Luther Conant Physical Education Program

Luther Conant School

Where the Whole Child is the Whole Idea

School

Schedule Virtual Tour Staff Directory Curriculum Class Pages

Conant School Physical Education

Slide Show Outcomes Physical Education Goals Physically Educated People Appropriate Practices

Outcomes	Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Physical Education Goals	In our Physical Education Curriculum our goal is to teach all children from the physically gifted to the physically challenged children--how and why they should keep themselves healthy and physically active throughout their lifetime. We provide developmentally appropriate learning experiences that will teach children how to be physically active in ways that increase physical competence, self-esteem and joy through lifelong physical activity. Here is how we achieve that goal: Our Physical Education Curriculum is based on inquiry, problem-solving, discovery, and application of key issues and concepts in the area of skills, movement, game activities, rhythmic and dance experiences designed to enhance the cognitive, motor, affective, and physical fitness development of every child. Students are held to high expectations and standards. We use a variety of strategies and approaches that encourage children to question, integrate, analyze, communicate, apply cognitive concepts, and gain a wide multi-cultural view of the world. The activities demonstrate the connections within and across disciplines in the areas of math, science, social studies, health and reading. All activities provide purposeful interaction that allows children the opportunity to work together on improving their emerging social and cooperative skills. These activities also help children develop a positive self-concept. Fitness assessment is used as part of the ongoing process of helping children understand, enjoy, maintain and improve their physical health and well-being. Children explore exercises that keep the body in proper alignment, thereby allowing the muscles to lengthen without placing stress and strain on the surrounding joints, ligaments and tendons. This understanding of the growth process is critical to their safety in attempting new activities. Technology (computers, Newton Message Pads , and heart rate monitors) is being used in the assessment process. The Newton Message Pads with Learner Profile software allows us to improve instruction, enhance student learning, and enrich the learning process. Our curriculum is designed so that ALL children are involved in activities that allow them to remain continuously active, be successful and have fun. The knowledge gained has purpose and meaning throughout their lives.
Physically Educated People	A Physically Educated Person HAS learned skills necessary to perform a variety of physical activities moves using concepts of body awareness, effort, and relationships demonstrate competence in a variety of manipulative, locomotor, and non locomotor skills demonstrates competence in combinations of manipulative, locomotor, and non locomotor skills performed individually and with others demonstrates competence in many different forms of physical activities demonstrates proficiency in a few forms of physical activity has learned how to learn new skills IS physically fit assesses, achieves, and maintains physical fitness designs safe, personal fitness programs in accordance with principles of training and conditioning DOES participate regularly in physical activity participates in health enhancing physical activity at least three times a week selects and regularly participates in lifetime physical activities KNOWS the implications of and the benefits from involvement in physical activities identifies the benefits, costs, and obligations associated with regular participation in physical activity recognizes the risk and safety factors associated with regular participation in physical activity applies concepts and principles to the development of motor skills understands that wellness involves more than being physically fit knows the rule, strategies, and appropriate behaviors for selected physical activities recognizes that participation in physical activity can lead to multi-cultural and international understandings understands that physical activity provides the opportunity for enjoyment, self-expression, and communication VALUES physical activity and its contribution to a healthful lifestyle appreciates the relationships with others that result from participation in physical activity respects the role that regular physical activity plays in the pursuit of life-long health and well-being cherishes the feeling that results from regular participation in physical activity
Appropriate Practices	As we enter the 21st century, the value of quality Physical Education and personal fitness is being recognized as never before. This growing awareness is accompanied by the knowledge that childhood is the time to begin the development of active and healthy lifestyles. In recent years, a growing body of research, theory, and practical experience has sharpened our understanding about the beneficial aspects of our Physical Education programs, and those aspects that are counterproductive. The following section is written with the intentions that administrators, parents, school boards, physical educators and other policy makers will recognize the Physical Education practices that are in the best interests of students, and those that may be questionable or counterproductive. While not all-inclusive, these components represent most of the characteristics of appropriate practices for quality Physical Education. Components of Appropriate Physical Education Practices 1.0 Student Success Rate in Physical Education Classes Students are given the opportunity to practice skills at high rates of success adjusted for their individual skill levels. 2.0 Use of Healthy Competition Physical Education activities are selected and taught in a manner that emphasizes individual self-improvement, participation, and cooperation instead of "winning" and "losing." Teachers take advantage of using collective group scores, cooperative activities, or individual skill challenges to make "every child a winner!" 3.0 Gender Stereotyping in Our Schools Girls and boys are provided equal access to participation in individual, partner, small group, and team activities. Both boys and girls are encouraged equally, supported and socialized towards successful achievement in all realms of Physical Education. Statements by Physical Education teachers tend to support leadership opportunities and provide positive reinforcement in a variety of activities which may be considered gender-neutral. 4.0 Selecting Teams/Activity Groups Teams and/or groups are formed in ways that preserve the dignity and self-respect of every child. 5.0 Using Exercises as Punishment Fitness activities are used to help students increase their physical fitness levels in a supportive, motivating, and progressive manner. The promotion of lifetime fitness attitudes is reached in a non-threatening manner. 6.0 Student Instruction Time-on-Task All students are involved in activities that allow for maximum "time on task." Classes are designed to meet a child's need for active and involved participation in all learning experiences. Physical Education programs are adequately funded so that appropriate amounts of equipment are available to every student. 7.0 Calisthenics/Exercises for a Purpose Appropriate exercises are taught for the specific purpose of improving the skill, coordination, and/or fitness levels of students. Students participate in activities that are designed to help them understand and value the concepts of fitness and the contributions they make to a healthy lifestyle. 8.0 Physical Fitness Testing As part of the on-going program of Physical Education, students are physically prepared so they can safely (physically and emotionally) complete each component of a fitness test. Test results are shared privately with the students and their parents as a tool for developing their physical fitness knowledge, understanding, and competence. 9.0 Physical Education Organization, Recess, and Playtime Physical Education classes are planned to provide the students with many opportunities to acquire the physical, emotional, cognitive, and social benefits of Physical Education. Educators recognize the significance of daily, quality Physical Education in the student's total educational experience. 10.0 Elementary School Field or Game Days A Field Day, if offered, is designed so every student is a full participant and derives a feeling of satisfaction and joy. Opportunities are provided for students to choose voluntarily from a variety of activities that are intended purely for enjoyment. 11.0 Curriculum Development and Content Personal Fitness: Personal fitness skills are integrated throughout the year-to-year Physical Education curriculum. Example: strength and endurance principles, heart-rate monitoring, stress management, the role of nutritional practices, and other fitness concepts are practiced and reinforced during other Physical Education activities. Recreational Dance: The Physical Education curriculum includes a variety of rhythmical, expressive, and dance experiences designed with the physical, cultural, emotional, and social abilities of the students in mind. Game and Sport Skills: Game skills are taught using a variety of drills and games that have been selected, designed, sequenced, and modified by teachers to maximize the learning and enjoyment for the students. Developmental Gymnastics: Students are encouraged to develop skills appropriate to their ability and confidence levels in non-competitive situations. Students are able to practice on apparatus designed for their confidence and skill level, and can design sequences that allow for success at their personal skill level. Teacher as the Instructional Leader: Teachers establish and maintain a positive, safe, and effective learning environment that fosters a meaningful Physical Education experience for all students with a strong focus on instructional success.