Back to Physical Education Curriculum

 

PHYSICAL EDUCATION CURRICULUM GUIDE
INTRODUCTION

Physical education is a necessity for the health and well being of every student.  As a unique and essential part of the total education program, physical education can significantly enhance all aspects of development including health, physical fitness, movement knowledge, academic performance, goal setting, self-esteem, stress management, and social skills.

 

Evidence continues to mount that regular physical activity can prevent and manage coronary heart disease, which is the leading cause of death and disability in the United States.  Unfortunately, few Americans engage in regular physical activity, despite the benefits.  Research findings clearly demonstrate that daily exercise, from early childhood throughout life, is a primary factor in maintaining health and enriching the quality of life.  People begin to acquire and establish patterns of health-related behavior during childhood and adolescence.  Schools are an efficient vehicle for providing this physical education instruction.

 

Although many students participate in extra-curricular athletics, and these programs may meet the movement and exercise needs of the participants during their season of competition, such programs do not accommodate all students.  Therefore, we believe that physical education is an integral part of a comprehensive education and must be included on a daily basis.

 

Finally, it should be understood that quality physical education is predicated upon having competent, dedicated, and knowledgeable teachers who utilize appropriate instructional techniques, strategies, and assessments.

 

 

 

 

 

 

 

 

 

 

 

 

   

PHYSICAL EDUCATION CURRICULUM GUIDE
PROGRAM STANDARDS

 

As educators, we are committed to the development and implementation of quality physical education instruction.  Moving Into the Future - National Physical Education Standards: A Guide to Content and Assessment, a book developed by the National Association for Sport and Physical Education (copyright 1995), should be used as the guide to the delivery of UCSD physical education programs.

 The following content standards in physical education, which identify what a student should know or be able to do, will be applied to instruction at all grade levels.

 A physically educated person:

 

 

1.    Demonstrates competency in many movement forms and proficiency in a few movement forms. (Motor Skills)

 

2.    Applies movement concepts and principles to the learning and development of motor skills. (Application)

 

3.    Exhibits a physically active lifestyle. (Active Living)

 

4.    Achieves and maintains a health-enhancing level of fitness. (Physical Fitness)

 

5.    Demonstrates responsible personal and social behavior in physical activity settings. (Personal and Social Skills)

 

6.    Demonstrates understanding and respect for differences among people in physical activity settings. (Cooperation)

 

7.    Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. (Values Physical Activity)


 

Moving Into the Future articulates the content and assessments for each standard at each grade level.

PHYSICAL EDUCATION CURRICULUM GUIDE
PROGRAM DELIVERY

 

 

Elementary:

 

          The focus of the elementary physical education program is the introduction and exploration of physical education skills and concepts.  As an important part of the elementary school program that uniquely contributes to the school's overall goals, physical education emphasizes the total development of the child (i.e. physical, motor, cognitive, social, and emotional development).

            It is critical at the elementary level that students be guided through a series of developmentally appropriate experiences and activities that promote a desire to engage in physical activities, promote a sense of self worth, encourage cooperation, and self control, and lead to choices that promote a healthy life style. 

            To deliver a quality elementary physical education program, 60 minutes of instruction per week is recommended.  This instruction is to include vigorous physical activity, diagnosis and learning of neuromuscular skills, information about physical activity and fitness, and time to enjoy the use of skills and knowledge.  Even though recess is an important part of an elementary school, it should not be used as a substitute for physical education instruction.

 

Middle School:

 

          The focus of the middle school physical education program is to provide a daily opportunity for students to participate in a wide variety of physical activities and experiences that promote the mastery of the core skills introduced at the elementary level.  Middle school physical education will build a framework for lifetime activities and healthy living.          

            Middle school is a time of transition, which may bring about an upheaval in physical, emotional, social, and intellectual worlds. To successfully bridge this transition, students will explore and apply information, as well as participate in activities that empower them to assume responsibility for their own lifetime health, wellness, and fitness.         

         

High School:

 

          The focus of the high school physical education program is to promote healthy living and knowledge of lifetime activities.  The student will take the responsibility for and apply their learning to their personal lifetime health and wellness.  All students are required to take a one semester Physical Education and one semester of Healthy Living course in the 9-10th grade year.  To meet the National Standards and benchmarks and make fitness for life a priority, a minimum of two credits of physical education throughout their high school experience is recommended.  Current UCSD graduation requirements include one semester of physical education and one semester of Health Living.

 

 

 

PHYSICAL EDUCATION CURRICULUM GUIDE
INFORMATION ABOUT THIS DOCUMENT

 

 

Ö        Ö        The UCSD Physical Education curriculum is designed as a guide for K-12 Physical Education programs.

 

Ö        Ö        The curriculum document is divided into the following sections: Kindergarten, Grades 1-2, Grades 3-4, Grades 5-6, Grades 7-8, and High School courses.

 

Ö         Ö        At the elementary level, sample activities and assessments are minimally developed in the document as the Unalaska School District Elementary Physical Education Curriculum Guide will be used as a supplement for teachers

 

Ö        Ö        The curriculum benchmarks are taken from the National Association for Sport and Physical Education.  At the level of national standards, NASPE benchmarks are provided only for even numbered grades.   In this document, these benchmarks are applied across grades Kindergarten, 1-2, 3-4, 5-6, 7-8, and high school courses. 

 

Ö        Ö        Sample benchmarks, activities and assessments are included for each standard and are directly correlated, with some exceptions. 

 

Ö        Ö        The bullets under each section should read as if they started with “the student will” (i.e. sample benchmark: perform a variety of simple rhythmic movements..... should read, “The student will perform a variety of simple rhythmic movements.”)

 

Ö        Ö        A list of middle school activities is presented before the Grade 7-8 section.  Middle school teachers should refer to benchmarks, activities, and assessments in both the Grade 5-6 section and the Grade 7-8 section.

 

Ö        Ö        Many sample activities and assessments appropriate for middle and high school can be found in the assessment appendix.