DRAFT
PHYSICAL EDUCATION
STATE CURRICULUM
BALTIMORE CITY PUBLIC SCHOOL SYSTEM
DIVISION OF CURRICULUM AND INSTRUCTION
New Baltimore City Board of School Commissioners
Patricia Welsh, Board Chairman
Brian D. Morris, Board Vice-Chairman
Kenneth A. Jones
George M. Vanhook, Sr.
Jerrelle F. Francois
Kalman R. Hettleman
James W. Campbell
Diane Bell McKoy
Douglass R. Kingston
Demetreus Gregg, Student Commissioner
Bonnie S. Copeland, Ph.D.
Chief Executive Officer
Linda Chinnia
Chief Academic Officer
Gwen Cleage
Curriculum and Instruction Officer
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Table of Contents
Introduction
Vision Statement
National Physical Education Content Standards
Maryland State Department of Education Physical Education Content Standards
Physical Education Scope and Sequence
Part One: Overview of Grades Pre K-12 Physical Education Objectives by Topic
And Grade
Part Two: Long Range Planning and Diverse Learners
Part Three: Units of Instructions
K-5
6-8
9-12
Appendix
Lesson Plans
Rubrics
Worksheets
Glossary
VSC
Units
References
Part One
Overview
Organization of This Curriculum Guide
This guide presents the BCPSS big ideas and instructional objectives for physical education in three different formats. Part One of this guide specifies what should be taught by presenting physical education content and skills in terms of big ideas and instructional objectives, giving a careful sequencing of the ideas associated with a particular physical education topic or skill form kindergarten through fifth grade. Part Two of this guide provides that user with background information regarding program requirements, and student learning expectations. Part Three of this document characterizes a physical education instructional program and supports long-range planning by presenting a listing of units of instruction and instructional objectives.
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Physical Education Learning Community
Vision Statement
The aim of the Baltimore City Public School System’s physical education program is to develop a physical education program that will meet the needs of all students, including students with disabilities and diverse learning needs. This program will include an individual need assessment component, which will enable the students to set individual goals to improve their levels of physical fitness. Thereby affording students with disabilities access to the physical education curriculum and allowing all physical education students individualized, developmentally appropriate, and personally challenging instructional experiences that will advance the knowledge, confidence, skills, and motivation needed to engage in a lifelong, healthy, active lifestyle. Therefore, it is essential for the school system to provide experiences in physical education that meet national and state standards
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NATIONAL PHYSICAL EDUCATION CONTENT STANDARDS
BACKGROUND
The National Association for Sport and Physical Education appointed the Outcomes Committee to answer the question "What should students know and be able to do?" The "Outcomes Project" culminated in the development of a definition of the physically educated person. This definition included five major focus areas, specifying that a physically educated person:
· Has learned skills necessary to perform a variety of physical activities
· Is physically fit
· Does participate regularly in physical activity
· Knows the implications of and the benefits from involvement in physical activities
· Values physical activity and its contribution to a healthful lifestyle
This definition was expanded to twenty outcome statements and then further expanded into sample benchmarks for selected grade levels The work of this committee resulted in the publication of the Outcomes of Quality Physical Education Programs (1992) . Following this publication, the Standards and Assessment Task Force was appointed to develop content standards and assessment material based on the outcomes document.
The work of the task force, which began in the Spring of 1992, reflects the national education reform movements, particularly with the efforts to establish national content standards for each of the areas of the school curriculum. This movement to clarify and establish important educational goals has provided the impetus and direction for much of the work of the Physical Education Standards and Assessment Task Force.
To make the materials for physical education parallel to the materials being developed by other content areas, the identification of "content standards" and the further clarification of the content in physical education were undertaken before the issue of assessment was addressed. The "content standards" and accompanying assessment guidelines have been designed to expand and complement, not replace the physical education outcomes document.
This document is the result of a purposeful process of consensus-building that has included a variety of efforts designed to obtain a broad range of expertise and reaction. This work reflects the input of many NASPE members and structures (i.e. Council on Physical Education for Children, Middle and Secondary School Physical Education Council, Curriculum and Instruction).
The process has also included presentations at both the IC 1993 and 1994 national AAHPERD conventions, presentations at each of the six district AAHPERD conventions, many state AAHPERD meetings, a review by selected leaders in the physical education profession, as well as consultation with educational representatives from other subject areas and other educational organizations.
PURPOSE
The purpose of the standards document is to:
· establish content standards for the physical education school program that clearly identify consensus statements related to what a student should know and be able to do as a result of a quality physical education program
· establish teacher-friendly guidelines for assessment of the content standards that are consistent with instructionally integrated orientations toward the role of assessment in the teaching/learning process
A general description of each content standard is first presented, followed by presentation of the standards according to grade level: K, 2, 4, 6, 8, 10, and 12. Since the primary users of the standards will be teachers and educational administrators, the standards are presented according to grade level, a format being followed by other subject areas.
Within each grade level, the standard is further defined, followed by a listing of the key points of emphasis for that grade level. Sample performance benchmarks which describe developmentally appropriate behaviors representative of progress toward achieving the standard, are also presented. Lastly, a variety of assessment techniques appropriate for assessing student achievement of the specified content standard is described.
This includes specific examples of selected assessment options accompanied by illustrative criteria recommended for the assessment technique described. The assessment examples provided herein are just that, examples; they are not meant to be a comprehensive listing of available assessment techniques, nor are they meant to be the "best" assessment techniques to be used in all situations. The examples provided are illustrative of numerous performance assessments and authentic assessments that may be used to make inferences about student learning.
National Association of Sport and Physical Education (NASPE)
Benchmarks of A Physically Educated Person
Has learned skills necessary to perform a variety of physical activities:
1. Moves using concepts of body awareness, space awareness, effort
and relationships
2. Demonstrates competence in a variety of manipulative, locomotor
and nonlocomotor skills
3. Demonstrates competence in combinations of manipulative,
locomotor and nonlocomotor skills performed individually and with
others
4. Demonstrates competence in many different forms of physical
activity
5. Demonstrates proficiency in a few forms ofphysical activity
6. Has learned how to learn new skills
Is physically fit:
7. Assesses, achieves and maintains physical fitness
8. Designs safe, personal fitness programs in accordance with
principles of training and conditioning
Does participate regularly in physical activity:
9. Participates in healthenhancing physical activity at least three
times a week
10. Selects and regularly participates in lifetime physical activities
Knows the implications of and the benefits from involvement in physical activities:
11. Identifies the benefits, costs and obligations associated with regular
participation in physical activity
12. Recognizes the risk and safety factors associated with regular
participation in physical activity
13. Applies concepts and principles to the development of motor skills
14. Understands that wellness involves more than being physically fit
15. Knows the rules, strategies and appropriate behaviors for selected physical
activities.
16. Recognizes that participation in physical activity can lead to
multicultural and international understanding
17. Understands that physical activity provides the opportunity for
enjoyment, selfexpression and communication
Values physical activity and its contribution to a healthful lifestyle:
18. Appreciates the relationships with others that result from
participation in physical activity
19. Respects the role that regular physical activity plays in the pursuit of
lifelong health and well-being
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Physical Education
Standards and Activities
NATIONAL STANDARDS
- Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
- Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
- Participates regularly in physical activity.
- Achieves and maintains a health-enhancing level of physical fitness.
- Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
- Values physical activity for health, enjoyment, challenge, self-expressions and/or social interaction.
MSDE CONTENT STANDARDS/OUTCOMES
1.0 EXERCISE PHYSIOLOGY-
Students will demonstrate an ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational, and life tasks.
2.0 BIOMECHANICAL PRINCIPLES-
Students will demonstrate an ability to use the principles of biomechanical to generate and control force to improve their movement effectiveness and safety.
3.0 SOCIAL PSYCHOLOGICAL PRINCIPLES-
Students will demonstrate an ability to use the skills essential for developing self-efficacy, fostering a sense of community, and working effectively with others in physical activity settings.
4.0 MOTOR LEARNING PRINCIPLES-
Students will demonstrate an ability to use motor skills principles to learn and develop proficiency through frequent practice opportunities in which skills are repeatedly performed correctly in a variety of situations.
5.0 PHYSICAL ACTIVITY-
Students will participate in a regular, personalized program of physical education to gain health and cognitive/academic benefits. They will learn and utilize principles of exercise physiology and biomechanics to design a safe and effective program consistent with their health, performance and fitness goals.
6.0 SKILLFULNESS-
Students will enhance their ability to perform a variety of skills and applications by developing, creating, combining and applying skills to a variety of recreational and daily life experiences.
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COMAR Regulation
All students should participate in an on-going program of physical education in accordance with the Maryland State Department of Education guidelines. These guidelines are stated in COMAR 13A.04.13.01
01 Requirements for Physical Education Instructional Programs for Grades K—12.
A. The following physical education instructional programs shall be required in public schools for grades K—12:
(1) Grades K—8. Each local school system shall provide an instructional program in physical education each year for all students in grades K—8.
(2) Grades 9—12. Each local school system shall offer a physical education program in grades 9—12 which shall enable students to meet graduation requirements and to select physical education electives.
B. Maryland Physical Education Program.
(1) The physical education instructional program shall provide an individualized, developmentally appropriate, and personally challenging instructional program that advances the student's knowledge, confidence, skills, and motivation to:
(a) Engage successfully in a lifelong healthy and active lifestyle;
(b) Maintain a level of physical health and psychological well-being that enhances the student's ability to participate in a competitive world economy and job market;
(c) Apply the personal and social skills necessary to function as a responsible citizen in a democratic society; and
(d) Use physical activity to achieve a personally productive, creative, and enjoyable life.
(2) The comprehensive instructional program shall provide for the diversity of student needs, abilities, and interests at the early, middle, and high school learning years.
(3) The comprehensive instructional program shall include all the following goals and subgoals:
(a) To explain how regular, moderate-to-vigorous physical activity contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational, and life tasks, which include:
(i) Applying the principles of frequency, intensity, time, and type (F.I.T.T.);
(ii) Demonstrating a knowledge and understanding of system responses, fitness components, exercise benefits, and environmental constraints; and
(iii) Developing a personal fitness program;
(b) To improve their movement effectiveness and safety by applying the principles of biomechanics to generate and control force, which includes:
(i) Demonstrating a knowledge and understanding of force generation and absorption, magnitude and timing, movement effectiveness, torque, balance, and effective injury-free performance; and
(ii) Applying the specific force principles;
(c) To demonstrate positive effectiveness about themselves and the social skills necessary to work effectively with others essential to communication, caring, and healthy decision making;
(d) To demonstrate a sense of community for all individuals, which includes:
(i) Identifying individual ability;
(ii) Developing respect and appreciation for others, competence, the ability to set realistic goals, and empathy; and
(iii) Exhibiting self-control;
(e) To explain and demonstrate how skills are learned and proficiency developed through frequent practice opportunities in which skills are repeatedly performed correctly in a variety of authentic situations, which include:
(i) Developing proficiency of skills through practice;
(ii) Investigating individual variation and situation complexity; and
(iii) Demonstrating a knowledge and understanding of appropriate practice;
(f) In order to gain health, cognitive, and academic benefits, to demonstrate the ability to use the principles of exercise physiology, social psychology, and biomechanics to design and adhere to a regular, personalized, purposeful program for physical activity that:
(i) Is consistent with their health, performance, and fitness goals; and
(ii) Includes applying scientific principles, identifying personal goals, and understanding an effective physical activity program, principles of force, monitoring, and the importance of participation;
(g) To enhance their ability to perform a variety of skills and applications by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills to a variety of recreational and daily life experiences, which include: