What is What is PhysicalPhysical Education Education

today?today?

Presented byPresented by

Wendy Markusen, Nell Mullaney, Wendy Markusen, Nell Mullaney, Brian Williams and Brian ColemanBrian Williams and Brian Coleman

Objectives:Objectives:

1.1. Familiarize school board members, district Familiarize school board members, district staff, and community members with the staff, and community members with the concept of “New P.E.” (standards-based).concept of “New P.E.” (standards-based).

2.2. Inform schools and community members about Inform schools and community members about the Plumas Lake Elementary School District the Plumas Lake Elementary School District Physical Education Program.Physical Education Program.

3.3. Advocate to our schools and community Advocate to our schools and community members the importance and demand for members the importance and demand for Physical Education Specialists at all grade Physical Education Specialists at all grade levels, K-8. levels, K-8.

What does Physical Education What does Physical Education mean to YOU?mean to YOU?

What was your experience in P.E. when you What was your experience in P.E. when you were in school?were in school?

What do you remember about your P.E. What do you remember about your P.E.

teacher ?teacher ?

What kinds of skills and activities did you What kinds of skills and activities did you practice?practice?

Physical Education is not…Physical Education is not…

Rolling out the ballsRolling out the balls

Competitive Competitive

Getting the students outside to blow off some Getting the students outside to blow off some steamsteam

Keeping the students busy, happy, & good Keeping the students busy, happy, & good choosing Teams by captainschoosing Teams by captains

Providing Prep Time for TeachersProviding Prep Time for Teachers

The “New Era” The “New Era” in Physical Education…in Physical Education…

Abides by content standards designed by professional Abides by content standards designed by professional organizations and educational boards.organizations and educational boards.

CooperativeCooperative

Is an essential discipline. Is an essential discipline.

Is goal oriented and standards based.Is goal oriented and standards based.

Promotes a healthy, active lifestyle.Promotes a healthy, active lifestyle.

Should be a part of every student’s school day.Should be a part of every student’s school day.

Professional Organizations and Professional Organizations and Governing BodiesGoverning Bodies

NASPE: NASPE: National Association for Sport and Physical National Association for Sport and Physical

EducationEducation

AAHPERD: AAHPERD: American Alliance for Health, Physical American Alliance for Health, Physical

Education, Recreation, and DanceEducation, Recreation, and Dance

CAHPERD: CAHPERD: California Association for Health, California Association for Health,

Physical Education, Recreation and DancePhysical Education, Recreation and Dance

California Department of EducationCalifornia Department of Education

State Board of Education:State Board of Education:“An Essential Discipline”“An Essential Discipline”

““Physical education is an integral part of Physical education is an integral part of the educational program for all the educational program for all students.”students.”

P.E. is a P.E. is a + + “California school administrators are convinced of the value of PE, believing high-quality PE can – Enhance concentration (69%), – decrease discipline problems (63%), and – improve academic performance (63%).”

“Physical Education Matters,” The California Endowment, January 2007, www.calendow.org

P.E. = Higher test scores!P.E. = Higher test scores!

Many studies have shown that students with higher fitness scores have better scores for reading and math. “Physical Education Matters,” The California Endowment, January 2007, www.calendow.org

Physical Education Model Content Physical Education Model Content Standards for California Public SchoolsStandards for California Public Schools

Approved January 12, 2005Approved January 12, 2005

Education Code Education Code 51210:51210:

200 minutes200 minutes of physical education per of physical education per 10 school days for students in 10 school days for students in grades 1-6grades 1-6..Education CodeEducation Code Section 51222: Section 51222:

400 minutes400 minutes of physical education per of physical education per 10 school days for students in 10 school days for students in grades 7-12grades 7-12..

Model Content Standards: Model Content Standards: Grades K-8Grades K-8

Standard 1:Standard 1: Demonstrate motor skills and movement patterns Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.needed to perform a variety of physical activities.

Standard 2:Standard 2: Demonstrate knowledge of movement concepts, Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance principles, and strategies as they apply to learning and performance of physical activities.of physical activities.

Standard 3:Standard 3: Assess and maintain a level of physical fitness to Assess and maintain a level of physical fitness to improve health and performance.improve health and performance.

Standard 4:Standard 4: Demonstrate knowledge of physical fitness Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and concepts, principles, and strategies to improve health and performance.performance.

Standard 5:Standard 5: Demonstrate and utilize knowledge of psychological Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.learning and performance of physical activity.

CurriculumCurriculum Movement ConceptsMovement ConceptsBody ManagementBody ManagementLocomotor Skill DevelopmentLocomotor Skill DevelopmentManipulative SkillsManipulative SkillsRhythmic SkillsRhythmic SkillsFitness ConceptsFitness ConceptsSelf ResponsibilitySelf ResponsibilitySocial InteractionSocial InteractionGroup Dynamics and Cooperative SkillsGroup Dynamics and Cooperative Skills

GRADE THREEGRADE THREEStandard 1: Demonstrate motor skills and Standard 1: Demonstrate motor skills and

movement patterns needed to perform a movement patterns needed to perform a variety of physical activities.variety of physical activities.

Manipulative Skills:Manipulative Skills:

1.7 Catch an object thrown by a stationary partner while 1.7 Catch an object thrown by a stationary partner while traveling.traveling.

1.9 Throw a ball using the overhand movement pattern 1.9 Throw a ball using the overhand movement pattern at a target for accuracy.at a target for accuracy.

1.10 Throw and catch with a partner while increasing 1.10 Throw and catch with a partner while increasing distance and maintaining control.distance and maintaining control.

GRADE THREEGRADE THREE

Standard 2: Demonstrate knowledge of Standard 2: Demonstrate knowledge of movement concepts, principles, and movement concepts, principles, and strategies as they apply to learning and strategies as they apply to learning and performance of physical activitiesperformance of physical activities. .

Manipulative SkillsManipulative Skills2.2 Explain and demonstrate the correct hand position2.2 Explain and demonstrate the correct hand position when catching a ball-above the head, below the waist, near the when catching a ball-above the head, below the waist, near the middle of the body, and away from middle of the body, and away from the body.the body.2.3 Explain the difference between throwing to a stationary partner 2.3 Explain the difference between throwing to a stationary partner and throwing to a moving partner.and throwing to a moving partner.

GRADE THREEGRADE THREE

Standard 3: Assess and maintain a level Standard 3: Assess and maintain a level of physical fitness to improve health of physical fitness to improve health and performance.and performance.

Fitness ConceptsFitness Concepts3.13.1 Demonstrate warm-up and cool-down exercises.Demonstrate warm-up and cool-down exercises.

FlexibilityFlexibility3.6 Hold for an increasing period of time basic stretches 3.6 Hold for an increasing period of time basic stretches for hips, shoulders, hamstrings, quadriceps, triceps, for hips, shoulders, hamstrings, quadriceps, triceps, biceps, back, and neck.biceps, back, and neck.

GRADE THREEGRADE THREEStandard 4: Demonstrate knowledge of physical fitness Standard 4: Demonstrate knowledge of physical fitness

concepts, principles, and strategies to improve concepts, principles, and strategies to improve health and performance.health and performance.

Fitness Concepts:Fitness Concepts: 4.3 Explain the purpose of warming-up before physical activity and 4.3 Explain the purpose of warming-up before physical activity and cooling-down after.cooling-down after.

Muscular Strength/Endurance:Muscular Strength/Endurance:4.10 Name and locate the major muscles of the body.4.10 Name and locate the major muscles of the body.

Flexibility:Flexibility:4.13 List flexibility exercises that are not safe for the joints and 4.13 List flexibility exercises that are not safe for the joints and should be avoided.should be avoided.

GRADE THREEGRADE THREEStandard 5: Demonstrate and utilize knowledge of Standard 5: Demonstrate and utilize knowledge of

psychological and sociological concepts, principles, psychological and sociological concepts, principles, and strategies as applied to learning and and strategies as applied to learning and performance of physical activity.performance of physical activity.

Self Responsibility:Self Responsibility:5.1 Set a personal goal to improve a motor skill that is worked 5.1 Set a personal goal to improve a motor skill that is worked toward outside of school. toward outside of school.

Social Interaction:Social Interaction:5.4 Use appropriate movement cues and positive words of 5.4 Use appropriate movement cues and positive words of encouragement while coaching others in physical activities.encouragement while coaching others in physical activities.

Group Dynamics:Group Dynamics:5.6 Work in pairs or small groups to achieve an agreed-upon goal5.6 Work in pairs or small groups to achieve an agreed-upon goal

AssessmentAssessment

Locomotor AssessmentLocomotor Assessment (physical performance)(physical performance)

– Teacher ObservationTeacher Observation– Physical evidence of Standards-Based performance cuesPhysical evidence of Standards-Based performance cues– Group DemonstrationsGroup Demonstrations

Cognitive AssessmentCognitive Assessment (academic knowledge)(academic knowledge)

– WorksheetsWorksheets– Written Quizzes and TestsWritten Quizzes and Tests– Peer coaching and teachingPeer coaching and teaching

Affective AssessmentsAffective Assessments (personal and social performance)(personal and social performance)

– Behavior RubricsBehavior Rubrics– Class participation Class participation

Transition Transition Rio/CobblestoneRio/CobblestoneRiversideRiverside

““A strong and sturdy tree contains well established A strong and sturdy tree contains well established roots.”roots.”

A strong Elementary P.E. program produces a A strong Elementary P.E. program produces a strongerstronger Secondary P.E. program.Secondary P.E. program.

Secondary P.E. is essential for a healthy, confident, and Secondary P.E. is essential for a healthy, confident, and socially refined person.socially refined person.

Secondary P.E. assists in maintaining a socially positive Secondary P.E. assists in maintaining a socially positive and accepting school climate.and accepting school climate.(Standard 5)(Standard 5)

Model Content Standards: Model Content Standards: Grades 6-8 Grades 6-8 (same as K-5)(same as K-5)

Standard 1:Standard 1: Demonstrate motor skills and movement patterns Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.needed to perform a variety of physical activities.

Standard 2:Standard 2: Demonstrate knowledge of movement concepts, Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of principles, and strategies as they apply to learning and performance of physical activities.physical activities.

Standard 3:Standard 3: Assess and maintain a level of physical fitness to Assess and maintain a level of physical fitness to improve health and performance.improve health and performance.

Standard 4:Standard 4: Demonstrate knowledge of physical fitness concepts, Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.principles, and strategies to improve health and performance.

Standard 5:Standard 5: Demonstrate and utilize knowledge of psychological Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.learning and performance of physical activity.

Standard 1: Demonstrate motor skills Standard 1: Demonstrate motor skills and movement patterns needed to and movement patterns needed to perform a variety of physical activities.perform a variety of physical activities.

Manipulative Skills:Manipulative Skills:– 1.1 Demonstrate mature techniques for the following

patterns: overhand, sidearm, and underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying.

Grade SevenGrade Seven

Standard 2: Demonstrate knowledge of movement Standard 2: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to concepts, principles, and strategies as they apply to learning and performance of physical activitieslearning and performance of physical activities. .

Manipulative SkillsManipulative Skills– 2.1 Identify and describe key elements in the mature performance of

overhand, sidearm, and underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying. 2.2 Analyze movement patterns and correct errors.

– 2.4 Explain and demonstrate spin and rebound principles for performing manipulative skills.

– 2.5 Compare and contrast the effectiveness of practicing skills as a whole and practicing skills in smaller parts.

– 2.6 Diagram and demonstrate basic offensive and defensive strategies for individual and dual physical activities.

Grade SevenGrade Seven

How could students demonstrate How could students demonstrate maturemature skill performance if they never learned the skill performance if they never learned the basicsbasics in elementary school? in elementary school?

Assessment Assessment (similar to K-5)(similar to K-5)

Locomotor Assessment Locomotor Assessment (physical performance)(physical performance)– Teacher ObservationTeacher Observation– Physical evidence of Standards-Based performance cuesPhysical evidence of Standards-Based performance cues– Group DemonstrationsGroup Demonstrations

Cognitive Assessment Cognitive Assessment (academic knowledge)(academic knowledge)– WorksheetsWorksheets– Written Quizzes and TestsWritten Quizzes and Tests– Peer coaching and teachingPeer coaching and teaching

Affective Assessments Affective Assessments (personal and social performance)(personal and social performance)– Behavior RubricsBehavior Rubrics– Class participation and Journal entriesClass participation and Journal entries

Why is it so important to have a P.E. Why is it so important to have a P.E. Specialist at our Specialist at our elementaryelementary schools? schools?It is true that “Multi-subject” credentialed teachers who It is true that “Multi-subject” credentialed teachers who teach, “self-contained K-6 classrooms” are technically teach, “self-contained K-6 classrooms” are technically considered “qualified” to teach Physical Education. considered “qualified” to teach Physical Education.

However:However: California State University, Sacramento requires California State University, Sacramento requires

these teachers complete these teachers complete one 3 unitone 3 unit coursework coursework specifically targeting P.E.specifically targeting P.E.

California State University, Sacramento requires California State University, Sacramento requires Kinesiology (P.E.) majors Kinesiology (P.E.) majors 120 units120 units in coursework in coursework specifically targeting P.E.specifically targeting P.E.

Why is it so important to have a P.E. Why is it so important to have a P.E. Specialist at our Specialist at our elementaryelementary schools? schools?

“Certified PE specialists provide more PE and higher quality PE than classroom teachers. Thus, a CDE Task Force recommends credentialed PE teachers at all levels.”“Physical Education Matters,” The California Endowment, January 2007, www.calendow.org

Conclusion:Conclusion:

1.1. ““New P.E.” is a comprehensive, standards-based New P.E.” is a comprehensive, standards-based program that is an integral part of our Plumas Lake program that is an integral part of our Plumas Lake Elementary School District curriculum.Elementary School District curriculum.

2.2. Without quality P.E. instruction in grades K-5, students Without quality P.E. instruction in grades K-5, students will not be ready to master grade-level standards in will not be ready to master grade-level standards in grades 6grades 6thth-8-8thth..

3.3. We are currently providing our students with a quality We are currently providing our students with a quality K-5 P.E. program, but we need your help to ensure it K-5 P.E. program, but we need your help to ensure it

will continue in our district.will continue in our district.