1 the Physical Education Framework for California Public Schools, Kindergarten Through

1 the Physical Education Framework for California Public Schools, Kindergarten Through

PHYSICAL EDUCATION CURRICULUM GUIDELINES

I.Time Allotments (per week)

GradeK12345678

10050505050505050

II.Guidelines

A.General

1. The Physical Education Model Content Standards will assist school in establishing specific learning goals and objectives for physical education. A sequential, developmentally appropriate curriculum should be designed and implemented to help students acquire the knowledge, skills, attitudes, and confidence needed to adopt and maintain a physically active, healthy lifestyle.

The following five overarching content standards for elementary school students are as follows:

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

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

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

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

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

2.The Physical Education Framework for California Public Schools, Kindergarten through Grade Twelve, 2006 should serve as the core resource for physical education.

3.Physical Education is based on a sequence of learning and should not be compared to or confused with other physical activity experiences such as recess, intramurals, or recreational endeavors. A quality physical education program provides learning opportunities, appropriate instruction, and meaningful and challenging content for all children. It should include:

  • Well-designed lessons that facilitate student learning
  • Maximum participation and ample opportunities for skill development
  • Use of regular assessment to monitor and reinforce student learning
  • Full inclusion of all students
  • Out-of-school assignments that support the learning and the practice of skills
  • Appropriate discipline and class management (Physical activity should never be used as a punishment)
  • Fitness education and assessment to help children understand, improve, and maintain their physical well-being
  • Adequate equipment and facilities for all students to be active at the same time
  • Opportunities to improve emerging social and cooperative skills through physical activity and to gain a multicultural perspective.

4. The skill areas should be taught to reinforce the following content: rhythms and dance, outdoor education, gymnastics and tumbling, individual and dual sports, team sports, mechanics of body movement, and effects of physical activity on dynamic health.

5. Physical education programs should help children and youths develop a lifelong commitment to their own physical well-being, health, and fitness, with a clear emphasis on a variety of pleasurable physical activities and an active life-style.

6.Components of a Model Physical Education Lesson should include:

a.Warm-up exercises

b.Instructional phase

c.Activity phase

d.Discussion or processing

B.Physical Education Resources

1.Physical Education Framework for California Public Schools, K-12, 2006

California State Department of Education, Publication Sales

1430 N Street, Suite 3207

Sacramento, CA95814-5901

6/22/2007 – P.E. Guidelines 1

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