GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: Adaptive
Physical Education
Subject: Physical
Education
Grade Level: Grades
7-12
Department/School:
Health
& Physical Education/ High School & Middle School
Duration: Full
Year
Prerequisite: None
Elective or Required: Required
Author: Maria DiCondina
Date Submitted: Summer 2006
Course Description
Adapted physical education is an individualized program of
developmental activities, exercises, games and sports designed to meet the
unique physical education needs of individual students. The goal of the adapted
physical education program is to facilitate the development of skills to enable
students with special needs to safely and successfully participate in team,
individual, and life sports with the minimum amount of support.
Students will learn to successfully demonstrate communication, problem
solving, sports, and self-advocacy skills to improve their level of skill and
participation. This will enable them to experience success in physical education
and in lifetime recreational activities. Quality adapted physical education
involves “adapting, modifying, and changing” a physical activity so that it is appropriate for the students with a disability, providing
numerous ways that some sports and activities can be modified and/or
changed. The goal is to have activities
where all students can be successful. Whenever appropriate, students receiving
an adapted physical education program should be included in regular physical
education settings.
GLEN RIDGE PUBLIC SCHOOLS
PHYSICAL EDUCATION
The purpose of physical education is to empower all students
to sustain life-long fitness skills and concepts that will enhance their wellness. Physical education is a significant part of
the learning process that promotes social, emotional and physical well being
and is the foundation for a healthy, productive and fulfilling life.
It is our goal as physical educators to develop and enhance
gross motor skills, physical fitness skills, social and life skills, as well as
the learners’ ability to think and problem solve. We will provide an active,
caring, and supportive atmosphere so students can successfully obtain these
skills. We recognize the need for the
development of positive attitudes, good sportsmanship and fair play. Students must be given the opportunity for
self development, to learn to follow directions, to cooperate with others, as
well as to develop leadership ability.
We must teach our students through a variety of learning
experiences at appropriate development levels so they can realistically succeed
in managing challenges of learning, growing, and developing in today’s
world.
Adaptive Physical Education
Adaptive physical education students will be provided with
the knowledge they will need to maintain the highest possible level of physical
wellness and fitness. The adaptive
student will not be limited to adaptive class, but will be included in
traditional physical education classes whenever it is safe/appropriate to do
so. Our goal is that through inclusion,
students with and without disabilities will learn together accepting each
person as a very different individual.
Students will learn from the strengths of each individual. Curriculum modifications will be made to
provide opportunities for success for these students.
STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) ALL STUDENTS
WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A
HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard enables students to understand
how to move and why it is necessary. When individuals learn to move safely,
effectively, and efficiently, and feel comfortable and confident in the
performance of motor skills, they are more likely to participate in
health-enhancing forms of physical activity throughout life. In order to
meet this standard, students must participate in a wide range of
developmentally-appropriate games, sports, dance, and lifetime recreational
activities that will help students develop and maintain a healthy, active
lifestyle.
Cumulative Progress
Indicators
Building upon knowledge
and skills gained in preceding grades, by the end of Grade 8, students will:
A. Movement
Skills
B. Movement
Concepts
C. Strategy
D. Sportsmanship,
Rules, and Safety
E. Sport Psychology
STANDARD 2.6 (FITNESS) ALL STUDENTS WILL
APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP
AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.
Descriptive
Statement: This standard
enables students to understand the components of health-related fitness (cardio
respiratory endurance, body composition, flexibility, muscular strength and
muscular endurance) and skill-related fitness (speed, agility, reaction time,
coordination, and power). Students learn how each component is developed and
measured and how to design and implement a personal fitness plan that
supports a healthy, active lifestyle.
Cumulative Progress
Indicators
Building upon knowledge
and skills gained in preceding grades, by the end of Grade 8, students will:
A. Fitness and Physical
Activity
2. Summarize the causes,
influences, and responses of body systems during exercise.
3. Compare and contrast the use of
drugs, fitness products and fads to achieve fitness.
C. Achieving and Assessing
Fitness
1.
Engage in a variety of
sustained, vigorous physical activities to enhance each component of fitness.
4.
Demonstrate age
and gender-specific progress towards the achievement of fitness goals for each
component of health-related and skill-related fitness.
5.
Modify a fitness plan to
accommodate for injury, illness, pregnancy, aging, and disability.
6.
Discuss the use
of body mass index, body fat percentage, and fat deposition as measures of
fitness.
Evaluation Procedures:
Student evaluation will be
based on preparation and participation.
All assessment opportunities are appropriate in most cases. Modifications may be made as needed. Assessment for some students may need
modification based on physical and/or cognitive limitations. Evaluation will
focus on both long and short-term needs of the student.
Curriculum Description
UNIT 1 – TEAM SPORTS
Team Sports offer students
the opportunity to develop health-related fitness and an appreciation for
teamwork and fair play. The study of
team sports includes rules, strategies, safety and protocol of each, and is an
integral part of the overall Lifetime Fitness program. The inclusion of lifetime recreational
activities and sports emphasizes, encourages, and promotes positive personal
wellness, fitness, and healthy habits.
This course reinforces the concept of incorporating physical activity
into a lifestyle beyond
Adaptive instructional
modifications in our traditional classes as well as curriculum modifications
will be made to traditional games and team sports. Students will participate in physical
education settings that are safe, challenging and provide opportunities for
their success.
Objectives:
Each student will be able to:
1. Participate
in a variety of activities that provide the adaptive students with enjoyment,
challenge and encouragement to be physically active for a lifetime.
2. Perform
individual movement skills such as walking, running, sliding, and jumping.
3. Perform
individual non-movement skills such as stretching, bending, and twisting.
4. Perform
individual manipulative skills such as throwing, kicking, and striking a
variety of objects, customized to their individual ability.
5. Apply
correct techniques of basic skills during lead-up games and in rhythmic
activities with modifications.
6. Perform
movement and non-movement skills with a partner or small group in lead-up activities.
7. Perform
manipulative skills while working individually or with a partner or teacher in
activities such as dribbling a basketball, kicking a soccer ball, or volleying
a tennis ball.
8. Combine
manipulative skills while working individually or with a partner, as in
dribbling and shooting a soccer ball or basketball, or receiving a pass and shooting
a hockey puck.
9. Identify
and practice weight transfer, follow-through, and body-target alignment, common
components in a variety of skills.
10. Engage in a
variety of physical activities to enhance components of fitness.
11. Customize
and adjust skill development on an individual basis.
Duration of Time: 2-3 weeks per activity
Activities:
|
Soccer Flag Football Fitness Weight room Volleyball Speedball Handball Basketball Floor Hockey |
Softball Whiffleball Pickleball Badminton Cooperative games Kinball Takraw Capture the Flag |
UNIT 2 - PROJECT
U.S.E./COOPERATIVE GAMES
The Project U.S.E. program develops teamwork and problem
solving skills through a series of physical challenges. These individual projects demand trust to be
built among classmates who would not ordinarily relate with one another. Leadership and effective communication skills
emerge based on the necessity to overcome the physical challenges. The courses are sequenced and adapted to meet
the needs of each class. The improvement
of self-concept allows the students to take risk and improve their ability to
cooperate and work well with others. Adventure education, initiative tasks,
ropes courses, trust activities and inclusive co-operative games helps
participants deal with the process of risk and the product of behavioral
change.
As the students dare to try, they begin to experience
physical success and recognize that the seemingly difficult is often
possible. Their struggles are often the
beginning of maturity which entails a wide range of natural human reactions.
The teacher presents a problem safely, and then stands aside to provide support
and encouragement when necessary. The
spontaneous comments and reactions relating to the experience are essential for
group and individual sharing and eventual understanding of the experience.
Active participation, regardless of skill level, encourages involvement from
all students. The success in challenging activities is rewarding and creates a
positive self-image.
Instructional modifications will be made in this curriculum
to allow the adaptive student to participate is this physical education
setting. It will be a safe learning
experience which will allow the student to experience these lifetime
activities. Adaptations may be made to meet the individualized need of the
students.
Objectives:
Each student will be able to:
1.
Learn various activities that will provide them with
lifelong skills to lead a healthy, active lifestyle.
2. Demonstrate
the ability to use perceptual, movement and non-movement components, as well as
enhancing their manipulative skills in order to perform the proper techniques
used in activities.
3. Cooperate and use strategy to develop the skills necessary
to accomplish the task to the best of their ability.
4. Adhere
to safety procedures including those given by the teacher as pertinent to the
specific activity.
5. Engage in a variety of physical activities to enhance each
component of fitness.
6.
Demonstrate a positive
attitude while encouraging good sportsmanship with their peers.
7. Customize and adjust skill development on an individual
basis.
8. Develop an increase of physical coordination.
9. Develop an increased joy in one’s physical self and in
being with others.
10. Increase mutual support within a group.
11. Understand that physical activity provides the opportunity
for self-expression and social interaction.
Duration of Time: 3
weeks per activity
Activities:
|
Ice Breakers/Initiatives Everybody
Up All
Aboard Group
Juggling Ship
Wreck Human
Ladder Spider
Web Knots Trolley Mohawk
Walk Electric
Fence Tag Games Zig Zag Prouty’s Landing Games Balloon
Frantic Mine
Field Mirrors
& Mortars Moon
ball Instant
Impulse Tug-O-War |
Games (cont.) Circle
the Circle Scooter
Swing Yurt
Circle Mirror
Image Balls
Galore Cube Trust-Low Elements Trust
Fall King’s
Finger Maze Nitro
Crossing Tandem
Traverse High Elements Rock
Wall Climbing Outdoor
Team Wall Cargo
Net Pamper
Pole |
List of texts,
resources and/or literature
Program information, conference
information, industry links.
Project development, rope course
builders and inspectors, training.
Rope course builders, inspectors,
equipment and training.
Books, activities, and initiatives archive
Books, job information, risk
management information, program locator.
UNIT 3 - DANCE
Dance education contributes
to the Glen Ridge Public Schools’ commitment to improve achievement for all
students. By providing students with opportunities to learn through movement,
dance incorporates the use of auditory, visual, and kinesthetic modalities,
more commonly referred to as hearing, seeing and doing. Dance is a powerful
educational device for meeting the physical, intellectual, and social needs of
students. Perceptions, thoughts, and emotions are grounded in a physical
experience through dance. As a participatory experience, dance nurtures and
fosters a sense of community. The value of group work and cooperation is
inherent and reinforced.
Dance education will provide
the adaptive students with an opportunity to enjoy self expression in a social
atmosphere. Adaptations will be made to
address the diversity in psychomotor skills for each student’s particular needs
so that they may participate in the dance unit of physical education.
Objectives:
Each student will be able to:
1. Demonstrate
the ability to maintain personal space while dancing in a group.
2. Demonstrate
the ability to perform a dance that is conducive to the individual motor
skills.
3. Develop
personal and interpersonal skills through dance in order to work respectfully,
cooperatively, and safely with others.
4. Explore,
perform, and create dances from various historical, cultural, and social genres
to increase their knowledge and appreciation of dance and its relationship to
other significant components of human history and experience.
5. Demonstrate
the ability to reconstruct a dance.
6. Customize
and adjust skill development on an individual basis.
7. Identify
the positive feelings that result from physical activity and participation
alone and with others.
Duration of Time: 3
weeks per activity
Activities:
|
Line Dances Black Velvet Wild Wild West Tumbleweed Reggae Cowboy Slappin Leather Tush Push LA Walk El Coyote Cowboy Hip hop Achy Breaky Heart Boot Scottin’ Boogie Watermelon Crawl Electric Slide Cha Cha Slide Macarena Cotton Eyed Joe Ballroom Dances Cha Cha Rumba Waltz |
Partner Dances Cshebogar Polka Gie Gordons Jitterbug La Raspa Square Dance Allemande Circle Courtesy Turn Dancing Names Dosado Forward & Back Pass Thru Promenade Right and Left Grand Stars Swing Weave the Ring |
*** Each grade
and class will develop their own type of dance to perform for the class
List of texts, resources
and/or literature:
UNIT 4 –
FITNESS/WEIGHTROOM
Fitness - The fitness class is designed to promote a sense of
health and fitness, personal responsibility in being fit, and an appreciation
of individual and group achievement.
Physical fitness education contributes to the Glen Ridge Public Schools’
commitment to improve lifetime fitness, awareness, and achievement for all
students. Through introducing students to a variety of fitness opportunities
and experiences, they will learn many alternative methods to keep themselves in
good physical condition throughout their lives. They will work to learn how to improve the
five components of physical fitness; muscular strength, muscular endurance,
cardio respiratory endurance, flexibility, and body composition. Fitness education is extremely pertinent to
combating the increasing numbers of overweight and obese children in our school
systems. Fitness is an effective means
for fostering the students’ physical, intellectual, and social
development. It also serves as a
self-esteem booster to the students and teaches them to trust and rely on their
peers as they participate in group fitness settings. Students will learn important life skills in
this class that will aid them in making healthier choices and this will result
in a better quality of life.
Weightroom - The goal of this class is to introduce weight-lifting
and cardiovascular training as a method of fitness for life, increase each
student’s working knowledge of weight training, teach each student proper
weight room safety and weight-lifting techniques, and expose each student to
different training methods. This course
is designed to provide the student an opportunity for detailed study and
application of activities aimed at improving general flexibility, strength,
cardiovascular fitness, speed and agility.
Students will train in the weight room and will include training methods
such as free weights, resistance machines, plyometrics, running, and
bicycling. Each student will train at
several stations per class and maintain a fitness log for themselves
documenting their progress each day. The
value of group work and cooperation is reinforced as the students must motivate
and watch each other to insure a safe and effective outcome. There is also an educational component
consisting of a brief history of weight training, basic human anatomy and
physiology, and current topics related to weight training. This course provides them the opportunity to
participate in activities that may be of ongoing interest to them throughout
their lives.
The adaptive fitness unit
will create a personal program to achieve and maintain an optimal level of
personal fitness for each individual student.
Safe and appropriate use and care of equipment in the weight room will
be provided to allow students to be mainstreamed into the physical education
class.
Objectives:
Each student will be able to:
1.
Demonstrate modifying
movement skills in fitness settings.
2.
Discuss the potential
short and long-term physical, social, and emotional benefits from participating
in regular physical activity.
3.
Discuss how preventative
healthcare, physiological monitoring, hydration, and exercising with a partner
contribute to safe fitness activities.
4.
Identify physical
activities that contribute to the improvement of fitness components.
5.
Investigate the
various health issues with the use of drugs, fitness products, and fads to
achieve fitness.
6.
Demonstrate their
ability to modify a fitness plan to accommodate for injury, illness, and
disability.
7.
Develop a personal
fitness plan that is fitting to their personal abilities.
8.
Participate in
physical activities that contribute to improved physical fitness and wellness.
9.
Develop the skills and
knowledge that enable them to participate independently to the highest degree
possible, based on assessed needs.
Duration of Time: 3
weeks per activity
Activities:
|
Weight Room Bench Press Squats Leg Curl Leg Extension Dumbbell Press (Incline and flat) Chest Fly’s Shoulder
Press Lateral Raises Shrugs Rowing Lateral Pulldown Back Extension Deadlifts Bicep Curls (with dumbbells or barbell) Tricep Pressdown (2 handed or single arm) Concentration Curls Kickbacks Forearm Extension and Curls |
Abdominal Workout Crunches Toe
Touches Bicycles Side Crunches Side Bends V’s Thinking Leg Raises Pilates Ball, Band, and Bodybar Workouts Cardiorespiratory Workouts Jogging Hopping |
List of texts,
resources and/or literature: