguous genes) within a specific region of chromosome 7.

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Physical Education

Modifications, Accommodations or InterventionsHere's a checklist of strategies to help with the inclusion classroom which will assist in meeting the needs of all students. Remember, you are not ‘watering down’ instruction for the special needs student, but are implementing “differentiated instruction” at its best, which can benefit the regular ed student as well.

___ Be sure special needs students are within close proximity to the teacher or the teacher's assistant.

___ Have procedures that are well understood by students to keep noise levels at an acceptable level. The Yacker Tracker is a worthwhile investment.

___ Have a special carrel or private location for test-taking and or seatwork for those requiring 'free of distractions' to enable success.

___ Eliminate as much clutter as you can and keep distractions to a minimum.

___ Never present instructions/directions orally alone. Always provide graphic organizers, written or graphical instructions also.

___ Clarifications and reminders should be given regularly as needed.

___ Special need students have or should have agendas, which they should use and you should refer to regularly. The agenda can be used as a home/school communication tool.

___ Have student’s work organized into workable 'chunks'.

___ Classroom expectations should be clearly understood as are the consequences for inappropriate behaviors.

___ Extra assistance should be provided when needed through a peer or the teacher or teacher’s assistant.

___ Praise the students for 'catching them doing it right' regularly.


Physical Education___ Make use of behavior contracts to target specific behaviors are in place.

___ Make students aware of teacher’s cueing and prompting system, this will help the student stay on task.

___ Never begin instructions/directions until you have the entire class’s undivided attention.

___ Allow additional 'wait' time for the special needs students.

___ Provide the special needs students with regular, ongoing feedback and always promote their self-esteem.

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Questions to always consider:

___ Do you provide activities that are multi-sensory and take into consideration differentiated learning styles?

___ Do you let your special needs students repeat instructions/directions?

___ Do you modify and or shorten assignments to ensure success?

___ Do you have methods to enable the student to have text written to him/her and can they dictate their answers?

___ Do you provide opportunities for cooperative learning? Working together in groups often helps to clarify misconceptions for learning delayed students.

Web Resources Understanding Special Education www.understandingspecialeducation.com National Association of Special Education Teachers (NASET) www.naset.org Special Education Resources on the Internet (SERI) www.seriweb.com Special Education Resources www.specialednet.com New Horizons for Learning www.education.jhu.edu/newhorizons Special Education Terms & Definitions www.dynamagraphics.com Mayo Clinic www.mayoclinic.com


http://www.mayoclinic.com/

http://www.education.jhu.edu/newhorizons

http://www.specialednet.com/

http://www.seriweb.com/

http://www.naset.org/

Physical Education

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Pacing and Cardio Respiratory ActivityName Date1. What is your personal target

heart rate for 10 seconds? _________

2. Based on this goal, what should your time be for (see chart below for help)·1 Lap _________ 1/2 Lap _________

3. Record your lap times after each lap: Pacing Table

Lap # Time

Pulse for 10

Seconds½ Mile Time ½ lap time One lap time

1 2:00:002 2:30:003 3:00:004 3:30:005 4:00:00

4:30:005:00:005:30:00


Physical Education6:00:00

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Physical EducationEnd of Course Examinations

The elementary and secondary schools Physical Education EOC examinations will assess students’ performance and written mastery of the content presented, based on the individual schools’:

facilities materials scheduling constraints

All, End of Course assessments will be comprised of a writing and skill/activity performance based assessment tool, that will meet or exceed the rigor of the New Jersey Core Curriculum Standards in Comprehensive Health & Physical Education Framework by linking curriculum, instruction, and assessment, as the NJDOE Framework Assessment Strategies suggest:

Teacher Observation

National Fitness Standards (AAHPERD)

Scoring Rubrics

Portfolio Assessment

Essential Question

Performance Based Tasks (sport skills)

Fitness Gram

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Physical EducationFitnessGram ScoreSheet (2 pages)

P. E. TEACHER____________________________________ GRADE_______SEX: MALE FEMALE TEST DATE: _______________

NAME

HEIGHT WEIGHTA

GE

DISTANCE RUN CURL-UP

TRUNK LIFT PUSH-UP PULL-

UPFLEX ARM

HANGSIT &

REACHSHOULDER STRETCH

MILE PACER

TIME QUAL LAPS QUAL. # QUAL. INC

H QUAL. # QUAL. # QUAL.. TIME

QUAL.INCH QUAL.

.LEFT RIGH

T


Physical Education

NAME

HEIGHT WEIGHT

AG

E

DISTANCE RUN CURL-UP

TRUNK LIFT PUSH-UP PULL-

UPFLEX ARM

HANGSIT &

REACHSHOULDER STRETCH

MILE PACER

TIME QUAL LAPS QUAL. # QUAL. INC

H QUAL. # QUAL. # QUAL.. TIME

QUAL.INCH QUAL.

.LEFT RIGH

T

FitnessGram Fitness Standards


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Lesson Plans


Physical EducationPHYSICAL EDUCATION Grade: 2-3 Topic: Volleying Serve and CatchOBJECTIVES Essential Questions

1)2) After a review of sports cues, SWBAT: practice using correct form while making an underhand serve a ball at least three consecutive times successfully.

Explain the different between overhand and underhand serve.

STANDARDS2.5.2.A.1) Explain and perform movement skills with developmentally appropriate control in isolated setting (skill practice) and applied settings (games).(2.5.2.A.2)Demonstrate changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways.(2.5.2.C.2) Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe environment.

PROCEDURES

Place a polyspot 10-15 feet away from a hoop. In the hoop place a beanbag and Gertie ball, and have enough set-ups for every two students.

First, discuss and practice the correct form for making an underhand toss. Send each group of two to a polyspot to use the beanbags to make underhand tosses into the hoop. Walk around to assess each student's form while tossing.

Progress to using that same form to underhand serve the ball. Have students stand on opposite sides of the hoop. Each person takes two giant steps backward. Demonstrate how to hold the ball, using both hands, with arms extended and to the dominant side. Let the ball drop straight down. You may need to remind them not to toss the ball up.

As the ball rebounds, use the same motion as tossing underhand to strike the ball. Serve so that your partner can catch the ball. The partner then repeats the procedure. Have the students start by striking using the whole hand. (Note: Some of the students will be able to strike using just the heel of the hand.)

Students like to be challenged to see how many successful serves (partner catches) they can make in 2 minutes.

CONCLUSION/ASSESSMENTS3. Students will volley the ball three consecutive times4. Visual assessment looking for correct form based on cues from Children Moving textbook.

MATERIALS: polyspots, hoops, beanbags, lightweight balls (i.e. Gertie ball)Return to Top

PHYSICAL EDUCATION Grade: 4-8 Topic: Volleying Move Your FeetOBJECTIVES ESSENTIAL QUESTION


Physical Education1. After a review of sports cues, SWBAT:

to practice returning a volleyball serve, as a team. By demonstrate the skill learn in a mini volleyball game. With 80% degree of classroom accuracy



STANDARDS PROCEDURES(2.5.8.A.1) Explain and demonstrate the transition of movement skills from isolated settings (skill practice), into applied settings (i.e., games, dance, sports, and recreational actives).

(2.5.6.A.4) Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.

The game is played with two teams, one on either side of the net. (Multiple courts per class; limit the number of students on each team to 4, 5, or 6). 2. One team is set up in regular volleyball formation, a front line and back line. The other team is lined up single file at the service line. The volleyballs should be in a bin or bucket next to the serve line.3. The serving team starts with the first person in line serving a ball over the net. Teach may choose to use overhand or underhand serving.4. The other team must then return the serve. If they are successful in returning the serve there is no point scored, if they are not successful in returning the serve, the serving team earns one point. If a serve is no good (goes out of bounds, doesn't go over the net, etc.), move on to the next person in line. 5. The next person in the serving line serves another ball and the game continues until each person in the serving line has served three times. All of the balls are then gathered up and the teams switch sides. 6. Depending on the proficiency of your students you can stipulate how the ball must be returned for example; the receiving team must catch a serve, encouraging them to move to the ball.

Variations:Have more students hitting balls at one time.

The receiving team gains one point if they can hit the ball using three hits, back over the net.Receiving the ball well could be also be given a point.

The next person in line must serve immediately after last play is dead, with little recovery time.

CONCLUSION/ASSESSMENTS Questions to check for understanding:


Physical Education

Where did you try to serve the ball to earn a point for your team? (An empty spot)

What did you need to do to receive a serve? (Move to the ball)

How did you communicate with your team? (Call the ball)MATERIALSVolleyball nets, as many volleyballs as possible, 15 per court is a good number but if you do not have that many you can "recycle" balls throughout the game.

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Physical Education

Physical Education Grade 4th-8th Topic: Ultimate FootballOBJECTIVES

1. After a review of football cues, students will practice in isolated setting groups of three on throwing and catching a football with a defender. The students will play a mini game to demonstrated the learn skills

2. Students will be able to demonstrated ball handling skills with 80% accuracy by throwing and catching the football to a partner in a isolated setting.

Essential Questions

Explain correct form when passing, catching, hiking, kicking, and punting

PROCEDURES1. Begin by splitting the students into teams and give them jerseys.2. They should stand in front of a partner with the opposite color jersey. This is now the

person they will be guarding/throwing and catching against. They are not allowed to guard any other player on the field or court.

3. The activity should start in the opposing team's end zone and the students will try to go the length of the field by throwing and catching the football.

4. They are not to run when in possession of the ball. Once they catch the ball, the player should stop and look for another teammate to throw the football to. Once they throw the ball, they may run out for a pass.

5. The object is to go to the end zone without dropping a pass or having a pass broken up by your opponent.

6. If a ball is not caught, the ball is given to the other team on the spot and they are now trying to score as the opponent is now playing defense.

CONCLUSION/ASSESSMENTSPass/catch competitionVisual evaluation ofstudent form

MATERIALS footballs, jerseys, and conesBy - Brent Gaynorhttp://www.lessonplanspage.com/PEUltimateFootballIdea412.htm

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http://www.lessonplanspage.com/PEUltimateFootballIdea412.htm

Physical Education

Physical Education Grade 9th-12th

Topic: Volley A Lot & Plus

One Volleyball

OBJECTIVES

SWBAT: practice the forearm pass with a 80% accuracy by moving towards the ball while maintaining a body position that permits them to pass the ball to their team mate, during drills and in game.

Essential Questions

What are the correct techniques in forearm passing?

What are the two sports that where combine to created the game of volleyball?

Standards 2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance.

2.5.12. B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness.2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.

PROCEDURESVolley A Lot : Divide students into groups of 8 with 4 students being on one team and 4 on the other team. The starting formation is to have a line of students on the left side of the court near the sideline (left side is easiest to learn on if right handed). One student is positioned at the net with the ball in the Center Front (CF) position (i.e., the setter). One student is positioned on the other side of the net and is the ball catcher.

The CF tosses the ball (underhand two hand toss) to the first person in line who bumps (best to have this be the "side bump" which is most effective in getting the ball over the net at that distance.) the ball over the net. The catcher retrieves the ball and becomes the next CF tosser. The rotation pattern is bumper goes to catcher CF/setter goes to end of bump line and the catcher becomes the new tosser. If you would prefer have the CF toss three balls in a row and then rotate.

Variations: After students have a command of the rotation, use this drill and add competition: Pick one person to keep track of the students side bumps in 2 minutes. In order to count, the catcher MUST catch the ball. You may do one toss or whatever number you designate before rotation occurs. At the end of two minutes ask for totals and have the

Plus One Volleyball: Divide the class into teams of 4 to 6. Arrange teams in formation on each side of the net, two groups at each net. A player serves the ball over the net. The receiving team must now play the ball twice before they may return the ball. The serving team must now play the ball three times before they are allowed to return the ball over the net. Play continues as each team forces the other side to "plus one" the previous achievement. Only the serving team scores points and players may not play the ball twice in succession. Players must take turns serving the ball.

Adaptations for Students with Disabilities:

Have students move closer to the net when serving. Allow students to catch the ball instead of using the volley/bump. Allow the ball to bounce in between


Physical Education

students play a different team using the same format.

Have some students doing fitness activities on the side if there are too many students. They can then switch with the volleyers after a specified period of time. Would be good to be doing fitness activities that would be beneficial to volleyball.

For those large classes in which there are limited practice opportunities it may be a good idea for students to be looking at volleyball magazines or catalogs. Using paper and pencil they can begin to figure out how expensive it is to put together a full volleyball team complete with net, pads, etc.

passes. Lower the net. Use a beach ball.

CONCLUSION/ASSESSMENTSEmphasize moving the feet and getting the body at a low level.

Observe whether students are moving towards the ball while maintaining a body position that permits them to pass the ball to their team mates.

Skill TestMATERIALSOne volleyball net for every 8-12 studentsOne volleyball for each netBeach ball

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Physical Education

Physical Education Grade 9th-12th Topic :Flag Football & Touch Football

OBJECTIVES

SWBAT: demonstrate offensive and defensive strategies using 80% accuracy by competing against opponent teams

ESSENTIAL QUESTIONS

What are some offensive and defensive team tactics?How are the Rules different from theTraditional game of Football?

Standards 2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball).

2.5.12. B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies.

2.5.12. C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.

PROCEDURESThe teacher will explain and demonstrate the rules1. No contact is allowed.2 . No Blocking is permitted.3. The offensive team takes possession of the ball at their 5-yard line and has three plays to cross mid-field. Once a team crosses mid-field, they will have three plays to score a touchdown.4. If the offensive team fails to cross midfield or score, possession of the ball changes and the opposite team starts their drive from their 5-yard line.5. Possession changes after a interception. Play begins on the offensive 5-yard line.6. There is no running allowed, but handoffs behind the line of scrimmage are legal. The player who takes the hand-off can throw the ball as long as they are behind the line of scrimmage.7. No laterals or pitches of any kind are allowed.8. All passes must be forward and received beyond the line of scrimmage.9. The quarterback has a 7 second "pass clock". The ball must be thrown before 7 seconds or a loss of


Physical Educationdown will be imposed.10. All interceptions change the possession of the ball at the point of the interception.11. All players are eligible to receive passes.12. Only one player is allowed in motion at a time.13. All players that rush the passer must be a minimum of seven yards form the line ofscrimmage when the ball is snapped. Any number of players can rush the QB.Game Procedures B. Length of each game.Games are played to 28 points or 15 minutes, whichever comes first.The scoring is as follows: TD= 6 pts,Extra=1(yards out);2(12 yards out),Safety=2 points.

CONCLUSION/ASSESSMENTTeacher use sport cuesSkill test base on the rubric

MATERIALSFootball, cones, jersey or pennies, and scoreboardPE Centralwww.pecentral.com

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Physical EducationPhysical Education Grade 9th-12th Topic: Zone Ball

OBJECTIVES

SWBAT: learn the fundamental concepts of a zone defense in basketball. In doing so students should also break the habit of everyone gravitating to whoever has the ball. On the offensive end, students will utilize non bounce passing skills to successfully share the ball with teammates. Additionally, students will learn how to move without having the ball in their hands. With 80% degree of classroom accuracy

ESSENTIAL QUESTIONS

How can I improve my eye/hand coordination?

What skills and techniques are used in basketball?

Standards

2.5.12. A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball).

2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies.

2.5.12. C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.

Prerequisites: Students should have had practice with passing, shooting, and defensive stance.

PROCEDURES Set up different types of defenses such as a 2-1-2, a 3-2, or a 2-3 around the basketball goal using the hula hoops. 5-6 students will be selected to play defense. Those students will be restricted to either standing inside the hula hoop or have one foot in and one foot out (teacher’s choice) until a turnover occurs or basket is scored. In doing so, students will understand his/her area in the zone defense. The offense must chests pass the ball to one another without letting the ball touch the ground. Therefore there is no dribbling in this activity. The student must freeze when he/she receives a pass and quickly decide who they will pass to next. Each person on offense must pass the ball at least once before a shot can occur. Encourage students to move around as much as possible and find open space to handle the ball and receive passes.

Each time the defense tips a pass away and the ball touches the ground it is a turnover and they switch. Office of Academic Services©2010 90

Physical Education

Offense becomes defense and vice versa. When each player gets a pass and can shoot if the ball touches the ground it is considered a turnover. However, if a student rebounds the ball they can shoot again.

CONCLUSION/ASSESSMENT1. Each team passes the ball successfully without the ball touching the ground.2. If the defense stays within their hula hoop space and makes attempts to disrupt the offensive teams passing lanes they have met the objective.3. Use basketball cues (dribbling, shooting, passing, etc...)

MATERIALS5-6 hula hoops at each basketball goal and one basketball.PE Centralwww.pecentral.com

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Physical Education

Rating Scale1

Score Level Description

1 Pre-control

Child is unable to repeat movements in succession; one attempt doesn’t look like another attempt to perform the same movement.

Child uses extraneous movements that are unnecessary for efficiently performing the skill. Child seems awkward and frequently doesn’t even come close to performing the skill correctly. Correct performances are characterized more by surprise than by expectancy. When the child practices with a ball, the ball seems to control.

2 Control

The child’s movements appear less haphazard and seem to conform more to the child’s intentions. Movements appear more consistent, and repetitions are somewhat alike. The child begins to perform the skill correctly more frequently. The child’s attempt to combine one movement with another or perform the skill in relation to an unpredictable

object or person is usually unsuccessful. Because the movement isn’t automatic, the child needs to concentrate intensely on what he or she is doing.

3 Utilization

The movement becomes more automatic and can be performed successfully, with concentration. Even when the context of the task is varied (slightly at first), the child can still perform the movement successfully. The child has developed control of the skill in predictable situations and is beginning to be able to move skillfully in

unpredictable situations. The child can execute the skill the same way consistently. The child can use the skill in combination with other skills and still perform it appropriately.

4 Proficiency

The skill has become almost automatic, and performances in a similar context appear almost identical. The child is able to focus on extraneous variables – an opponent, an unpredictable object, the flow of travel – and

still perform the skill as intended. The movement often seems effortless as the child performs the skill with ease and seeming lack of attention. The movement can be performed successfully in a variety of planned and unplanned situations as the child appears

to modify performance to meet the demands of the situation.

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High School Course Grading Performance/Proficiency1 Source: Graham, G., Holt/Hale, S.A., Parker, M. Children Moving: A Reflective Approach to Teaching Physical Education, 6th Edition. McGraw Hill, New York: 2004.


Physical Education

Title: Physical Education Grade: High School

Description: The emphasis is on utilization promoting optimum growth and development while simultaneously instilling habits to develop lifelong physical fitness practices and attitudes. Activities include health-related fitness, invasion games, net games, striking and field games, target games, lifetime activities, rudimentary knowledge of basic sports-specific rules, elements of dance and aerobic activities.

Mastery Criteria: All students must satisfy district attendance criteria. All students must be properly attired for Physical Education class activities.

Performance of Skills Test/Fitnessgram 15%Classwork and Homework 20%Sportsmanship, Attendance, Class Participation and Dress 65%

Course Content Performance/ProficiencyStudent will: NJCCCS

1. Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball).

2.5.12.A.1

2. Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance

2.5.12.A.2

3. Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance).

2.5.12.A.3

4. Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

2.5.12.A.4

5. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies.

2.5.12.B.1

6. Apply a variety of mental strategies to improve performance. 2.5.12.B.27. Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team

effectiveness.2.5.12.B.3

8. Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior.

2.5.12.C.1

9. Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. 2.5.12.C.210. Determine the current impact of globalization and technology on the development of, participation in, and viewing of games,

sports, dance, and other movement activities, and predict future impact.2.5.12.C.3

11. Compare the short- and long-term impact on wellness associated with physical inactivity. 2.6.12.A.112. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles. 2.6.12.A.213. Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition. 2.6.12.A.3


http://www.njcccs.org/search.aspx

Physical Education14. Compare and contrast the impact of health-related fitness components as a measure of fitness and health. 2.6.12.A.415. Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve

performance.2.6.12.A.5

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http://www.njcccs.org/search.aspx

Physical EducationSecondary Weight Training Card


Physical EducationWarm up: 5 minutes

Workout: THR ( ________ - ________ ) or RPE ( ______ )Name __________________________________________________________________ Cooldown: 5 minutes Stretch

Cardio Training

Treadmill

Cycle

Elliptical

Stairclimber

Rower

Flexibility Training

q Hamstrings

q Glutes

q Hip Flexors

q

q

q


Physical Education

PHYSICAL EDUCATION FINAL EXAM STUDY GUIDE

FLAG FOOTBALL1. Define:

a. offenseb. defensec. eligible receiverd. end zonee. lateral passf. forward passg. tackleh. pass-off

2. What are the dimensions of a flag football field?3. How many points is a touchdown worth?4. What happens when a ball is fumbled?5. What do the following pass patterns look like?

a. flyb. postc. slantd. down and oute. down and inf. buttonhook

6. Who are eligible receivers in flag football?7. Before a defensive team can "rush" the quarterback, how

many BULLDOGS must they count?

SOFTBALL1. Name the defensive positions on a softball team.2. How is the ball pitched?3. How many outs are there in a half inning?4. Which is the only base that can be overrun?5. If it is not a force out, what must happen to a base runner to be

called out?6. Define the following:]

a. force outb. foul ballc. striked. infielde. outfield

SOCCERWhere did soccer originate?1. What was the first ball made of?2. When soccer first came to the US, what was it called?3. Who played the first soccer game in the US?4. How many people are on a "real" team?5. How much is each goal worth?6. What are the names of the positions on a soccer team?7. Define the following terms:

a. dribblingb. passingc. trappingd. throw ine. headingf. coverg. kick off

8. Which player(s) can use their hands in soccer?9. Which player is called the "attacker?"10. Soccer is the most popular sport in what country?

TENNIS1. Define the following terms:

a. alleyb. deucec. loved. volleye. game, set, matchf. lobg. baselineh. service areai. double faultj. break pointk. letl. net servem. acen. foot fault

CONDITIONING1. What does each of the following measure:

a. sit-upsb. mile run

2. What are the advantages of regular fitness training?

VOLLEYBALL1. Who invented volleyball and when?2. Define the following terms:

a. serveb. spikec. blockd. foot faulte. forearm pass/bumpf. overhead pass/setg. pointh. side outi. rotation

3. Also, know and explain:a. # of players on a teamb. # of legal hits on each sidec. # of consecutive legal hits for any playerd. # of points necessary for a team to win a gamee. # of points a team must win byf. violations such as: net, carry, illegal serve,

illegal block (on a serve)BASKETBALL1. Define the following terms:

a. dribbleb. field goalc. free throwd. technical foul (examples)e. personal foul (examples)f. double dribbleg. over and backh. travelling/walkingi. chargingj. blocking

2. Who invented basketball and when?3. Where was basketball invented?4. Know the height of a regulation goal.5. Know the dimensions of a high school basketball court.


Physical Education

Suggested PE Class RulesProper Dress for Class

1. A complete change of athletic clothing must be worn, including tee-shirt or sweatshirt, shorts or sweatpants, socks and sneakers. No jeans shorts, ragged, cut-off or torn shorts, sweatpants, or shirts will be permitted. No clothes, worn to school, should be worn over or under physical education clothes.

2. An unprepared “U” will be given to a student NOT having sneakers and a tee-shirt and shorts to wear. Sneakers should be tied before class and remain tied during the class period. Three “U” in a cycle, will result in automatic failure, for the cycle.

3. Classes may be held outdoors in the fall and spring. Be prepared daily with a jacket, sweatshirt and/or sweatpants. 4. No jewelry should be worn during class since it can pose a safety hazard.

Lockers and Locker Rooms 1. Each male and female student will be allotted a locker in their respective physical education locker rooms. Every student is required, to bring a

keyed or combination lock, to secure, his or her personal belongings, during class. The physical education staff will not be responsible for lost of stolen articles.

2. No sharing of lockers will be permitted. 3. Once class begins, no student will be allowed back into the locker room without permission from the teacher.

Class Expectations 1. Students will be given four minutes after the tardy bell rings and five minutes at the end of class to change clothes. 2. No gum chewing is allowed in class and no food or drink is to be consumed in the gym or locker room areas. 3. All students will remain in the gym until the bell rings to end the period and they are dismissed. 4. Any injuries or emergencies must be reported to the teacher during the class period so the proper action can be taken. 5. Directions must be followed the first time they are given. 6. Abuse, destruction or misuse of physical education equipment will not be tolerated. Obscene language, gestures, harassment or disrespect will

not be tolerated. Participation Excuse

1. A student well enough to be in school is generally well enough to be dressed and participating in class. Any exception to this will be handled on an individual basis.

2. A note from a parent is required to excuse a student due to injury or illness. It will be accepted for a maximum of three consecutive days. To be excused longer than three days, a doctor’s note is required.

3. A student who has become ill at school will discuss the problem with the teacher before the start of class and a decision will be made as to the best course of action for the student to take.

4. Any student with an unexcused absence from school or from PE class participation will be required to make-up the points to get credit for class missed.

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