GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: Physical
Education
Subject: Physical Education
Grade Level: Kindergarten
Department/School: Physical
Education/Primary Schools
Duration: Full Year
Number of Credits: N/A
Prerequisite: N/A
Elective or required: N/A
Author: Robert Stomber
Date Submitted: Summer 2006
Course Description
This course will prepare students to be health-literate and
physically educated, allowing them to understand movement concept principles
and apply them as they practice, assess, and refine movement skills in a
variety of physical activities including games, sports, and lifetime
recreational pursuits. Knowledge of movement
concepts and practice of skills, enhance the likelihood of independent learning
and participation in physical activity throughout life.
Health-literate and physically educated students know the
components of health related fitness: cardio respiratory endurance, muscular
strength/endurance, flexibility, and body composition. Considering these components, students are
able to meet their personal fitness needs by monitoring and adapting physical
activity levels. Health-literate and
physically educated students recognize that lifetime fitness activities
contribute to wellness.
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, cooperate with others, as well
as 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.
THE GOALS OF OUR PHYSICAL EDUCATION PROGRAM ARE TO:
New Jersey
Core Curriculum Standards
Physical Education
STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) ALL STUDENTS WILL
UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A
HEALTHY, ACTIVE LIFESTYLE.
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.
Curriculum Description
UNIT 1- MOTOR SKILL DEVELOPMENT
Standard 2.5
Goal: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle.
A. Movement Skills.
A1.Perform movement skills (locomotor, nonlocomotor, and manipulative
skills) with
developmentally appropriate
control in isolated (skill practice) and applied (game,
sport/dance/recreational)
settings.
Objectives:
Each student will be able to perform:
1. Locomotor movements - movements in which the body is propelled from one point to another: hopping, walking, running, skipping, galloping, leaping, and sliding.
2. Nonlocomotor movements - stability movements in which the axis of the body revolves around a fixed point: turning, twisting, bending, rolling, balancing, transferring weight, jumping and landing (using a combination of one and two foot takeoffs and landings), stretching and curling.
3. Manipulative movements - movements in which force is imparted to or received from objects: throwing (overhand, underhand, with side to target while stepping in opposition, for accuracy, distance), catching (fingers pointing up for a ball caught above the waist, fingers pointing down for a ball caught below the waist), kicking (a stationary ball using a running approach without hesitating or stopping), trapping (with the sole of the foot), punting, rolling (while stepping in opposition), dribbling (with feet or hands while demonstrating control), volleying, striking with rackets and striking with long-handled implements (striking a ball off of a cone with a bat while using the correct grip and side to the target), striking (underhand and sidearm motion while stepping in opposition).
4. Movement skills with developmentally appropriate control in isolated (skill practice) settings.
5. Movement skills with developmentally appropriate control in applied (game, sport/dance/ recreational) settings.
Duration to teach: One lesson for each of the following activities or otherwise noted.
Brief description of activities:
-
“Gymnastic
Activities” - log roll, straddle scale, the
rocker, inchworm, forward roll on a flat mat, forward roll down an incline mat.
(3 lessons)
-
“Gymnastics
Obstacle Course” - incorporates locomotor
and nonlocomotor movement skills (log roll, forward roll, skipping, galloping,
sliding, leaping, and walking on a balance beam).
-
“Traveling on a Balance Beam” - The students will practice walking on a balance beam
with and without a bean bag placed on their head. The students will also practice the following:
squat balance; foot dips; knee balance, side stepping; shuffle step sideways
along the beam; beanbag pick-up; backward walking.
-
“Obstacle
Course”
- incorporates locomotor and
nonlocomotor movement skills (skipping, galloping, sliding, hopping through hula
hoops, leaping, crawling under objects, crawling through an object, swinging on
a hanging rope, running then rolling onto back).
-
“Guard the
Pin” - The class will be broken up into two
groups and form two large circles to participate in two separate games. Two 8 ½” foam balls will be used in each
game. One student will be selected to guard a plastic bowling pin from each
game while the other players will attempt to knock down the pin by throwing or
rolling the ball. The students may pass
the ball to one another if they feel that they cannot hit the pin. The student who hits the pin becomes the new guard. The students throwing or rolling the ball
cannot come close to the pin when throwing or rolling. Students must throw or roll the ball from
their spot located at a pre-determined distance.
-
“Manoc”
- Class will be divided into two teams, a
kicking team and a fielding team. Each
team will number off consecutively for kicking order. Kickers will place the ball on home plate and
kick the ball while the fielders retrieve it.
Once the ball is retrieved, the other fielders must line up behind the
student with the ball and place their hands on the waist of the person in front
of them with their legs wide apart. If
the kicker can make it around all the bases and get back before the fielders
can form a file, the kicking team gets a point.
If not, the fielding team gets a point.
After everyone on the kicking team has a turn, the two teams exchange
roles. (Three lessons).
-
“Turtle
Tag” - Students will run through the gym
while chasing, fleeing or dodging one another. If tagged, the students must
make the shape of a turtle. To re-enter
the game, another student must crawl underneath the tagged student to get the
student back into the game.
-
“Fairy
Godmother Tag” - Two students will be chosen
to be “catchers”, one student will be chosen to be the “Fairy Godmother
(Godfather)”. The students will flee and
dodge the “catchers” without bumping into one another. If tagged, the students must lie down on
their backs and kick their legs and arms in the air and wait for the Fairy
Godmother or Godfather to tag them with his/ her wand to get the student back
into the game.
-
“Nerf Tag”
-
-
“Streets
and Alleys” - A student will chase, flee or
dodge another student while running through “Streets and Alleys.” (Students not
chasing, fleeing or dodging, will link arms to make “Streets” or “Alleys” for
the students to run through.)
-
“Throwing
and catching various sized balls” - Students
will throw and catch a self-tossed ball (of various sizes) as well as throw and
catch a ball (of various sizes) with a partner.
-
“The Shape
Game” - The students will use their bodies
to make the shapes of numbers and letters. (Combine with “Animal Charades”).
- “Animal Charades” - Students will get into groups of four and take turns imitating different animals. As one student is imitating an animal, the other members of the group will guess what animal is being imitated. (Combine with “The Shape Game.”)
-
“Standing
Long Jump” - The students will stand in a
stationary position, feet shoulder width apart, knees bent, hands starting
behind their bodies. The hands will swing three times forward and back and on
the third time, the students will jump forward and land flat on their feet
(with no movement from their feet) with their hands ending up in front of them
and their knees bent (to absorb impact on landing). The distance is measured from the heel of the
foot that is closest to the starting line.
-
“Vertical
Jump” - The students will put a belt around
their waist that is attached to a measuring tape. The students will start with their feet
shoulder width apart and their knees bent.
The student will jump straight up as high as he/she can then land with
their knees bent (to absorb shock upon
landing). The student will look at the
tape for a measurement of the height jumped.
-
“Keep It
Up” - The students work together as they
strike a ball with an open hand in an attempt to keep the ball from hitting the
ground. Students keep count of hits and
set a goal to try to get more hits each time they play.
-
“Dribbling
with hands” - The students will practice
dribbling a ball in self space as well as general space through various
pathways and various speeds.
-
“Dribbling
with feet” - The students will dribble a
ball through general space through various pathways and various speeds.
-
“Striking
a ball with long handled implements” - The
students will have the opportunity to practice striking a Whiffleball off of a
cone.
-
“Balancing
Exercises” - The students will balance on
various body parts (one foot, two knees, etc) as well as balance a bean bag on
various body parts (knee, elbow, head, etc.)
-
“Stomp And
Catch” - The students will stomp on a board
with either one or two feet causing a bean bag to be launched into the air to
be caught by the student.
-
“Chicken
Dance” - The students will have the
opportunity display the locomotor skill of skipping as well as the nonlocomotor
skills of twisting and turning as the students work with a partner (or in a
large group). The students will use
their fingers to make a “pecking” action, as well as make a flapping action
with their arms by placing their thumbs under their arms and “flapping” in an
up and down motion. The students will
also make a “wiggling” motion by twisting their hips side to side. The students will travel (skip, gallop or walk) in a circular formation in a
large group or with a partner.
-
“Dancing
Scarves” - The students will have the chance
to manipulate a scarf with their hands while exploring different levels,
directions and pathways while working in personal space and general space
during an activity focused on rhythmical manipulation as well as space and body
awareness. (Combine with Dancing Ribbons.)
-
“Dancing
Ribbons” - The students will have the chance
to manipulate a ribbon with their hands while exploring different levels,
working in personal space, demonstrating space and body awareness through
rhythmical manipulation. Students will
make: Windshield wipers-ribbon swung in front of student in a side to side
motion; Propeller-ribbon swung in a circular pattern in front of student;
Helicopter-ribbon swung above student’s head; Butterfly-a figure 8 pattern in
front of student; Spirals-in a circular motion in front of student (bigger and
bigger or smaller and smaller). (Combine
with Dancing Scarves.)
-
“Stilts” -
The students will use 5 1/2” high stilts and
travel (walk) in the gym while demonstrating dynamic balance.
-
“Balance
Builders” - The students will balance
themselves while on a rocking board at various levels (a lower level, a medium
level and a higher level). (Combine with
Stilts lesson.)
-
“Super
Hops” - The students will have the chance to
sit on a “Super Hop” and hop up and down while traveling through the gym in a
straight pathway a predetermined distance.
-
“Wooden
Spoon and Egg” - The students will have the
chance to walk from one point to another and return while balancing a wooden
egg on a wooden spoon. (Combine with
Super Hop lesson.)
-
“Hi Li
Scoops” - The students will explore throwing
and catching a ball with a short handled implement in an underhand motion with
a partner.
-
“Potato
Sack Races ”- The students will hop in a
straight pathway, turn around a cone and return to starting position and
exchange potato sack with teammate. This
will continue until all students have had a turn. The first team finished doesn’t necessarily
win. The first team to finish and remain
in a straight and quiet line will be recognized as the winning team. (The focus is on the students paying attention
to the rules and demonstrating good behavior). Character
education comes into play when the students demonstrate fair play and good
sportsmanship.
-
“T-Shirt
Relay Exchange” - The students will take
turns running from one point to another while exchanging a t-shirt with a
teammate on the opposite side from where they started. This will continue until all students have
had a turn. The first team done doesn’t
necessarily win. The first team to
finish and remain in a straight and quiet line will be recognized as the
winning team. (The focus is on the students paying attention to the rules and
demonstrating good behavior). Character
education comes into play when the students demonstrate fair play and good sportsmanship.
- “Passing Skills” - The students will pass (overhead pass, chest pass and bounce pass) a ball to a partner from varying distances. Correct hand placement will be reviewed for the students when catching a ball that is thrown high, medium or low.
-
“Throwing
And Catching Frisbees” - The students will
practice throwing and catching a Frisbee (of various sizes, colors, weight, and
construction-plastic, foam and bean bag) with a partner at varying distances.
-
“Parachute
Activities” - The students will work
together as they manipulate a parachute during various activities (Color
exchange, Umbrella, Crossing under the big top, Floating cloud, Merry-go-round,
Mushroom, Jaws, Cat and mouse, Heads in the basket, Mountain, Climbing the
mountain, Inside the mountain, Air wave, Popcorn). (3 lessons)
-
“Hoop
Relays”-The students will participate in
hula hoop relay races incorporating running, teamwork, goal setting, space
awareness, cooperation and agility. (Race is against time, not each other.) Relays include: Zig-zag hoop relay; Stepping
stone relay, Leaping hoop relay, and Locomotion relay (incorporates skipping,
galloping and sliding).
-
“Z Balls”
- Use of the “Z Balls” aids in the development
of the students’ reaction time as well as agility. The students will try to catch a bouncing “Z
Ball” as quickly as they can. The ball
is designed with bumps covering the ball causing the ball to bounce in
unpredictable directions.
-
“Jump Rope
Activities” - The students will have the
opportunity to jump a stationary rope, a self-turned rope as well as jumping a
low swinging rope held by others (Blue Bells).
-
“Jump Rope
for Heart-Practice” – Students will become
acquainted with the procedures for Jump Rope for Heart (where to stand when
jumping rope alone or with partners) as well as the benefits of participation.
School-wide
programs
-
“Jump Rope
for Heart” - Raises an awareness of the
importance of a healthy heart while jumping rope alone or with partners.
- “Field day” - The students will have the chance to participate in a variety of activities that incorporate locomotor movement skills, nonlocomotor movement skills, and manipulative skills while focusing on cooperative play.
A2. Demonstrate smooth transitions between
sequential movement skills used in combination.
Objectives:
Each student will be able to:
1. Develop an understanding that a “Sequence” is a “movement sentence” with a beginning, a middle part, and an ending.
2. Perform a sequence of locomotor movements (e.g., walk, hop, skip, gallop).
3. Perform
a sequence of nonlocomotor movements (e.g., egg roll, log roll, forward roll to
a stand forward roll to a stand).
4. Create a “Level Story” (e.g., travel like a kangaroo at a high level; a bear at a medium level; a snake at a low level; a giraffe at a high level).
5. Create a “Directions Story” (e.g., gallop forward; walk backwards; hop sideways; skip forward).
6. Create a “Pathways Story” (e.g., hop forward in a straight pathway; walk backwards in a straight pathway; hop forward in a zig-zag pathway; skip in a curved pathway).
7. Create a “Shape Story” (e.g., walk forward in a narrow shape; jump and stretch to a wide position in the air; land in a twisted shape; lay down on floor in a flat shape).
8. Create a “Balance Story” (e.g., change from a one body part balance to a two body part balance to a three body part balance to a four body part balance while holding each balance for three seconds).
9. Create a “Turning Story” (e.g., perform a quarter-jump turn; half-jump turn; full-jump turn; quarter-jump turn).
10. Create a “Twisting Story” (e.g., While pretending that your feet are glued to the floor, twist your body to the left in a high level; twist your body to the right in a high level; twist your body to the left in a low level; twist your body to the right in a low level).
11. Create a “Change of Speed Story” (e.g., walk forward slowly; gallop forward at a medium speed; accelerate to a fast gallop; decelerate to a slow crawl).
12. Create a “Rhythm Story” (e.g., jump from side to side in place for eight counts; run forward for eight counts [change hopping foot every four hops]; stamp in place for four counts).
Duration to teach: One lesson for each of the following activities.
Brief description of activities:
- Group discussion of what a sequence is “Gymnastic activities” (combining locomotor and nonlocomotor movement skills).
- “Stories” - The students will use locomotor and nonlocomotor movement skills to create stories, reflecting sequential movement incorporating directions, pathways, etc.
- *As children become more competent in educational gymnastics and more confident in the process, sequences become longer and include stretching, curling, twisting, and/or rolling actions as transitions between balances, as well as combinations of balances, weight transference actions, and traveling. These sequences still include a beginning and an ending shape.
A3. Demonstrate control in traveling, weight
bearing, and balance activities on a variety of body parts.
Objectives:
Each student will be able to:
1. Demonstrate control in traveling on a variety of body parts.
2. Demonstrate control in weight bearing on a variety of body parts.
3. Demonstrate control during balance activities on a variety of body parts.
4. Demonstrate momentary stillness in symmetrical & asymmetrical shapes on different body parts (e.g., right foot, left foot, both feet, right knee, left knee, both knees).
5. Balance
a bean bag on a variety of body parts (e.g., on knee, top of foot, etc.)
6. Balance on one body part (e.g., one foot, one knee, student’s bottom, etc.)
7. Balance on two body parts (e.g., two feet, one foot-one hand, two knees, etc.)
8. Balance on three body parts (e.g., two feet-one hand, two hands-one foot, two knees-one hand, etc.)
9. Balance on four body parts (two hands-two feet, two elbows-two knees, etc.)
10. Walk in a forward and backward direction on a low balance beam.
11. Walk in a forward direction on a low balance beam with a bean bag balanced on the student’s head.
12. Work cooperatively with a partner as they support their combined body weight on one, two, three, four or five body parts.
13. Travel forward on their tummies, back or bottom while demonstrating control.
Duration to teach: Two lessons (incorporating all of the following activities).
Brief description of activities:
-
“Balancing
on body parts” - The students will
demonstrate different ways to balance on a variety of body parts.
-
“Balance
story” - The students will change from a one
body part balance to a two body part balance to a three body part balance. They will hold each balance for three
seconds. The students will create other
variations to make up a story.
-
“Partner
balances” - Each student will find a partner
close to being equal in size and then they will find ways of balancing on a
total of two body parts, three parts, four parts, five parts.
-
“Novelty
Stunts” (Weight-bearing; locomotion) - Inch
Worm, Leap Frog, The Lizard, Chicken Walk, Camel Walk, Kangaroo Hop, Crocodile
Crawl, The Stork Stand, Gorilla Walk, Elephant Walk, The Circus - The teacher
or student will be the “Ringmaster” and call a student to the center of the
ring to make the actions and sounds of the animal they chose to make while the
other students try to figure out what that animal is.
-
“Traveling
on a balance beam” - The students will walk
on a balance beam with and without a bean bag on their head.
A4. Move in personal and
general space at different levels, directions, and pathways.
Objectives:
Each student will be able to:
1. Move in personal space at different levels, directions, and pathways.
2. Move in general space at different levels, directions, and pathways.
3. Identify three different levels (high, medium, and low).
4. Identify six different directions (forward, backwards, left, right, up and down).
5. Identify
five different pathways (zig-zag, curved, straight, winding and spiral).
6. Dribble a ball with one hand in personal space at a high, medium and low level.
7. Dribble a ball with one hand in a forward direction through general space in a straight pathway as well as a winding pathway.
8. Dribble a ball with both feet in a straight pathway as well as a winding pathway through cones in general space.
9. Dribble a ball with a hand in a straight pathway as well as a winding pathway through cones in general space.
10. Travel like a kangaroo or an eagle in personal space as well as general space to demonstrate a high level.
11. Crawl on hands and feet like a bear or a panther, in personal space and general space, to demonstrate a medium level.
12. Crawl on hands, forearms and stomach like an alligator or a snake, in personal space and general space, to demonstrate a low level.
13. Run in place to demonstrate moving in personal space.
14. Run without bumping into each other through general space in a circular pathway.
15. Move through a suspended hoop at a medium level without any part of the body touching the hoop.
16. Travel on a scooter in a straight pathway in a forward and backward direction.
17. Travel on a scooter in a straight pathway in a forward and backward direction while being controlled by a partner.
18. Travel on a “Roller Racer” in a forward direction in a straight pathway.
19. Travel on a “Roller Racer” in a forward direction in a winding pathway.
Duration to teach: One lesson for each of the following activities or otherwise noted.
Brief description of activities:
-
“Obstacle
Course” - The students will have the
opportunity to travel through an obstacle course while acquiring language
skills, describing directions, levels, and pathways. The students will also move from obstacle to
obstacle by using different locomotor movements. Next, large vocabulary cards will be placed
to reinforce concepts such as over, under, beside and behind.
-
“Traveling
in personal space and general space at different levels, directions and
pathways.”
- “Dribbling a ball with hands (through various pathways and varying directions).”
- “Dribbling a ball with feet (through various pathways and varying directions).”
- “Traveling on scooters (through various pathways, varying directions and levels).”
-
“Traveling
on scooters with help from a partner (through
various pathways, varying directions and levels).”
-
“Traveling
on Roller Racers (through various pathways
& varying directions).
A5. Respond in movement to changes in tempo, beat, rhythm, or musical style.
Objectives:
Each student will be able to:
1. Respond in movement to changes in tempo (slow, moderate, or fast).
2. Respond in movement to changes in rhythm (even or uneven).
3. Respond
in movement to changes in musical style (harmonious, vibrant or mellow).
4. Change speed (slow-fast, fast-slow) in response to various rhythms.
5. Change direction (forward-backward, backward-forward, forward-sideways, sideways-forward, sideways-backward, backward-sideways) in response to various rhythms.
6. Travel in various ways (skip, gallop or slide) in response to a changing rhythm in the beat of a drum.
7. Jump rope and keep the rhythm of the jump in reaction to the beat of the music being played.
8. Use a variety of rhythms: four counts (e.g., hop in a hula hoop twice on one foot then jump out of the hoop and hop twice on the opposite foot) and eight counts (e.g., jump from side to side for eight counts).
Duration to teach: One lesson for each activity or otherwise noted.
Brief description of activities:
-
“Traveling
to various rhythms” - The students will
react to changes in rhythm and tempo of a drum beat while walking, running,
skipping, galloping, or sliding. The
students will also hop in and out of hula hoops.
- “The Chicken Dance” - The students will have the chance to react to changes in tempo as they accelerate or decelerate their movements.
-
“Jump Rope
for Heart” - The students will practice
jumping rope to the rhythm of music being played during Jump Rope for Heart.
- “Jump Rope for Heart-Practice”
A6. Change the effort (force, flow, energy) or
range (extension) of a movement skill or skill combination.
Objectives:
Each student will be able to:
1. Change the effort (force, flow, energy) of a movement skill or skill combination.
2. Change
the range (extension) of a movement skill or skill combination.
3. Travel through the gym like a statue, with the muscles in the body heavy or firm to represent a “strong force,” then on a signal given by the teacher change and travel through the gym like a leaf blowing in the wind, with the muscles loose as well as the limbs to represent a “light force.”
4. Travel through the gym like a cloud floating in the air representing “free flow” then on a signal given by the teacher, the student will “freeze” representing “bound flow.”
5. Travel through the gym like a snail representing “low energy” then on a signal from the teacher, the student will travel through the gym like a cheetah (or similar animal) representing “high energy.”
6. Travel through the gym like someone is trying to hide or protect something like a bag of stolen money by holding it close to their body to represent “near or small extensions” then on a signal from the teacher, the student will travel through the gym like they just won a trophy and want to show it off representing “far or large extensions.”
7. Develop an understanding of the concept of “Pacing.”
8. Find a picture from a magazine reflecting various real-life situations, sports, games or dance activities that require changes in speed or pacing to be added with the other students’ pictures to create a poster.
Duration to teach: One lesson
Brief description of activities:
-
“Effort
and Range Activities” - The students will
have the chance to travel through the gym and use their bodies to represent
different kinds of force, flow, energy or extension.
-
Discussion of the
concept of “pacing” through the story of “The Race of The Tortoise and Hare” (to be combined with Effort and Range Activities)
while focusing on the differences in speed between the two characters. The
students will be asked the following questions: “How does a windmill move on a
day when there is no wind?” How might an
old person walk across the street?” “If
I asked you to run for a whole hour, how fast would you run?” From here, the discussion on the need to pace
such movements and explain how the body would run out of energy would take
place.
*Students
will also make a “change of speed poster.”
A7. Change
a movement skill in response to a changing environment such as a dance partner,
obstacle, smaller target, larger space.
Objectives:
Each student will be able to:
1. Change a movement skill in response to a changing environment (e.g.: a dance partner).
2. Change a movement skill in response to a changing environment (e.g.: an obstacle).
3. Change a movement skill in response to a changing environment (e.g.: a smaller target).
4. Change
a movement skill in response to a changing environment (e.g.: a larger space).
5. Avoid bumping into a classmate by moving (dodging) during a game of tag.
6. Dribble a ball (with hands or feet) in general space without the ball hitting an object (e.g., cone, bowling pin, etc.) on the floor in a straight and zig-zag pathway.
7. Recognize the d