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Physical Education

THE PHILOSOPHY OF TEACHING AND LEARNING PHYSICAL EDUCATION
IN THE UNITED COMMUNITY SCHOOL DISTRICT

Our desire at United Community is to challenge each student at their particular skill level and allow them to progress at a rate they feel most successful.

The mission of Physical Education is to provide durable educational experiences in an effective learning environment where all children can learn the importance of health related physical fitness and become proficient in a variety of movement and sport skills.

The learning experiences are designed sequentially to complement the growth and development as well as the age appropriateness of the student.

Through the Physical Education experience the teacher has the opportunity to reinforce all segments of the individual learner (physical, mental, social, emotional well being) to ensure the full and complete development.

The students are introduced to a variety of activities that they interpret and express with sportsmanship, attitude, and participation.

An emphasis is placed on cooperative effort, encouragement of others and respectful behavior towards everyone. We want each student’s physical education experience to be positive and successful both physically and emotionally.

 

STRANDS FOR PHYSICAL EDUCATION
UNITED COMMUNITY SCHOOL DISTRICT

(Grades K-6)

  1. The MOVEMENT FORMS strand involves locomotor and nonlocomotor skills alone and with others.
  2. The MOTOR SKILLS strand promotes object manipulation, development of the skill and control of object.
  3. The PARTICIPATION TO ENHANCE HEALTH strand engages in basic activities that cause cardiorespiratory exertion, develop strength, endurance, and flexibility.
  4. The BEHAVIOR MANAGEMENT strand promotes responsibility of self while interacting with others during physical activity.

 

STRANDS & STANDARDS FOR PHYSICAL EDUCATION
UNITED COMMUNITY SCHOOL DISTRICT

(Grades K-6)

  1. The MOVEMENT FORMS strand involves locomotor and nonlocomotor skills alone and with others.
    • Uses a variety of basic and advanced movement forms.
  2. The MOTOR SKILLS strand promotes object manipulation, development of the skill and control of object.
    • Uses movement concepts and principles to the learning and development of motor skills.
  3. The PARTICIPATION TO ENHANCE HEALTH strand engages in basic activities that cause cardiorespiratory exertion, develop strength, endurance, and flexibility.
    • Understands the social and personal responsibility associated with participation in physical activity.
    • Understands the benefits and costs associated with participation in physical activity.
  4. The BEHAVIOR MANAGEMENT strand promotes responsibility of self while interacting with others during physical activity.
    • Demonstrates an understanding and respect for differences among people in physical activity settings.
    • Understands how to monitor and maintain a health-enhancing level of physical fitness in an active lifestyle.

 

STRANDS, STANDARDS & BENCHMARKS FOR PHYSICAL EDUCATION
UNITED COMMUNITY SCHOOL DISTRICT

(Grades K-6)

The MOVEMENT FORMS strand involves locomotor and nonlocomotor skills alone and with others.

  • Uses a variety of basic and advanced movement forms.

Kindergarten - 2nd Grade

  1. Demonstrates a variety of basic locomotor movements (e.g., eye-foot/eye hand coordination, rope jumping, walking, running, galloping, hopping, leaping, long jumping, skipping, sliding).
  2. Understands a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting).
  3. Develops control in balance skills and spatial awareness (e.g., balance on body parts such as one foot, one hand and one foot, hands and knees, headstands or different apparatuses).
  4. Applies creative movement explorations (e.g. performs creatively with a prop [wand, ribbon], sequence, level, shape, pathway).
  5. Develops control in traveling activities (e.g., moving backwards and changing directions quickly and safely without falling; changing speeds and directions in response to various rhythms/music).
  6. Knows a variety of basic object control skills (e.g., underhand/overhand throw, catch, hand/foot dribble, kick and strike).
  7. Combines fundamental movement skills (e.g., locomotor, non-locomotor, object control, body control and rhythmical skills).
  8. Applies control in weight-bearing activities on a variety of body parts (e.g., jump and land, uses combinations of one and two foot take-offs and landings).
  9. Develops a smooth transition between sequential motor skill (e.g., running into a jump or leap).
  10. Demonstrates locomotor skills in rhythmical patterns (e.g., even, uneven, fast and slow).

 

3rd - 6th Grade

  1. Demonstrates a mature form in object control skills.
  2. Adapts a basic sport-specific skill to the demands of various physical activities or game environments.
  3. Combines mature form and appropriate sequence while using fundamental locomotor, object control, and rhythmical skills that are selected as components of games, sports or dances.
  4. Acquires mature forms of balance while using various pieces of equipment.
  5. Recognizes beginning strategies for net and invasion games and attempts to apply the concept.

 

The MOTOR SKILLS strand promotes object manipulation, development of the skills and control of object.

  • Uses movement concepts and principles in the development of motor skills.

 

  1. Kindergarten - 2nd Grade

  2. Understands a vocabulary of movement concepts (e.g., personal space, high/low levels, fast/slow speeds, light/heavy weights, balance, twist).
  3. Understands a variety of relationship terms with objects (e.g., over/under inside/outside, right side up/upside down, behind/in front, around, beside, through, on top/on bottom, in between).
  4. Recognizes concepts of space awareness and movement control with a variety of basic skills (e.g., running, hopping, skipping) while interacting with others.
  5. dentifies critical elements of a variety of basic movement patterns (e.g., throwing, the ready position, arm preparation, step with leg opposite the throwing arm, follow-through, accuracy of throw).
  6. Shares and applies information from a variety of sources (internal/external) to improve personal performance.
  7. Relates the importance of practice time (repetition of skill) in skill learning.

 

3rd - 6th Grade

  1. Shares and applies information from a variety of sources (internal/external) to improve personal performance.
  2. Uses movement concepts and principles to the learning and development of motor skills.
  3. Relates feedback to others of fundamental and specialized movement skills.
  4. Recognizes and applies concepts that impact quality of performance.
  5. Develops basic offensive and defensive strategies in unstructured game environments.

 

The PARTICIPATION TO ENHANCE HEALTH strand engages in basic activities that cause cardiorespiratory exertion, develop strength, endurance, and flexibility.

  • Understands the social and personal responsibility associated with participation in physical activity.

 

Kindergarten - 2nd Grade

  1. Follows rules and procedures (e.g., outside play area, classroom, gymnasium).
  2. Uses equipment and space properly and safely (e.g., takes turns/shares equipment, follows safety rules for that specific piece of equipment, puts equipment away when not in use).
  3. Understands the purpose and use of rules in games/activities.
  4. Develops an understanding of the importance of socially playing with others using cooperation and respect and interacting regardless of personal differences (e.g., gender, ethnic, or disability) during physical activity.
  5. Works cooperatively with another to complete an assigned task (e.g., is supportive of partner/small group, offers assistance/help, willing to take turns).
  6. Applies the elements of socially acceptable conflict resolution during physical activity setting (e.g., caring, sharing, and being fair, uses emergency plan of rock, paper, scissors).

 

3rd - 6th Grade

  1. Understands group dynamics to accomplish a set goal in cooperative and competitive activities.
  2. Applies rules and procedures that are safe and effective.
  3. Uses physical activities to learn more about people from different backgrounds and people who are physically challenged.
  4. Displays proper attitudes toward winning and losing (self control, sportsmanship, conflict resolution).
  5. Recognizes the importance of safe practice/procedures during physical activities.
  6. Uses equipment and space safely (e.g., handling equipment safely, monitoring equipment in good repair vs. broken, proximity of participants in relation to useable space).
  7. Understands development of life-long recreational skills (e.g., tennis, golf, walk/jog, biking, swimming, rollerblading, softball, volleyball).
  8. Distinguishes between compliance and non-compliance with game rules and fair play.

 

  • B. Understands the benefits and costs associated with participation in physical activity.

 

Kindergarten - 2nd Grade

  1. Makes the connection with health benefits of physical activity (e.g., feeling healthy vs. sick, physical endurance doing various tasks vs. tired and achy).

 

3rd - 6th Grade

  1. Interacts with friends in organized group activities.
  2. Develops a means of self expression via physical activity.
  3. Experiences pleasure/enjoyment during participation of physical activities.
  4. Increases skill competence during active participation.

 

The BEHAVIOR MANAGEMENT strand promotes responsibility of self while interacting with others during physical activity.

  • Demonstrates an understanding and respect for differences among people in physical activity settings.

 

Kindergarten - 6th Grade

  1. Recognizes that within the groups differences what benefits can be brought to the group.
  2. Participates in activities of various origins (ethnic, cultural, national) to experience alike/different backgrounds in group.

 

  • Understands how to monitor and maintain a health-enhancing level of physical fitness in an active lifestyle.

 

Kindergarten - 2nd Grade

  1. Engages in basic activities that cause cardio-respiratory exertion (e.g., running, rope jumping, skipping, hopping, and galloping).
  2. Knows the physiological indicators (e.g., perspiration, increased breathing and pulse rate) that accompany moderate to vigorous physical activity.
  3. Selects activities that develop muscular strength and endurance (e.g., pull ups, curl ups, push ups, climbing, hanging on bars, taking weight on hands)
  4. Recognizes activities that require flexibility (e.g., sit and reach position - stretching towards toes, moving joints through full range of motion).
  5. Demonstrates how to measure cardiorespiratory fitness (listening to own heartbeat, find a pulse at wrist/neck and count).
  6. Relates similarities/differences of body composition to physical fitness levels (height, weight, shape, proportion of lean/fat body mass).

 

3rd - 6th Grade

  1. Knows to accept/respect decisions of game officials whether they are students, teachers, or outside of school officials.
  2. Seeks out, shows respect and participates with persons of all skill levels (equal, weak or strong).
  3. Selects for personal pleasure/gain to be physically active at home.
  4. Identifies activities/exercise that brings joy or personal gain.

United Community School1284 U AveBoone, IA  50036

515-432-5319

Nondiscrimination Statement

Students, parents, employees and others doing business with or performing services for the United Community School District are hereby notified that this school district does not discriminate on the basis of race, color, creed, religion, sex, national origin, sexual orientation, gender identity, disability, age (for employment), marital status (for programs), or socioeconomic status (for programs) in admission or access to, or treatment in, its programs and activities or hiring and employment practices.~ Any person having inquiries concerning the school district's compliance with the regulations implementing Title VI, Title VII, Title IX, the Americans with Disabilities Act (ADA), ¬ß 504 or Iowa~Code ¬ß 280.3 is directed to contact: Tim Salmon, 1284 U ave, Boone, IA 50036, telephone: 515-432-5319 who has been designated by the school district to coordinate the school district's efforts to comply with the regulations implementing Title VI, Title VII, Title IX, the ADA, ¬ß 504 and Iowa~Code 280.3. 

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