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Chapter 6

Chapter 6. Physical Education Curriculum. Objectives of the Chapter. Identify characteristics of quality elementary PE programs Discuss who is responsible for producing quality PE Specify the PE curriculum content Provide information on writing objectives

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Chapter 6

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  1. Chapter 6 Physical Education Curriculum

  2. Objectives of the Chapter • Identify characteristics of quality elementary PE programs • Discuss who is responsible for producing quality PE • Specify the PE curriculum content • Provide information on writing objectives • Discuss assessment theory and practice

  3. Quality Elementary PE Programs • These programs assists students in acquiring the skills, knowledge and motivation to incorporate activity into their daily lives.

  4. Contain developmentally appropriate activities Stress skill and fitness development Encourage students to be physically active View the teacher as a facilitator of learning Maximize active learning time Stress indirect competition and cooperation Include many movement forms Integrate academic content Use ongoing student and program assessment Comply with Federal mandates Provide appropriate instructional time and class time Hire qualified teachers Quality Elementary PE Programs

  5. Who is Responsible for Quality Physical Education? • The entire community • Parents • Teachers • School administrators • Community members • Coaches • Students

  6. Building a Quality Program • Select a guiding philosophy • Establish school-level program goals • Determine grade-level program goals and benchmarks • Develop the scope and sequence of the program content (yearly plan)

  7. Step 4Develop Scope & Sequence for Program ContentSample sequence: Yearly plan, Grades K-2 Step 4 • 1st nine weeks • Week Movement form Lesson focus • 1 Basic movement Locomotor skills • 2 Rhythmic movement Space awareness • 3 Basic movement - manipulative Throwing & catching • 4 Body management Fleeing & dodging • 5 Basic game skill Kicking • 6 Cooperative movement Partner stunts • 7 Basic movement Axial skills • 8 Rhythmic movement - creative Force & flow • 9 Basic movement Striking & volleying

  8. Educators have to… Support the importance of movement goals, the emphasis of skills, fitness, cooperative games, the Physical Education specialists and classroom teacher’s role, the need for daily physical education and developmentally appropriate activities.

  9. Teacher observation Peer observation Self-evaluation Written tests and papers Student logs and journals Student projects Oral presentations Student performances Student portfolios Assess Students and ProgramsTypes of Assessment

  10. Assess Students and ProgramsIndicating Student Progress (Grading) • Students should not be “graded”. • Students should be assessed and their final achievement recorded in a “progress report” which • identifies specific skills, behaviors and knowledge that were taught • indicates the level of mastery the student achieved on those skills, behaviors and knowledge. • Can be used to share data with administration

  11. Using Existing Curriculum Guides • What is contained in a typical district-level curriculum guide for physical education? • How would you use a guide that was already in place?

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