1 10/17/07 PHYSICAL EDUCATION CURRICULUM ADOPTED JUNE 2007 (revisions and additions made October 5, 2007) COMMITTEE MEMBERS Rick Wilson Lauren Whitman Barbara Godfrey Nancy Martin Don Plourde Deyanne Worcester Ken Martin Bethany Meehan-Poulin Mission Statement The physical education curriculum in Maranacook Area Schools exists to provide students opportunities to develop fundamental motor skills taught through sequential and developmentally appropriate K-12 instruction. Emphasis is placed upon the development of movement skills, physical fitness, cognitive knowledge of physical fitness concepts and skills, safety awareness and appropriate personal and social behavior in physical activity settings. In addition, the curriculum will include activities that give students building blocks for good health, coordination and sportsmanship. Physical education and fitness are integral parts of the overall daily education program that we provide our students. Most importantly, it further serves to give them knowledge and skills to make the most of their physical and mental abilities. Our goal is to instill a positive attitude about physical fitness in order to promote a lifelong awareness of maintaining a healthy and active lifestyle.
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1 10/17/07
PHYSICAL EDUCATION CURRICULUMADOPTED JUNE 2007
(revisions and additions made October 5, 2007)
COMMITTEE MEMBERS
Rick WilsonLauren WhitmanBarbara Godfrey
Nancy MartinDon Plourde
Deyanne WorcesterKen Martin
Bethany Meehan-Poulin
Mission Statement
The physical education curriculum in Maranacook Area Schools exists to provide students opportunities to developfundamental motor skills taught through sequential and developmentally appropriate K-12 instruction. Emphasis is placedupon the development of movement skills, physical fitness, cognitive knowledge of physical fitness concepts and skills, safetyawareness and appropriate personal and social behavior in physical activity settings. In addition, the curriculum will includeactivities that give students building blocks for good health, coordination and sportsmanship. Physical education and fitnessare integral parts of the overall daily education program that we provide our students. Most importantly, it further serves togive them knowledge and skills to make the most of their physical and mental abilities. Our goal is to instill a positive attitudeabout physical fitness in order to promote a lifelong awareness of maintaining a healthy and active lifestyle.
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Physical Education Standards as Defined by Maine’s Learning Results
G. Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and applymovement principles.
• G1. Stability and Force• G2. Movement Skills• G3. Skills-Related Fitness• G4. Practice for Skill Improvement
H. Physical Fitness Activities and Knowledge: Students demonstrate and apply health-related fitness concepts.• H1. Fitness Assessment• H2. Fitness Plan• H3. Fitness Activity• H. 4 Physical Activity Benefits
I. Personal and Social Skills and Knowledge• I1. Cooperative Skills• I2. Responsible Behavior• I.3 Safety and Playing Rules
Students demonstratepositions to create stabilityand force.a. Show how base of supportchanges during staticbalances.b. Demonstrate how push andpull affect balance.
G1 • Non-locomotor skills(skills used to move inplace; turning, twisting)
Students demonstrate avariety of locomotor skills.a. Demonstrate correcttechnique for a variety oflocomotor skills.b. Demonstrate a locomotorskill using change indirection, level, andpathway.c. Demonstrate combinationsof locomotor skills.
Students identify the skillrelated fitness components ofbalance and coordination.
G3 • Flexibility and strength• Discussion• Teacher student
demonstration
Resources:• Teaching children
Fitness• Fitness Games and
Hooked on Fitness
• Oral question & answer
No performance indicator.Although no performanceindicators are stated studentsare expected to haveinstructional experiences thathelp them to understand theimportance of practice.
G4 . • Discussion on howpractice makes formore consistentperformance
Students demonstrate avariety of movements thatapply stability and force.a. Demonstrate movementsthat change the center andline of gravity duringdynamic balances.b. Show how increasingspeed and mass can changethe force on an object.c. Demonstrate how bodyposition can change to absorbforce.
Students demonstrate avariety of locomotor skillsand manipulative skills.
G2 • Lead up games toemphasize specific skill
• Critical elements of eachskill
• Teacher/Studentdemonstrations
• Explanation ofCritical Elements
• Teacher observation• Demonstration• Check list
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a. Demonstrate correcttechnique or a variety ofmanipulative skills.b. Demonstrate combinationsof locomotor skills withmanipulative skills usingchange in direction, level, orpathway.
Students participate inhealth-related fitnessassessment and reassess toobserve changes.
H1 • Fitness Activities • Station Activities
Resources:• Prudential Fitness
Gram• President’s
Challenge• Teaching Children
Fitness• Fitness Games
• Fitness Test
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Students describe and giveexamples of the five health-related fitness components.
H2 • Health Related FitnessComponents
• Discussion
Resources:
• Teaching ChildrenFitness
• Fitness Games
• Oral question & answer• Reflection sheet
Students participate inactivities that address eachof the five health-relatedfitness componentsincluding flexibility,cardiovascular endurance,muscular endurance,muscular strength, andbody composition.
Students identify physicaland mental benefits andbody responses related toregular participation inphysical activity.
H4• Benefits of Fitness
• Discussion• Self Rating•
• Oral question &answer
• Written quiz• Reflection sheet• Journal
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Content: Physical Education Content Standard: Personal and Social Skillsand Knowledge
Grade/Course: 3-5
The student will be ableto… (specific)
LearningResults
Content SuggestedStrategies/Resources
Assessment
Students demonstratecooperative skills whileparticipating in physicalactivities.a. Demonstrate activelistening.b. Get along with others.c. Accept responsibility forpersonal behavior.
I1 • Cooperative games • Partner/Small Groupactivities
Students change their motionand the motion of objects byapplying the principles ofstability and force during skillpractice.a. Demonstrate the principleof opposition.b. Demonstrate how the pointof contact changes the path ofan object.c. Demonstrate how the pointof release changes the path ofan object.
G1 • Ready position• Throwing/serving in racquet
sports• Rotation of hips• Building momentum• Defense positioning• Lead-up games• Offense skills
• Pass• Move into spaces• Stay in position• Anticipate the path of
the ball• Move to the ball• Give and go
Defensive skills• Position between
opponent and goal• Position between ball
and goal
• Introduce Pickle ball,badminton, tennisskills
• Use handouts andresource materials toreinforce rules,positioning andtechniques
Students demonstrate motorskills and manipulative skillsduring drills or modifiedgames/physical activities.a. Demonstrate the correcttechnique for motor skills andmanipulative skills duringdrills or modifiedgames/physical activities.b. Combine manipulativeskills with motor skills duringdrills or modifiedgames/physical activities.
G2 • Lead-up games andactivities
• Ready position• Throwing/serving in racquet
sports• Rotation of hips• Building momentum• Defense positioning• Lead-up games• Offense skills
• Pass• Move into spaces• Stay in position• Anticipate the path of
the ball• Move to the ball• Give and go
• Defensive skills• Position between
opponent and goal• Position between ball
and goal• Rules and strategies of
different sports
• Introduce lead upactivities such aspartner juggling,serving, accuracyactivities, one-oneskills.
• Specific skills suchas lob, backhand,grips, forehand, dropand spike areintroduced.
Students explain howspecific, positive, and correctfeedback effects skillimprovement.
G4 • Depending upon readiness,expose students to higher-level skills for any given unit
• Sport specificity• Progressive overload• Learning readiness• Positive transfer• Kinesthetic awareness• Body Awareness• Defense positioning• Lead-up games• Offense skills
• Pass• Move into spaces• Stay in position• Anticipate the path of
the ball• Move to the ball• Give and go
• Defensive skills• Position between
opponent and goal• Position between ball
and goal• Rules and strategies of
different sports Assignspecific skills/techniques forstudents to look for whenworking with small groupsor partners (rotation of hips,follow through with body)
Students conduct a health-related fitness assessmentand use the information toestablish personal fitnessgoals
H1 • Explain the differencebetween health- andskill-related activitieswhile performing them
Resources:• Prudential Fitness
Gram• Presidential Fitness
Test
• Written quiz• Oral question & answer• Summary scores from
assessments
Students design a fitnessprogram from establishedgoals which addresses thefive health-related fitnesscomponents and applies thefrequency, intensity, timeand type (FITT) principle.
H2 • Talk with students about thebenefits of regular activityand encourage them to setgoals
• Wear protective equipment• Follow unit rules and class
rules• Warm up and cool down• Stop if you feel pain• Common sense
• Students journal• Teacher demonstration• Teacher modeling• Practice and repetition
Students participate inactivities that address theirpersonal fitness goals foreach of the five health-related fitness componentsincluding flexibility,cardiovascular endurance,muscular endurance,muscular strength, andbody composition.
H3 • Identify the fitnesscomponent of the activity inwhich they are participating
• Improve or maintain fitnesslevels on a given test
• Set specific goals for futuretests• Fitness test preparation
Students describe physical,mental/intellectual,emotional and socialbenefits and physiologicalresponses related to regularparticipation in physicalactivity.
H4 Fitness testing:• Improve or maintain fitness
levels on a given test• Set specific goals for future
tests_ Check resting and
exercise pulse rates_ Notice how hard the
work must be forsweating to occur
_ Introduce the concept ofperceived
• Wear protective equipment• Follow unit rules and class
rules• Warm up and cool down• Stop if you feel pain• Common sense• Physical education-
classroom managementskills books exertion_ Discuss the benefits of
Content: Physical Education Content Standard: Personal and Social Skillsand Knowledge
Grade/Course: 6-8
The student will be ableto… (specific)
LearningResults
Course Content SuggestedStrategies/Resources
Assessment
Students demonstratecooperative and inclusiveskills while participating inphysical activities.a. Work together as a team.b. Respond appropriately topeer pressure.c. Manage conflictd. Invite all students toparticipate.
I1 • Accept whoever is on yourteam without comment orreaction.
• Work with students ofvarying abilities incooperative and competitivesituations
• demonstrate throwing easilyto a lesser-skilled playerwho is attempting to catch aball
• Participate to the best ofyour ability - discusssportsmanship
• Teacher-guided discussionsof causes of and solutions toproblems
• Teach and modelfair play
• Use differentiationinstruction to meetdiverse needs ofstudents
• Reinforce appropriatebehaviors with positivecomments
Students describegame/physical activity rulesand safety rules, and theirpurposes.a. Explain the purposes formodifying playing rules inspecified situations.b. Explain the safety rulesand possible risks associatedwith specific games/physicalactivities.
I3 • Class rules• Specific rules for
activities• Demonstrate throwing
easily to a lesser-skilledplayer who is attemptingto catch a ball
• Teacher-guideddiscussions of causes ofand solutions toproblems
• Follow established classand activity rules andprocedures
Students change their motionand the motion of objects byapplying the principles ofstability and force to modifytheir performance ingames/physical activities.
a. Demonstrate how spin andrebound affect the motion of anobject.b. Use the principle ofopposition, and point of contact,and point of release to changethe path of an object during agame/physical activity.c. Change movements toaccommodate external forcesthat influence performance.
Students demonstrate avariety of specializedmovement skills specific to agame/physical activity whileparticipating in agame/physical activity.
Students explain therelationship of skill-relatedfitness to specialized
G1 G2 G3G4
• Mastery of badmintonserve, clear, drop shot,smash
• Mastery of volley balloverhand serve, forearmpass, overhead pass, andhit.
• Mastery of orienteeringand archery
• Proficiency in differentsteps in dance
• Proficiency incanoeing/kayakingstrokes, entry and exitstrategies, rescuetechniques and anatomyof boat
• Mastery of grip, stance,rules, basic strokes ofracquet sports
• Introduction, leading tomastery, of selectedtrack and field events
• Teacher/studentmodeling of variouscomponents andcritical elements ofeach sport.
• Providedopportunities fordrill and practice toreinforce skills.
• Use of personalsystem of instruction(PSI)
• Self assessment andpeer analysis
• Guest instructors• Student officiating• Field trips
• Teacher observation• Teacher Video
analysis• BCS evaluations
sheets• Student video
analysis• Written evaluations• Skills assessments
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fitness to specializedmovement skills.
Students Design appropriatepractice sessions, utilizingfundamental movement skillsto improve performance
Students conduct a health-related fitness assessment toanalyze personal fitness,establish personal fitnessgoals, and reassess theirfitness over time.
Students design andcritique a personal fitnessprogram from establishedgoals that apply the fivehealth-related fitnesscomponents and theprinciples of trainingrelated to specificity,overload, and progression.
Students explain theinterrelationship ofphysical,mental/intellectual,emotional, and socialbenefits and physiologicalresponses related to regularparticipation in physicalactivity
H1 H2 H3H4
• Health related componentsthrough fitness labs andactivities
• Comparison of fitnessassessments throughoutcourse.
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physical,mental/intellectual,emotional, and socialbenefits and physiologicalresponses related to regularparticipation in physicalactivity
Students describe physical,mental/intellectual,emotional and socialbenefits and physiologicalresponses related to regularparticipation in physicalactivity
based on fitnessassessments
• Students are able toadjust fitness programaccording to fitnessassessment strengthsand weaknesses
• Students re-evaluate(periodically) fitnesslevels
• Students doing personalfitness program
• Participation in FitnessEnhancing Unit ofHealth RelatedComponents
• Maintenance of weighttraining charts
• Students doing personalfitness program• Participate in
collecting andsummarizingphysical activity
• Review surveyresults and programadjustedaccordingly.
• Community surveyof lifestyle activity
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• patterns.
Resources:• Prudential health
related fitness test• Introduction to Life
long Fitness VideoSeries
• Physical ActivityChart
• CDC.org• Polar heart rate
monitors• Pedometers
Content: Physical Education Content Standard: Personal and Social Skillsand Knowledge
Grade/Course: 9-Diploma
The student will be ableto… (specific)
LearningResults
Content SuggestedStrategies/Resources
Assessment
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Students demonstratecollaborative skills whileparticipating in physicalactivities.a. Accept constructivefeedback.b. Give constructivefeedback.c. Include youngsters of allabilities
Students demonstrateresponsible and ethicalbehavior while participatingin physical activities.
Students predict howrules/etiquette improvesgames/activities.a. Explain how rules andetiquette contribute toproductive participation.b. Predict how modificationsto the environment canimpact safety duringgames/physical activities.
I1, I2, I3 Cooperative and CollaborativeParticipation• Student selection of partners• Complete self-evaluation
after each class• Participate within the
rules/guidelines of activity• Class rules• Cooperative games• Safety rules• Students use “practice time”
to work on individual skillpractice
• Self-initiated warm–upactivities
• Working with differentpartners in differentways.
• Rules modifications tomake games inclusive ofall skill levels
• Journal writings• Use self-evaluation
• Use of personalsystem of instruction(PSI)
• Intra studentevaluations usingbiomechanical checksheets (BCS)