Chapter 3

1. Chapter 3 PHYSICAL EDUCATION INSTRUCTIONAL PROGRAMS

2. GUIDELINES FOR PHYSICAL EDUCATION PROGRAMS: • TEACH SKILLS, STRATEGIES, CONCEPTS, AND BASIC KNOWLEDGE • ADDRESS FITNESS, MOTOR-SKILL, COGNITIVE, & AFFECTIVE OBJECTIVES • CHALLENGE, BUILD CONFIDENCE AND CREATIVITY, PROMOTE LIFETIME SKILLS • BE SCIENTIFIC AND PROGRESSIVE

3. PHYSICAL EDUCATION PROGRAMS SHOULD ALSO: • ESTABLISH PERFORMANCE OBJECTIVES • BE MORE THAN PHYSICAL ACTIVITY • USE TEXTBOOKS, HANDOUTS, AND OTHER RESOURCE MATERIALS • KEEP RECORDS THAT FOLLOW A STUDENT FROM GRADE TO GRADE • GRADE STUDENT PERFORMANCE

4. PHYSICAL EDUCATION MANAGEMENT LEVELS • PRESCHOOL • ELEMENTARY SCHOOL • JUNIOR HIGH / MIDDLE SCHOOL • SECONDARY SCHOOL • COLLEGE AND UNIVERSITY

5. GUIDELINES FOR SELECTING INSTRUCTIONAL AIDS • SELECT AND SCREEN CAREFULLY • PREPARE MATERIALS PROPERLY • PLAN INTEGRATION OF MATERIALS INTO THE LESSON • PRESENT MATERIALS IN PROPER LEARNING ENVIRONMENT • MATERIALS SHOULD BE VARIED

6. GUIDELINES FOR SELECTING MATERIALS [CONTINUED] • SUPPLEMENTAL MATERIALS SHOULD BE REASONABLY LIMITED • AVOID EXCESSIVE EXPENSES • MAINTAIN RECORDS / EVALUATIONS ON SUPPLEMENTAL MATERIALS

7. CLASS MANAGEMENT GOOD ORGANIZATION - • ENSURES STUDENT HEALTH / SAFETY • MINIMIZES DISCIPLINE PROBLEMS • ENSURES MEANING AND PURPOSE • RESULTS IN EFFICIENT USE OF TIME • ENSURES CONTINUITY / PROGRESSION • PROVIDES FOR EVALUATION • REDUCES ERRORS AND OMISSIONS • CONSERVES TEACHER TIME / ENERGY

8. TITLE IX • WHAT IS TITLE IX? • REASONS FOR TITLE IX • IMPLICATIONS FOR PHYSICAL EDUCATION TEACHERS • INTERPRETATION OF REGULATIONS • COMPLIANCE WITH TITLE IX

9. ADAPTED P.E. PROGRAM • PERSONS WITH DISABILITIES • FEDERAL LEGISLATION • P.L. 94-142 (1975) • P.L. 99-457 (1986) • IDEA (1990) • ADA (1992)

10. TERMS RELATED TO ADAPTED P.E. PROGRAM • SPECIAL EDUCATION • PHYSICAL EDUCATION • INDIVIDUALIZED EDUCATION PROGRAM (IEP) • LEAST RESTRICTIVE ENVIRONMENT

11. GOALS OF ADAPTED P.E. • IDENTIFY STUDENT CAPACITIES, LIMITATIONS, AND POTENTIALS • PROVIDE OPPORTUNITIES FOR: • PHYSICAL DEVELOPMENT • MOTOR SKILL DEVELOPMENT • COGNITIVE DEVELOPMENT • SOCIAL-EMOTIONAL DEVELOPMENT

12. PUBLIC LAW 94-142 /P.L. 101-476 (IDEA) • EDUCATION FROM BIRTH TO AGE 21 • EDUCATION AT NO EXTRA CHARGE • INDIVIDUALIZED EDUCATION PLANS • LEAST RESTRICTIVE ENVIRONMENT • DUE PROCESS FOR PARENTS/STUDENTS • “DISABLED” REPLACES “HANDICAPPED”

13. THE I.E.P. A WRITTEN DOCUMENT (REQUIRED)- • ASSESSMENT OF PRESENT LEVEL • STATEMENT OF GOALS / OBJECTIVES • STATEMENT OF SERVICES PROVIDED • PROJECTED DATE FOR INITIATION / DURATION OF THE SERVICES • CRITERIA FOR EVALUATION (ON AT LEAST AN ANNUAL BASIS)

14. ADAPTED FACILITIES AMERICANS WITH DISABILITIES ACT • RAMPS, HANDRAILS, WIDER DOORS • ELEVATORS WHEN NECESSARY • WATER FOUNTAINS, WASH BASINS, TOILETS, SHOWERS, AND TELEPHONES • LOADING AND PARKING AREAS • AQUATIC FACILITIES

15. SCHEDULING PERIOD AND BLOCK FLEXIBLE/MODULAR DRESS FOR P.E. TIME ALLOTMENT CLASS SIZE INSTRUCTIONAL LOADS & STAFFING TAKING ROLL DIFFERENTIATED STAFFING PARAPROFESSIONALS UNDERGRAD INTERNS STUDENT TEACHERS TEACHING ASSISTANTS SELECTING ACTIVITIES GROUPING STUDENTS STUDENT LEADERS MANAGEMENT MATTERS FOR PHYSICAL EDUCATION

16. USING THE STUDENT LEADER • ASSISTING AS CLASS LEADER • OFFICIALS, CAPTAINS, COACHES • COMMITTEE MEMBERS • SUPPLY AND EQUIPMENT MANAGER • PROGRAM PLANNER • RECORD KEEPER/OFFICE MANAGER • SPECIAL EVENTS COORDINATOR

17. MANAGEMENT ISSUES IN P.E. • REQUIRED vs. ELECTIVE • SUBSTITUTIONS FOR PHYSICAL EDUCATION • CREDIT FOR PHYSICAL EDUCATION • CLASS ATTENDANCE POLICIES • EXCUSES FOR NON-PARTICIPATION • GRADING AND ASSESSMENT OF STUDENTS • INSTRUCTION OF ELEMENTARY PHY. EDUC. • DRESSING AND SHOWERING • RECORDS • SAFETY CONSIDERATIONS

18. EVALUATION OF PHYSICAL EDUCATION PROGRAMS • MEETING PHYSICAL EDUCATION OBJECTIVES • TEACHING / LEADERSHIP • CLASS PROCEDURES AND METHODS • STUDENT CONDUCT • CLASS HEALTH AND SAFETY