Physical Education Content Standards

Transcription

1 The physical Education/Fitness program focuses on physical fitness and skills development in a variety of team and individual sports. An emphasis is placed on working cooperatively, following directions, playing safely, and life long health. The State physical education framework for California public schools, Healthy Kids/Healthy California, is the basis for standards in Physical Education/Fitness. Units covered include: Flag Football, Volleyball, Soccer, Basketball, Aerobics/Dance, Tumbling, Softball, Track and Field, Tennis and Paddle Tennis, and Weight Training/Fitness. Uniforms are required for Physical Education/Fitness. Lockers are provided in the dressing rooms for changing. Movement Skill and Movement Knowledge 1. Motor Learning: The seventh grade student will be competent in many movement activities. 1.1 Leap, roll, balance, transfer weight, bat, hand dribble, foot dribble, strike a ball with a paddle, and throw 1.2 Adapt and combine skills to the demands of increasingly complex movement activities (agility) 1.3 Perform a variety of simple folk and aerobic dances Participate in a variety of sport activities starting with skill instruction and moving into games and strategy. Have student create their own dance and perform four eight-counts to music of their choice. Seventh Grade 2. Biomechanics: The seventh grade student will understand how and why they move in a variety of situations and use this information to enhance their own skills. 2.1 Recognize general characteristics of movement that can be applied to specific activities 2.2 Use basic offensive and defensive strategies in easy settings 2.3 Set goals and monitor change 2.4 Apply scientific principals to learning skills for individual and dual sports (Newton s Law) Assign student to observe a game of tennis/paddle tennis and record points for the use of two different offensive strategies and one defensive strategy. Student should try to observe both players. Student/teacher set goals for specific skills, practice change if needed and teacher observation test. Teacher explain/lecture on types of spin, force, speed etc., depending on sport, then include on a written test. 3. Exercise Physiology: The seventh grade student will achieve and maintain a health-enhancing level of physical fitness. 3.1 Participate in a vigorous activity for a substantial period of time while maintaining a target heart rate. 3.2 Identify proper warm-up, conditioning, and cool down techniques and the reasons for using them. 3.3 Meet the health-related fitness standards as defined by the Fitnessgram.

2 3.4 Identify the impact of nutrition, relaxation and stress on the bodies ability to participate in physical activity. 3.5 Student should understand what happens physiologically when one smokes, drinks alcohol or uses drugs. Student determine their own maximal heart rate. By doing this, the student can determine their appropriate training zone. Teacher demonstration, explanation, lecture and observation Pre and post test with practice two times per week on various fitness tests, then test at end of course. Establish goals for improvement. Students make a collage using pictures of healthy food, people and activities to show they understand the objective. General discussion on a running day. Short and simple teacher lecture. Student use a short questionnaire regarding an interview with a smoker. Self-Image and Personal Development 4. Human Growth and Development: The seventh grade student will exhibit a physically active lifestyle and will understand that physical activity provides opportunities for enjoyment, challenge and self-expression. 4.1 Participate in games, sports, dance, and outdoor pursuits both in and out of school, based upon individual interests and capabilities. 4.2 Describe the relationship between a healthy lifestyle and feeling good. 4.3 Describe ways to use the body and movement activities to communicate ideas and feelings. 4.4 Introduce outdoor skills. Teacher Observation Seventh Grade Teacher encouragement for participation in outside activities. Student selects an adult to interview who regularly engages in a personal activity program. a. What exercise do they do? b. How long have they done it? c. Why do they do it? d. What motivates them to continue? e. How did they get started? Students then write a brief paper explaining their findings and what impact it has on them personally. Dance unit students make up their own dance, perform it, then describe what their movements and music are communicating. Teacher explanation, Videos, Students share experiences 5. Psychology: The seventh grade student will demonstrate responsible personal behavior while participating in movement activities. 5.1 Accept and respect decisions made by game officials whether they are student, teachers or officials. 5.2 Analyze potential consequences when confronted with a behavior choice. During a game, an official will score both the game and behavior points. Points are awarded for every overt example of supportive, ethical behavior (1 pt.) and lose 1 point for every example to the contrary. Students try to demonstrate supportive behavior to a teammate

3 or an opponent, e.g. provide verbal or nonverbal feedback to others. Ask class for examples of what they might do as a teacher in assigning behavior discipline. 6. Self-Image: 6.1 Value the development of the aesthetic features of their performance. 6.2 Enjoy the process of developing new skills 6.3 Value the progress made by their classmates in acquiring new skills 6.4 Be willing to try new activities 6.5 Develop trusting relationships with classmates and instructor Social Development 7. Sociology: The seventh grade student will demonstrate acceptable social behavior while participating in movement activities. The student will understand the importance of respect for all others. 7.1 Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities. 7.2 Handle conflicts that arise with others without confrontation. 7.3 Work cooperatively with more and less skilled peers. Seventh Grade 8. Historical Perspectives: The seventh grade student will understand the relationship between history and culture with games, sports, dance and play. 8.1 Describe physical education in historical times, such as medieval times. 8.2 Include questions on a written test regarding what they have learned about the history of the sport on the test. 8.3 Students choose two sports that had origins in medieval times. They will prepare a report that briefly describes the similarities and differences in how the two sports were originally played and how they are played in this country. They can also identify how they were played then and how they are currently played. Teacher and students review student reports Video or teacher explanation Include questions on a written test regarding what they have learned about the history of the sport on the test. Students could create a list of actions, both positive and negative in nature, that they have observed during involvement in physical activity over the past week for each of the following behaviors: conflicts with peers, language, preparation, promptness, safety, and support for others. For those actions considered to be negative, students will suggest an alternative action that would be more appropriate.

4 Seventh Grade

5 At 8th grade, Physical Fitness/Health focuses on physical fitness and skill development in a variety of team and individual sport activities. Skills learned in the 7th grade are extended in the 8th grade. A heavy emphasis is placed on working cooperatively, following directions, playing safely, and learning life long health. The Health Education component of Healthy Kids/Healthy California is offered at this level by integrating the curriculum into Physical Fitness/Health throughout the year. Instructional units in both Physical Fitness/Health include: Flag Football, Volleyball, Soccer, Basketball, Aerobics/Tumbling, Softball, Track and Field, Tennis and Paddle Tennis, and Weight Lifting/Fitness. Uniforms are required for Physical Fitness/Health. Lockers are provided in the dressing rooms for changing. Movement Skills and Movement Knowledge 1. Motor Learning: The eighth grade student will be competent in many movement activities. 1.1 Use basic offensive and defensive strategies in a modified version of a team sport and an individual sport. 1.2 Demonstrate competence in modified versions of a variety of movement forms. 1.3 Demonstrate beginning strategies for net and other games Participation in a variety of different sports and games. Student are asked to create a performance using three dances of their choice that they have previously learned. Student will practice and perform smoothly and with the appropriate rhythm. Eighth Grade Student play a 4 on 4 cooperative volleyball game. The intent is for the players to keep the ball going back and forth across the net as many times as possible before it hits the ground. There must be at least two hits on each side before the ball can cross the net. Student will successfully pass the ball across the net, use combination passes and sets and serve successfully. 2. Biomechanics The eighth grade student will understand how and why they move in a variety of situations and use this information to enhance their own skills. 2.1 Understand and apply more advanced movement and game strategies 2.2 Identify the critical elements of more advanced movement skills 2.3 Apply scientific principles to learning skills for individual and dual sports (Newton s Laws) 2.4 Describe principles of practice for specific physical activities Explain and demonstrate game strategies involved in playing tennis doubles Describe the critical elements of a sprint start in track Teacher explanation and/or reading assignment Describe principles of training and conditioning for specific physical activities 3. Exercise Physiology: The eight grade student will achieve and maintain a health-enhancing level of physical fitness. 3.1 Describe how to improve and maintain healthy body composition 3.2 Assess physiological indicators of exercise during and after physical activity

6 3.3 Meet the health-related fitness standards as defined by the Fitnessgram. 3.4 Identify the impact of nutrition, relaxation and stress on the bodies ability to participate in physical activity 3.5 Understand and apply basic principals of training to improving physical fitness Use caliper, explain charts - what is healthy? Use pulse rate (teacher explanation) Using the results of a fall fitness test, student develops a 6 week plan for improving personal fitness level on the weakest component. Student is tested for fitness to see if he meets the criteria established for age/gender. Student will complete a log for 7 consecutive days, on a least three occasions during the school year. Set goals, keep a log of improvement. Self-Image and Personal Development 4. Human Growth and Development: The eighth grade student will exhibit a physically active lifestyle and will understand that physical activity provides opportunities for enjoyment, challenge and self-expression. 4.1 Explore a variety of new physical activities for personal interest in and out of the physical education class 4.2 Describe the relationship between a healthy lifestyle and feeling good 4.3 Establish personal physical activity goals 4.4 Participate regularly in health-enhancing physical activities to accomplish these goals Student identify two new activities available in the community with which they have no experience, but think they might enjoy. They Eighth Grade must attend that activity, first as an observer and later as a participant, at least three times and write a report on it, describing the activity, the equipment, cost and where the activity is available. Student selects an adult to interview who regularly engages in a personal activity program. a. What exercises do they do? b. How long have they done it? c. Why do they do it? d. What motivates them to continue? e. How did they get started? Student then writes a brief paper explaining their findings and what impact it has on them personally. Discuss (realistic) goal setting and have student write their goals in a log book. 5. Psychology: The eighth grade student will demonstrate responsible personal behavior while participating in movement activities. 5.1 Identify positive and negative peer pressure 5.2 Play within the rules of the game or activity 5.3 Handle conflicts that arise without confrontation 5.4 Finds positive ways to exert independence 5.5 Makes choices based on the safety of self and others The teacher observes student performances during the class and records unsafe or undesirable behavior in an activity. Leadership opportunities such as exercise leader, team captain, possible demonstration.

7 When a student does not carry out a certain task, he can discuss the reason with a teacher, focusing on ways to prevent the action from happening again. 6. Aesthetics: The eighth grade student will appreciate the value and enjoy movement resulting from the improvement of movement skills. 6.1 Value personal identity and the development of the aesthetic features of their performance skills. 6.2 Develop personal identity by enhancing their strengths and improving weaknesses. 6.3 Enjoy participation in physical activity. 6.4 Recognize the social benefits of participation in physical activities. 6.5 Try new and challenging activities.. Observe and study professionals engaged in the same activity to provide student with models for skill development. (attend a game or watch a video) Discuss with student what his frustrations may be, thus providing a guide to his goals for skill development Explain (teacher) differences between team and individual sports. Also explain how some team sports (track, swimming, cross country) can be individual Expose student to many activities Social Development 7. Sociology: The eighth grade student will demonstrate acceptable social behavior while participating in movement activities. The student will understand the importance of respect for others. Eighth Grade 7.1 Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities 7.2 Handle conflicts that arise with others without confrontation 7.3 Work cooperatively with more and less skilled peers 7.4 Display sensitivity to the feelings of others during interactions 7.5 Willingly join others of diverse culture, ethnicity and race during physical activities Student creates a list of actions, both positive and negative in nature, that they have observed during involvement in physical activity over the past week for each of the following behaviors: conflicts with peers, language, preparation, promptness, safety, and support for others. For those actions considered to be negative, student will suggest an alternative action that would be more appropriate. - discuss situations with student as they arise. Student is asked to identify an ethnic population (different from their own) in their school or community. Based on information, they are to learn a game or dance native to one of those populations. Compare and contrast two famous athletes, one who is admired for positive behavior, and one who is known generally for negative behavior. Students comment on the effects the images have on their own behavior or that of others their own age. When choosing teams, try to avoid the standard practice of captains picking the teams(to avoid hurt feelings of those being picked last). Try to be innovative, perhaps pick pairs and let them team up or teacher can organize the teams in private.

8 Eighth Grade 8. Historical Perspectives: The eighth grade student will understand the relationship between history and culture with games, sports, dance and play. 8.1 Describe physical education in early American times 8.2 Understand that sports and games became more popular as leisure time increased for the general population 8.3 Understand the history of the Olympic Games 8.4 Understand the history of each sport or game used in curriculum 8.5 Recognize the role sport, games and dance in modern culture Create a sport using a combination of rules and equipment they already know about. They must include the rules, equipment, field diagrams, etc. for their sport. Include questions on a written test. Student choose two sports that had origins in early American times. They will prepare a report that briefly describes the similarities and differences in how the two sports were originally played and how they are played in this country.