P.E.-9 COURSE OUTCOMES New

COURSE STATEMENT

PHYSICAL EDUCATION-11

(July 2012)

The Physical Education 11 course is designed for 11-year-old students with maturing bodies and skill capabilities. The focus of this course is to develop efficient, effective, and expressive movement patterns that promote overall physical well being and appropriate social and behavior skills in a Physical Education environment.Fundamental skills of body awareness, body movement locomotion, spatial awareness and manipulative skills are developed. The goal is for all students to feel safe participating in physical education classes. While team games/sports can be incorporated at this level this should not be the central activity as the focus remains inclusion and successful participation by all students. This is facilitated by allowing flexibility and adaptations in all games and activities to maximize participation. Developing an ongoing interest in physical activity is the ultimate end result.

The Physical Education environment is a place to nourish sportsmanship and develop inter-personal skills, which are as important as developing physical skills. This will be demonstrated through effort, attitude, leadership, cooperation, safe movement and respect and care of equipment. The QSI physical education curriculum is implemented in an atmosphere that encourages physical activity that produces feelings of effectiveness and success. Increasing emphasis is now placed on group dynamics to develop the skills necessary for successful participation in group activities. This will lead to a more mature understanding of the relationship between self and others.

Emphasis is on the whole child through physical activity, social development, and character education. In all units the evaluation process emphasizes effort, attitude, leadership, cooperation, and safe movement in all activities and games as well as demonstrating the proper care of equipment.

The expectations for ‘A’ level mastery in all elementary PE units is as follows:

Effort – Participates with an obvious exceptional effort making individual improvement.
Attitude – Is verbally positive and encouraging in activities.
Leadership – Is quick to follow directives, encouraging others to do the same.
Cooperation – Is quick to work with others of different ability, race and gender when needed.
Safety – Displays self-control making safe movement choices.
Respect and care of equipment – Voluntarily picks up equipment.

Physical Education 11 is divided into 6 essential unit outcomes with each essential unit outcome designed to last approximately 15 days. Because this physical education class meets three times per week, each essential outcome will last about five weeks. On the average 135 minutes per week are devoted to movement. There are 6 selective outcomes.

This course is integrated with the Language Arts, Science, Applied and Fine Arts, and Cultural Studies curriculums. For example, the student will become aware of the cultural backgrounds of the people that created the various folk dances that will be studied. The exercise program focuses on vocabulary development and enrichment. The gymnastics, and rhythm units enhance the applied and fine arts curriculum. Character and Team Building Units support the Success Orientations.

This course is related to all the success orientations, competencies, and knowledge noted in the Program Outcomes.

An outline of the six essential unit outcomes follows. These unit outcomes are arranged in a suggested sequence, although one is not a prerequisite for another. The outcomes can easily be taught concurrently with other age levels (i.e. 11’s-10's, 12’s-11's, etc.)

Essential Units:

E01 - Team/Character Building

Students participate in games, activities and challenge activities that emphasize teamwork, problem solving skills, leadership development, communication skills, and critical thinking. These activities become a context from which students can explore group dynamics. The students will also reflect on their experiences through participation in discussions in which they debrief.

E02 - Throwing/Catching

Drills and activities will be introduced and practiced to develop throwing and catching skills. Emphasis is on application of these skills in a variety of games.

E03 - Rhythms

Activities and dance that emphasize the use of movement to create and respond to rhythm are practiced. Folk dance, square dance, line dance, or other forms of dance are introduced. Rope jumping and other rhythmic exercises will be practiced.

E04 - Fitness

A variety of exercises and activities that develop and maintain physical fitness are introduced. The student will learn about the different fitness components and health-enhancing practices. This unit focuses on the importance of fitness for life.

E05 -Tumbling/Gymnastics

Tumbling or more advanced levels of gymnastic will be practiced. Skills, activities, and games that develop these components will be practiced. The student is challenged to try stunts and skills that are beyond their comfort range.

E06- Kicking/Striking

Drills and activities will be introduced and practiced to develop throwing/catching skills. Emphasis is on the application of these skills in a variety of games.

An outline of the six Selective Outcomes follows:

Selective Units:

S01 -Life Sport/Team Sport

The value of life-long exercise and physical activity is emphasized in this

unit. Students will discuss why it is important to lead active, healthy lives and identify the fitness components that are essential to a healthy body. Students will participate in games and activities that they would be able to participate in throughout their entire life. . Using the skills practiced and developed in the Essential Units, the student will begin to apply them while learning the basics of a game or sport with the rules. Positive behaviors are emphasized.

S02 - Life Sport – Swimming

Swimming class is a place for the student to learn survival skills and develop lifelong habits of being fit for life. This class is flexible to offer a challenge to any level of swimmer. This selective can last no longer than 15 lessons. The Physical Education class is a place to nourish fair play and sportsmanship, explore personal relationships and develop safe movement patterns

S03 - Life Sport – Skiing/Snowboarding

Alpine Skiing, cross-country skiing, and snowboarding are popular lifetime snow sports. Many schools have the opportunity to take their students “to the slopes” for Physical Education. This selective unit may be offered in addition to the essential units that must be offered and may not exceed the equivalent of 15 class sessions. Life Sports is a place for the student to improve lifelong habits of being fit for life. This unit has the flexibility to offer a challenge to any level participant.

S04-Advanced Team Sports

The responsibilities and relationships that are involved with team participation are analyzed and discussed through participation in team games. Students analyze and apply tactical as well leadership skills. Students will practice being good team members; by taking on different roles, demonstrating good communication skills and displaying good sportsmanship.

S05–Host/Home Country Games

Indigenous sports, games, or activities of the host country are introduced and practiced.

The materials identified for use in the course are:

Glover ,Donald, and Anderson, Leigh Ann. Character Education . Human Kinetics, 2003.Champaign, Illinois. ISBN0-7360-4504-X (abbreviated Char.Ed).

Larson, Tony L. Scooter Games, Human Kinetics . 2010. Champaign, Illinois ISBN – 13: 978-0-7360-6527-6

Oatman, David. Old Favorites, New Fun Physical Education Activities for Children , Human Kinetics. 2007. Champaign, Illinois. ISBN – 13: 978-0-7360-6282-4 (abbreviated Old Fav. New Fun)

O’Quinn Jr., Garland. Teaching Developmental Gymnastics Skills to take through Life, University of Texas Press, Austin 1990. (abbreviated TDG)

Pangrazi, Robert, and Beighle, Aaron. Dynamic Physical Education for Elementary School Children 16th edition, Pearson/Benjamin Cummings, 2010. ISBN 978-0-321-59253-8 hardcover (abbreviated Dynamic PE 16th ed.)

Pengrazi, Robert.Curriculum Guide:Lesson Plans for Implementation 16th ed.. Pearson/Benjamin Cummings, 2010. ISBN-13 978-0-321-56164-0 softcover (abbreviated Lessons Dynamic PE 16th ed.)

McKenzie, Thom, Williston, BJ and Rosengard, Paul. SPARK Physical Eduction Program Grades 3-6, School Specialty, 2010. (abbreviated SPARK 3-6)

Strong, Todd and DeKoven, Bernie. Great Games for Big Activity Balls. Human Kenetics,2010. Champaign, Illinois. ISBN-13: 978-0-7360-7481-0 (abbreviated Big Ball)

Weikart, Phyllis S. Teaching Movement and Dance: A Sequential Approach. CD’s/Tapes and direction book to movements and folk dances. High/Scope Press, Ypsilanti, Michigan 1985. (abbreviated TM & D)

World of Fun Around the World in Folk Dance, Tape/CDs and book of Folk Dances. Melody House (Abbreviated Wld of Fun)

QSI PE Games and Activities Appendix: See PE Appendix on QSI curriculum website.

QSI PHYSICAL EDUCATION 11 CO