Jennette Diamond

1. Physical Education Review Grades K-6 Jennette Diamond Presented by: Jennette Diamond & Noelle Heusser

2. Agenda • Review of California Physical Education Standards Grades K-6 & 2009 P.E. Curriculum Framework • Basic Do’s and Do Not’s of Physical Education. • Assessment (formative & Summative) • Equipment use and what is available. • What is Adapted Physical education?

3. Demonstrate competency in many movement forms and proficiency in a few movement forms. Applies movement concepts in principles to the learning and development of motor skills. Exhibits a physically active lifestyles Achieves and maintains a health-enhancing level of physical fitness Demonstrates responsible personal and social behavior in physical activity settings. Demonstrates understanding and respect for differences among people in physical activity settings. Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. Outcomes of an appropriate Physical Education program

4. How does Physical Education help improve academic scores? • Arecin. • Improved oxygenated blood flow. Increases alertness. • Endorphins, make students feel better about themselves. Improves self-esteem. Student will ask questions when otherwise they wouldn’t have.

5. Physical Education Standards • In elementary school the content standards emphasize the way in which students move through space and time in their environment, the way in which the student and a partner move in space together, the continuity and change in movement, the manipulation of objects in time and through space, and the manipulation of objects with accuracy and speed. • Link the content in physical education with the content in other academic areas such as math, English, language-arts, science, social studies. • THINK OUTSIDE OF THE BOX, SPECIFIC SPORTS ARE NEVER MENTIONED WITHIN P.E. STANDARDS!

6. Standard 1:Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard 2:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard 3:Students assess and maintain a level of physical fitness to improve health and performance Standard 4:Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard 5:Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. 5 OVERARCHING STANDARDS

7. REMEMBER • 200 MINUTES EVER 10 DAYS grades K-6. • This is the ONLY subject with mandated minutes, you are breaking ed-code if you do not provide this minutes.

8. Kindergarten 1.15. Bounce a ball continuously using 2 hands. 1st Grade 1.21. Dribble a ball continuously with 1 hand (stationary) 2nd Grade 1.14. Hand-dribble, with control a ball for a sustained period (stationary). 3rd grade 1.13 Hand-dribble a ball continuously while moving around obstacles (dynamic) 4th Grade 1.17. Keep a hand dribbled ball away from a defensive partner. 5th Grade 1.14. Dribble a ball by hand while preventing another person from stealing the ball. 6th Grade 1.5 Dribble and pass a ball to a partner while being guarded. Progression of Standard 1Manipulative Skills

9. Kindergarten 2.1. Explain the difference between under, over, behind and in front of, next to and through, up and down, forward and backwards and sideways. 1st Grade 2.1. Identify the right and left sides of the body and movement from right to left and left to right. 2nd Grade 2.1. Define open space “ an area free of restriction that a task can be completed without complication”. 3rd Grade 2.1. Describe how changing speed and changing direction can allow one person to move away from another. 4th Grade 2.1. Explain the difference between offense and defense. 5th Grade 2.1. Explain the importance of open space in playing sport related games. 6th Grade 2.1. Explain how to increase force based on the principles of biomechanics. Standard 2 Movement Concepts

10. Kindergarten 3.3 hang from over head bars for increasing periods of time. 1st Grade 3.3. Demonstrate, for increasing periods of time, a “V” sit position, a push up position with arms extended (plank), and a squat position. 2nd Grade 3.3. Perform abdominal pull ups, modified push ups, oblique curl ups, forward and side lunges, squats, triceps push ups from a bench/chair to enhance endurance and increase muscle efficiency. 3rd Grade 3.4 Perform increasing #’s of each, abdominal curl ups, oblique curl ups, modified or traditional with hands on bench, forward lunges, side lunges, and tricep push ups from a chair. 4th Grade 3.4. Perform increasing #’s of each, abdominal curl ups, oblique curl ups, modified or traditional, and triceps push ups from a chair. 5th 3.4 Perform an increasing # of oblique curl ups on each side. 6th 3.3.Develop individual goals for each of the components of health-related physical fitness (muscle strength, muscle endurance, flexibility, aerobic capacity, and body composition). Standard 3Muscular Strength & Endurance

11. Kindergarten 4.5. Explain that physical activity Increases the heart rate. 1st Grade 4.5. Explain that increasing the heart rate during physical activity strengthens the heart muscle. 2nd Grade 4.8. Compare and contrast changes in heart rate before, during, and after physical activity. 3rd Grade 4.8. Describe and record the changes in heart rate, before, during, and after physical activity. 4th Grade 4.8. Calculate personal heart rate per minute by recording heart beats for 10 and 15 second intervals. 5th Grade 4.8. Identify the heart rate intensity (target heart rate range) that is necessary to increase aerobic capacity. 6th Grade 4.5. Explain methods of monitoring heart rate intensity. Standard 4Aerobic capacity

12. Kindergarten 5.4. Describe how positive social interaction can make physical activity with others more fun. 1st Grade 5.3. Demonstrate the characteristics of sharing and cooperation in physical activity. 2nd Grade 5.5 Demonstrate respect for self, others, and equipment during physical activity. 3rd Grade. 5.4 Use appropriate cues for movement and positive words of encouragement while coaching others in physical acitivties. 4th Grade 5.5. Include others in physical activities and respect individual differences in skill and motivation. 5th Grade 5.5. contribute ideas and listen to the ideas of others in cooperative problem solving activities. 6th grade 5.3. identify and define the role of each participant in a cooperative physical activity. Standard 5Social Interaction

13. Locomotor Skills • Running • Hopping • Jumping • Galloping • Skipping…most advanced.

14. Basketballs -Hand in a relaxed “c” position. Push ball with finger prints, never palms. -6” in front of feet, eyes up. Soccer balls -instep, laces -dribbling, eyes up, ball never more than 3’ away. Instep -distance kick=laces -Passing=instep Proper use of equipment

15. Your School Has…..

16. Footballs -fingers on laces, pointer finger in front of laces, thumb on opposite side of ball. Ear level, lead with elbow and follow through. Non-dominate side to target. Softballs -fingers around ball -eyes on target, body turned perpendicular to target “T.…side to target. -non-dominate side to target Step back, point, Step-rotate-throw. Equipment ContinuedThrowing:opposite hand/ opposite foot

17. Frisbee -back hand throw, dominate side to target. -shoulder in line with elbow, in line with wrist, in line with knuckles. Parallel to ground. Early vs late release. Point to target. Volleyball -bump/forearm pass Set Serve (underhand & over) Rotations. .Newcomb ball. Poles. Equipment use

18. Never have your back to students. Proximity. Voice clear and directed toward students. Never sit on balls Never bounce when stretching! (ballistic) At least a 5-10 minute warm up before stretching. Hold stretches for 20-30 seconds (static) Always let students see your eyes. Always have students backs to sun. Neck roles, only forward and side to side. Basic Do’s and Don’ts

19. Explain why this activity is important. Explain and demonstrate proper form. Always give a visual example. Autistics & ADHD, always give defined space. Bathroom break before P.E. begins. H2O Be aware of child's medical condition. Asthmatics require a longer, more moderate warm-up. Cold-humid days ideal. Short bursts of energy. Loud voice and a whistle. Push the children to their ultimate capability! NEVER with hold a child from P.E. to do make-up work, this is a mandated time!!!!!! Basic Do’s and Don’ts

20. What is Adapted Physical Education? • For those students who can not meet the general physical education curriculum due to a physical disability or severe gross motor delay, even with modifications. • Record of attempted modification must be kept.

21. Resources(you might want to write this down) • Pecentral.com Lesson plans from other teachers, assessment, and modifications that are all grade appropriate. • http://www.mrgym.com/ • 2009 California Physical Education Framework. On S.W. website.

22. Any Questions? jdiamond@swhittier.k12.ca.us nheusser@swhittier.k12.ca.us