COMPONENTS OF PHYSICAL EDUCATION
COMPONENTS OF PHYSICAL EDUCATIONPage 32 of 539/4/09 3:35 PM
SAMPLEPROGRAM PLANNINGYEAR PLANPhysical and Sport Education(.) number of lessonsSchool:.YEAR LEVELPrep1/23/45/6TERM ONETERM TWOYear: .TERM THREETERM FOURBasic Movement (20)Ball Handling (10)Games (10)Dance (10)Basic Movement (10)Ball Handling (10)Games (5)Gymnastics (20)Dance (5)Ball Handling (10)Games (5)Gymnastics (20)Dance (15)Basic Movement (10)Ball Handling (10)Games (10)Dance (10)Aquatics (10)Basic Movement (10)Ball Handling (10)Games (10)Dance (10)Athletics (10)Ball Handling (10)Games (10)Dance (10)Gymnastics (20)Ball Handling (10)Games (10)Dance (10)Gymnastics (20)Ball Handling (10)Games (10)Dance (10)Outdoor Activities (10)Aquatics (10)Ball Handling (20)Aquatics (10)Athletics (10)Sport Education (10)Gymnastics (15)Dance (15)Games (10)Sport Education (10)Gymnastics (15)Dance (15)Sport Education (10)Outdoor Adventure (10)Ball Handling (15)Games (15)Athletics (10)Outdoor Adventure (10)Ball Handling (10)Games (10)Aquatics (10)Outdoor Adventure (10)Sport Education (10)Ball Handling (10)Gymnastics (10)Dance (20)Sport Education (10)Ball Handling (5)Games (5)Gymnastics (15)Outdoor Adventure (5)Sport Education (10)Ball Handling (10)Games (10)Dance (5)Athletics (10)Sport Education (10)Note: Assessment tasks are integrated into this plan.Page 33 of 539/4/09 3:35 PM
A SCOPE and SEQUENCE PLANEstablishing a scope and sequence plan provides an overview of the units to be taught from Years 1- 6 and details the placement, sequence and duration of units.The Level 3&4 sample scope and sequence plan that follows: is based on the mandated time for physical and sport education for Prep - Year 6:- Prep - Year 320 - 30 minutes per day- Years 4 - 63 hours per week of physical education and sport ofwhich at least 50% should be physical education. has the scope to cover all essential learning; links the Movement and Physical Activity dimension with other dimensions; allocates ample time in each unit to provide opportunities for students to acquire deepunderstandings of concepts; provides opportunities for students to direct their own learning; provides opportunities for regular participation in moderate to vigorous physical activity.Further ConsiderationsWhen designing a scope and sequence plan, schools need to consider: specific needs of students and the wider school community; the relative emphasis to be placed on content areas; placement of related community initiatives/events such as Physical Education Week,Mental Health Week, Commonwealth Games; additional content that reflects local needs and interests.Following the Scope and Sequence Plan is: unit descriptions for the Year 3 curriculum; a Year 3 curriculum standards mapping grid; advice on developing units of work.Page 34 of 539/4/09 3:35 PM
SampleLevel 3 Scope and Sequence PlanDimension - Movement and Physical ActivityTERMWEEKYEAR 3YEAR 4Aquatic SafetyAquatic SafetyBalls, Balls,Balls(skill acquisitionfocus)I Can l settingfocus)8.9.10.1.Adventure Times2.3.4.25.6.Move andGrooveTumbleTurnTwist7.CIRCUSIntroduction toCAPERSInvasion Games(manipulative dance(teamwork andand gymnastictactics focus)skills)8.9.10.1.2.Let the Games Begin(co-operative efocus)SportEducationCircus Performance1.2.3.4.4Feel the Rhythmin Your FeetSpring, Landand Balance6.8.Athletics(peer observation focus)5.7.CIRCUSIntroduction toCAPERSStriking and(manipulative dancefielding gamesand gymnastic(TGFU reThrow andCatch9.10.NOTE: The Year 3 program is described in more detail on pagesPage 35 of 539/4/09 3:35 PM
Level 4 Scope and Sequence ProformaDimension - Movement and Physical Activity, Working in Teams, Managing PersonalLearningTERMWEEK1.2.YEAR5YEARAquatic safetyAquatic SafetyAquatic SafetyOutdoor EducationNavigation andOrienteeringNet and WallGames (Skillacquisition focus)Games Making(teamwork focus)6Aquatic Safety3.4.15.6.7.Volleyball/BatTennis8.9.Striking andFielding Games(TGFU focus)Cricket or Softball10.1.2.2GymnasticsSports Aerobics5.6.7.Ball SkillsFootwork skills8.9.10.A FantasticGymnasticsPerformance(peer tutoring focus)Striking andFielding Games(Fair play andinclusive focus)Rounders andT-BallInvasion GamesAFL and Soccer(Health relatedfitness focus)GymnasticsPerformance1.Games MakingInvasion GamesSEPEP Season3.4.35.6.7.8.9.10.Active for Life(Goal settingfocus)Basketball or Hockey2.Outdoor EducationBushcraft andMappingCreative Movement(Goal setting focus)Ball Skills andMinor GamesTennis or Table Tennis4.GymnasticsCheerleadingNet and Wall Games SEPEP Season3.1.2.3.4.45.Social DanceYear 6 GraduationAthletics(peer tutoringfocus)(cooperative groupwork focus)Social DanceYear 6 GraduationAthletics(cooperativegroupwork focus)6.7.8.9.10.Page 36 of 539/4/09 3:35 PM
YEAR 3 UNIT OVERVIEWSUnitAquatic SafetyHealthy BodiesBalls, Balls, Balls!Adventure TimesMove and GrooveTumble, Turn andTwistLet the Games BeginSport Education(Term 3)Feel the Rhythm inYour FeetSpring, Land andBalanceAthleticsSport Education(Term 4)DescriptionStudents continue the development of swimming and water safety skills in a poolenvironment. In the class program they explore beach and surf summer safety andparticipate in an excursion to a local beach to visit the surf lifesaving club.Students participate in a variety of group activities and minor games that promotehealth related fitness. They reflect on personal activity levels in relation to thephysical activity guidelines and begin to set a goal to increase activity.Students extend and refine their range of manipulative skills including striking,kicking, throwing and catching. They participate in a variety of minor games, groupactivities and juggling activities. They discuss the process of skill improvement andidentify a goal for personal skill improvement.Students experience a variety of outdoor activities in preparation for the year 3/4camp. These include orienteering, archery, bushwalking, initiative activities andenvironmental games. In addition to motor skill development, students explore theskills for working effectively in groups, problem solving and decision making. In theclass program they explore inland water safety issues in preparation for a canoeingexperience at the school camp.Students respond to rhythm through learning a variety of line dance and/or hip hopdance steps. They cooperate in a small group to create a short line/hip hop dance thatmeets criteria supplied by the teacher and perform the sequence for other groups.They discuss performance criteria and begin to observe the skill performance of apartner or group.Students participate in a variety of gymnastics circuits with a focus on rotation andlocomotive skills. Working in small groups they devise short floor routines that meetcriteria supplied by the teacher. They continue to observe the skill performance of apartner or group.Students learn about the common features of games. They participate in a variety ofmodified target and striking/ field games and explore the similarities and differencesbetween the two categories of games. Working in groups they invent a target gamefor themselves and others to play following supplied criteria. They consider thesafety considerations when playing games.Using a TGFU approach students participate in modified games of hockey andnetball where they begin to apply motor skills in a sport specific setting. Theypractice skills and play small sided games in a round robin tournament. They discussthe rules of the games and begin to explore the concepts of attack and defence. Theydiscuss the qualities of co-operative and competitive group behaviour.Students continue a response to rhythm theme through learning simple social dances.In groups they teach a section of a social dance to another group. They create a newversion of a dance to alternative music. They discuss the qualities of co-operativebehaviours and participate in moderate to vigorous dances.Students revise rotation and locomotor skills and participate in a circuit ofgymnastics activities with a focus on balance, spring and landing. They discussphysical activity for health and identify which components of health related fitnessare developed through gymnastics. They co-operate in groups to devise a floorroutine. They observe another group perform and give feedback.Students are introduced to the skills and sequences of individual and team athleticsrequired for effective participation in modified relay and field events. Working withthe teacher they begin to set goals for skill improvement.Using a SEPEP approach students are introduced to a season of sport throughmodified games of netball. They consider the different tasks undertaken by officialsto ensure a game can run smoothly and discuss the components of effective teams.Page 37 of 539/4/09 3:35 PM
PHYSICAL EDUCATION STANDARDS MAPPING GRIDThe following grid maps the coverage of the standards in Year 3 in relation to the Scope andSequence chart on the previous page. In this sample physical education teachers are required toinclude content and assess student learning from dimensions within the Physical Personal andSocial Learning Strand.Movement and Physical ActivityUNIT(S) IN WHICH STANDARDS ARE ADDRESSEDAt level 3:Students perform a broad range of complex motor skills andLet the Games Begin, Sport Education, Athletics, Balls,apply them to basic sport specific situationsBalls, Balls! Aquatic Safety, Adventure TimesStudents create and perform co-ordinated movement Tumble, Turn and Twist, Spring, Land and Balance,sequences that contain a variety of motor skills and Moove and Groove, Feel the Rhythm in Your Feet,movement patternsStudents participate regularly in physical activities for the Healthy Bodies, Tumble, Turn and Twist, Spring, Landpurpose of improving skills and health and describe the and Balance, Balls, Balls, Ballsbenefits of health related fitnessStudent begin to use basic games’ tacticsLet the Games Begin, Sport Education, AthleticsStudents work with others to achieve goals in both co- Healthy Bodies, Feel the Rhythm in Your Feet, Athletics,operative and competitive situationsTumble, Turn and Twist, Adventure Times, Let the GamesBeginStudents explain the concepts of fair play and respect the Sport Education, Athletics, Let the Games beginroles of officialsStudents follow safety principles in games and activitiesLet the Games Begin, Spring, Land and Balance, AquaticSafetyManaging Personal LearningStudents set short-term, achieveable goals in relation tospecific tasksStudents complete short tasks by planning and allocatingappropriate time and resources. They undertake some multistep, extended tasks independently.Students comment on task progress and achievements.UNIT(S) IN WHICH STANDARDS ARE ADDRESSEDHealthy Bodies, Let the Games Begin, Athletics, Balls,Balls,Balls!Let the Games Begin, Tumble Turn and Twist! Feel theRhythm in Your Feet.Healthy Bodies, Athletics, Let the Games Begin, BallsBalls, Balls! Tumble, Turn and Twist!Students manage their feelings in pursuit of gaols anddemonstrate a positive attitude towards their learningBuilding Social RelationshipsStudents demonstrate respect for others and exhibitappropriate behaviour for maintaining friendships with otherpeopleStudents support each other by sharing ideas and materials,offering assistance, giving appropriate feedback andacknowledging individual differencesUNIT(S) IN WHICH STANDARDS ARE ADDRESSEDLet the Games Begin, Sport Education, Adventure Times,Tumble, Turn and Twist! Move and GrooveTumble, Turn and Twist, Let the Games Begin, AdventureTime, Sport Education, Move and Groove, Spring, Landand BalanceWorking in TeamsUNIT(S) IN WHICH STANDARDS ARE ADDRESSEDStudents co-operate with others in teams for agreedSport Education, Let the Games Begin, Feel the Rhythm inpurposes, taking roles and following guidelines establishedYour Feet, Tumble, Turn Twist,within the taskStudents describe and evaluate their own contribution and Sport Education, Feel the Rhythm in Your Feet, Moovethe team’s progress towards the achievement of agreed goals and Groove Let the Games Begin,Page 38 of 539/4/09 3:35 PM
WORKING FROM THE VICTORIAN ESSENTIAL LEARNING STANDARDS TODEVELOP A UNIT OF WORKBackwards Curriculum DesignBackwards Curriculum Design is one process to design effective curriculum and quality assessmentof student learning.Title:Year Level:VELS Level:1.What knowledge skills and behaviours do you want your students to be able todemonstrate at the end of this unit?2.Select and record the elements of the standards from the appropriate level of theHPE domain and other domains that the unit is going to address (see attachedproforma). Note: strongest links can be made with the InterpersonalDevelopment, Personal Learning and Thinking Domains.3.Decide on the evidence of learning.(How do students demonstrates what they know and can do in relation to thelearning objectives?)4.What assessment tasks will allow students to demonstrate their knowledge,skills, behaviours and deep understanding of this unit? – share assessmentcriteria with students.5.Unit DescriptionProvide a brief description which details the focus of the unit.6.Read the relevant Learning Focus for your unit and plan learning and teachingexperiences that will enable students to progress towards standards – ensure arange of learning styles are catered for.7.Plan for effective feedback to students.8.Plan to evaluate the unit.Page 39 of 539/4/09 3:35 PM
Gymna stic(20) Dance (5) Ball Handling (10) Games (5) Gymnastics (20) Dance(15) Basic Movement (10) Ball Handling (10) Games (10) ance(10) Aquatics (10) 1/2 Basic Movement (10) Ball Handling (10) Games (10) D an ce (1 0) Athletics (10) Ball Handling (10) Games (10) Dance (10) Gymna stic
physical education curriculum table of contents acknowledgements 2 district mission statement 3 physical education department mission statement 3 physical education task force 3 physical education and academic performance 4 naspe learning standards 8 new york state physical education learning standards 8 physical education high school curriculum guide 15 physical education curriculum analysis .
South Dakota Physical Education Standards . and Grade-level Outcomes for K-12 Physical Education (Revised February 2014) The South Dakota Physical Education Standards and Grade-level Outcomes for K-12 Physical Education document was developed with permission from the American Alliance for Health, Physical Education, Recreation and Dance
as the national standards for physical education developed by the National Association for Sport and Physical Education (NASPE), define physical education knowledge and skills for students according to grade level. Commented [HELP2]: SHAPE America was formerly known as the American Association for Health, Physical Education,
SHAPE America National Physical Education Grade-level Outcomes: Grades K-5 (Physical Activity Knowledge) Standard 3 [E1.K,2,3a,5] Identifies active play opportunities outside physical education class (K); Describes physical activities for participation outside physical education class (e.g., before
(9SPO) Health & Physical Education (10PE) Sports Academy (10SPO) Physical Education (11PED) Health (11HED) Practical Physical Education (11PPE Sports Academy (11SPO) Physical Education (12PED) Health (12HED) Sports Studies (12SPO) Physical Education (13PED) Health (13HED) Sports Studies
Physical Education Is an Academic Subject (Updated 2015) Position . It is SHAPE America’s position that physical education is an academic subject. For more than a century, physical education has been a fundamental part of the American public school curriculum. Physical education was first offered as a subject in U.S. schools in theFile Size: 290KB
education, learner experiences in physical education, teachers' individual practice in physical education or teachers' collective/collaborative practice in physical education. School may also wish to address an issue within physical educational which encompasses more than one domain or standard.
This Physical Education Program Checklist is designed to help school administrators, principals, teachers and parents review their schools’ physical education programs to ensure that they are addressing what SHAPE America has identified as the “essential components” of physical education (SHAPE America, 2015).
