ERIC ED452199: Physical Education Guide to Implementation: Kindergarten to Grade 12. The ABCDs of Physical Education.

292 Pages·2000·4.8 MB·English

by  ERIC

DOCUMENT RESUME
SP 039 945
ED 452 199
Physical Education Guide to Implementation: Kihdergarten to
TITLE
Grade 12. The ABCDs of Physical Education.
`Alberta Learning, Edmonton.
INSTITUTION
ISBN-0-7785-1104-9
ISBN
2000-00-00
PUB DATE
NOTE
301p.
Learning Resources Centre, 12360-142 Street, N.W., Edmonton,
AVAILABLE FROM
Alberta T5L 4X9, Canada. Tel: [phone]. For full text:
http;//www.learning.gov.ab.ca.
Classroom
Teacher (052)
Guides
PUB TYPE
MF01/PC13 Plus Postage.
EDRS PRICE
Academic Standards; Classroom Techniques; Diversity
DESCRIPTORS
(Student); Educational Quality; Elementary Secondary
Education; Equal Education; Evaluation Methods; Foreign
Countries; Health Promotion; Life Style; Physical
Activities; Physical Activity Level; *Physical Education;
Planning; Program Development; Special Needs Students; State
Standards; Student Evaluation; Wellness
*Alberta
IDENTIFIERS
ABSTRACT
This guide is intended to assist teachers in Alberta,
Canada, implement the prescribed outcomes found in the "Program of Studies
for Physical Education, Kindergarten To Grade 12." It is also designed to
help students have the opportunities to develop the knowledge, skills, and
attitudes necessary to lead an active, healthy life. Four sections present
"Program of Studies"; "Planning for Quality Learning Experiences" (meeting
student needs, equity and diversity, adapting instruction for students with
special needs, instructional strategies, classroom management, creating a
safe learning environment, intramural and interschool activities, and program
planning); "Assessment, Evaluation and Communication of Student Learning"
(including guiding principles); and "Grade-Specific Implementation
Assistance." Five appendixes present: program planning templates and
examples; sample assessment, evaluation, and communication strategies;
resources to support implementation; equipment lists; and icons. A glossary
of terms is included.
(SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
SP
Physical Education
Guide to Implementation
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
Kindergarten to Grade 12
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
C. et-r.ctre_LAD.s
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER'(ERIC)
1
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Do it Daily..tor Life!
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Cooperation
ABCDs of Physical Education
Alberra
LEARNING
BEST COPY AVAILABLE
Learning and Teaching Resources Branch
Physical Education
Guide to Implementation
Kindergarten to Grade 12
Activity
4...
till
Do it Daily...For Life!
Cooperation
Benefits Health
The ABCDs of Physical Education
2000
3
ALBERTA LEARNING CATALOGUING IN PUBLICATION DATA
Alberta. Alberta Learning. Learning and Teaching Resources Branch.
The physical education guide to implementation, kindergarten to Grade 12.
Available on the Alberta Learning web site at < http: / /ednet.edc.gov. ab.ca/physicaleducationonline >.
ISBN 0-7785-1104-9
1. Physical education and training
Curricula. 2. Physical
Alberta
education for children
Curricula. I.
Alberta
Title.
GV341.A333 2000
613.704
Copies of this guide are available for purchase from:
Learning Resources Distributing Centre
12360
142 Street
Edmonton, Alberta T5L 4X9
Canada
Telephone: [phone]
780-422-9750
Fax:
Web site:
<http://www.Irdc.edc.gov.ab.ca>
Questions or concerns regarding this guide can be addressed to the Director, Learning and Teaching Resources Branch,
Alberta Learning. Telephone [phone]. To be connected toll free inside Alberta dial 310-0000.
Several web sites are listed in this document. These sites are listed as a service only to identify potentially useful ideas for
teaching and learning. The responsibility to evaluate these sites rests with the user.
The primary intended audience for this document is:
Administrators
Counsellors
General Audience
Parents
Students
1
Teachers
Copyright ©2000, the Crown in Right of Alberta, as represented by the Minister of Learning. Alberta Learning, Learning and
Teaching Resources Branch, 11160 Jasper Avenue, Edmonton, Alberta, Canada, T5K OL2.
Every effort has been made to provide proper acknowledgement of original sources and to comply with copyright law. If cases
are identified where this has not been done, please notify Alberta Learning so appropriate corrective action can be taken.
Permission is given by the copyright owner to reproduce this document for educational purposes and on a nonprofit basis, with
the exception of materials cited for which Alberta Learning does not own copyright.
4
PREFACE
The Physical Education Guide to Implementation, Kindergarten to Grade 12 is intended to assist teachers
with implementation of the prescribed outcomes in the Program of Studies for Physical Education,
Kindergarten to Grade 12, (2000), so that Alberta students have the opportunities to develop the
knowledge, skills and attitudes necessary to lead an active, healthy lifestyle. The guide was developed
with the advice and assistance of numerous Alberta educators, and these contributions are greatly
appreciated. The K-12 program of studies (2000) replaces the Elementary Physical Education (1984), the
Junior High Physical Education (1988) and the Physical Education 10-20-30 (1988) programs of study.
This guide to implementation is available for viewing and downloading through the Alberta Learning web
site at <http://www.learning.gov.ab.ca>. Print copies are also available for purchase from the Learning
Resources Distributing Centre (LRDC); they are available in unbound form and three-hole punched, a
format that allows for the addition of references, forms and notes. It also facilitates updating the materials
as necessary. The LRDC web site is at <http://wwwirdc.edc.gov.ab.ca>.
Materials that closely align with this guide to implementation and that will offer additional support for
implementation, include:
Alberta Learning Physical Education Online web site at <http://ednet.edc.gov.ab.ca/
physicaleducationonline/>
Safety Guidelines for Physical Activity in Alberta Schoolsavailable for purchase from the LRDC.
This guide to implementation is a support document. The
Note:
advice and direction offered is suggestive except where it
duplicates or paraphrases the contents of the program of
studies. In these instances, the content is printed in the
same distinctive manner as this notice so that the reader
may readily identify all prescriptive statements or
segments in this document.
Preface /iii
Physical Education Guide to Implementation (K-12)
(2000)
©Alberta Learning, Alberta, Canada
5
TABLE OF CONTENTS
iii
Preface
Acknowledgements
Program of Studies
1
35
Planning for Quality Learning Experiences
Creating a Desire to ParticipateMeeting Student Needs
35
36
Equity and Diversity
36
Adapting Instruction for Students with Special Needs
37
Characteristics of Development for Children and Youth
39
Instructional Strategies
40
Classroom Management in Physical Education
42
Creating a Safe Learning Environment
43
Intramural and Interschool Activities
43
Program Planning
47
Assessment, Evaluation and Communication of Student Learning
47
Guiding Principles
49
Assessment Strategies
50
Evaluation
Communication of Student Learning
51
57
Grade-specific Implementation Assistance
59
Kindergarten
71
Grade 1
83
Grade 2
95
Grade 3
107
Grade 4
119
Grade 5
131
Grade 6
143
Grade 7
155
Grade 8
167
Grade 9
179
Physical Education 10
Physical Education 20
191
203
Physical Education 30
215
Appendix A: Program Planning Templates and Examples
Appendix B: Sample Assessment, Evaluation and
231
Communication Strategies
275
Appendix C: Resources to Support Implementation
277
Appendix D: Equipment Lists
281
Appendix E: Icons
287
Glossary
291
Bibliography
Table of Contents /xvii
Physical Education Guide to Implementation (K-12)
(2000)
©Alberta Learning, Alberta, Canada
PROGRAM OF STUDIES
A. PROGRAM RATIONALE AND PHILOSOPHY
opportunities for the development of the desire for
The aim of the Kindergarten to Grade 12 physical
to enable individuals to
education program is
lifelong participation in physical activity.
attitudes
and
knowledge,
skills
develop
the
Active Living
necessary to lead an active, healthy lifestyle.
The physical education program emphasizes active
Alberta's vision for education focuses on children
living, with a focus on physical activity that is
their individual
ability achieve
their
to
and
valued and integrated into daily life.
potential, creating a positive future for themselves,
as well as enhancing their quality of life.
The
to Grade 12 physical education
Active living through physical education:
Kindergarten
program contributes to the development of life
creates a desire to participate
skills for the personal management of health, for
promoting
lifetime activities
focuses
on
the use of physical activity as a strategy for
health-related fitness for life
imanaging life challenges, and for a setting within
activity; and the nature,
is about physical
which to practise the ability to work with others.
form, frequency and intensity of the activity
The program provides an equitable opportunity for
are relative to each person's ability, needs,
all students to realize the benefits of participation
aspirations and environment
in physical activity.
a broader
activity within
physical
places
perspective of total fitness and well-being that
a shared responsibility involving
Education is
of
experience
entire
encompasses
the
students, parents, teachers, the school and the
movementphysical, mental, emotional and
Within each day, whether at home,
community.
social dimensions
school, or in the community, there is structured
opportunities
through
enhanced
to
is
and unstructured time available for meeting the
participate in such activities as intramural and
aim of the
physical education program
that
and community-based
interschool athletics
contributes to student well-being. As the benefits
sport and recreation activities
of physical activity increase proportionally as a
is centred around learner needs; inclusive,
provided,
of
intensity
and
the
result
time
individual and varied
consideration should be given to maximizing the
is supported when opportunities for making
amount of time
the
within school
available
choices are provided
An approach
sensitive
to
that
context.
is
supportive of the relevance of physical
developmental and culturally appropriate practice,
is
activity within the community.
and that emphasizes enjoyable participation, is
to foster a desire
in students to
most likely
Benefits of Physical Education and Activity
participate in lifelong physical activity.
Strong evidence
physical activity
that
exists
Physical activity is vital to all aspects of normal
of
well-being
overall
contributes
1 growth and development, and the benefits are the
to
People of all ages can substantially
Students do not develop
individuals.
I widely recognized.
health and quality
of
improve their
life
by
automatically the requisite knowledge, skills and
including a moderate amount of physical activity
attitudes that lead to active, healthy lifestyles.
into their daily routines. Participation in physical
Such learning should begin in childhood. Schools
activity contributes to physical, mental and social
and teachers can be prime facilitators in providing
Program of Studies /1
Physical Education Guide to Implementation (K-12)
(2000)
©Alberta Learning, Alberta, Canada
well-being providing benefits to the individual and
Economic
Below are some reasons why
the community.
Physical activity can improve health, which
students need physical education on a regular
reduces the cost of health care for individuals
basis.
and the community.
Health
Academic Achievement
Participation in physical activity can improve
Time
for
allocation physical
education
fitnessmuscular
flexibility,
strength,
not
programs
does
limit academic
muscular endurance, body composition and
it can contribute to
achievement; in
fact,
cardiovascular enduranceand reduce the risk
increased
achievement
levels;
active
i.e.,
heart disease,
factors
including
related
to
bodies/active minds.
obesity and high blood pressure.
Regular
physical activity increases bone density to
Student Learning and Achievement
create a stronger skeleton.
It can be an outlet
for releasing tensions and anxieties in the
will meet the aim of the
Students
physical
promotion of mental health.
education program, to lead an active,
healthy
if they have developed a desire
lifestyle,
to
Active Lifestyle
participate regularly in physical activity. The aim
Physical activity, over time, is beneficial to
can only be achieved by addressing the prescribed
personal
well-being.
education
Physical
outcomes within an environment wherein students
promotes personal responsibility for health
are emotionally and physically safe, the climate is
and fitness and for students to develop a desire
of
positive,
variety
developmentally
and
a
to participate for life.
appropriate
skill-building experiences
are
provided.
Skill Development
Physical education develops physical skills
Curriculum experiences provide
students with
opportunities to develop the habit of being active
that
allow
for enjoyable
and
successful
daily, the skills to enjoy successful participation,
participation in movement activities. Students
and to realize the benefits resulting from activity.
perceived competence is a key determinant for
future involvement in physical activity. This is the focus of an "active living" approach.
to be considered in
There are many factors
Positive Interactions
providing a context wherein students can achieve.
Interaction with others is an important aspect
Planning will help to determine ways in which to
of most physical activities. Physical education
provide a program that addresses the outcomes
provides a natural learning environment in
and meets the diverse needs of learners. Some of
which to develop cooperation and fair play
the factors to consider when planning include:
For
skills.
example, students
have
opportunities to assume leadership, develop
activity that is relevant, meaningful and
teamwork
skills,
officiate and
take
enjoyable
responsibility for their actions while playing.
student equity and diversity
alignment of learning outcomes, instructional
Self-confidence and Self-esteem
and assessment practices
Physical activity can instill a strong sense of
practices that apply the principles of learning
self-worth in students. They can become more
experiences from all movement dimensions
confident, assertive and independent.
opportunities to practise and demonstrate
growth and achievement
Goal Setting
elements of risk and challenge provided in a
Physical education provides opportunities for
safe environment
practise
students
to
setting
goal they
as
participate.
2/ Program of Studies
Physical Education Guide to Implementation (K-12)
(2000)
©Alberta Learning, Alberta, Canada
8
consideration of, and for, past related
experiences
time allocation
teacher willingness and expertise
diversity of instructional strategies
focus on outcomes rather than dimensions
facilities and equipment resources
use of community resources
use of technology
assessment, evaluation and communication of
student learning
transference to lifelong participation in
physical activity.
Exemptions
To meet the aim of the program it is recommended that a variety of movement experiences be provided in
In the following specified circumstances; however, exemptions may be warranted
all the dimensions.
from one or more dimensions and/or a physical education course.
Other
Conditions for
Experiences
Procedures
Exemption
Category
When exemption
Statement in writing from
Religious beliefs
INDIVIDUAL
is granted, other
parent to principal.
activities
Certification to principal
consistent with
by medical practitioner
the aim and
with statement of
outcomes of the
Medical
INDIVIDUAL
activities in which the
program should
student is not able to
be substituted,
participate.
where
appropriate.
Initiated by school
Access to facilities
CLASS,
authority or parent.
GRADE OR
Approved by school
SCHOOL
authority.
Program of Studies /3
Physical Education Guide to Implementation (K-12)
9
(2000)
©Alberta Learning, Alberta, Canada
B. GENERAL AND SPECIFIC OUTCOMES
The four general outcomes upon which the
The
outcomes
general
interrelated
are
and
Kindergarten to Grade 12 physical education
interdependent. Each is to be achieved through a
program is based state that students will:
variety of physical activities.
Students must have
the opportunity for participation in each of the
following dimensions:
acquire
skills
through
a
variety of developmentally
dance
appropriate
movement
games
Activity
activities;
dance,
games,
types of gymnastics
of
types
gymnastics,
individual activities
individual
activities
and
activities
alternative
in
an
environment;
activities in an alternative
e.g., aquatics and outdoor pursuits.
environment; e.g., aquatics
and outdoor pursuits
Each general outcome includes specific outcomes,
by grade, and at the senior high school level by
course
name.
Students
expected
are
to
understand, experience and
demonstrate these outcomes, to the best of their
appreciate
the health
ability, by the end of each grade/course.
benefits
that from
result
Benefits Health
physical activity
Program
planning
of
requires
consideration
student age, grade level, individual abilities and
developmental readiness. Assessment, evaluation
000
interact
positively
with
of
and
communication
student
achievement
others
requires consideration of such factors as practice
Cooperation
time, individual growth and development, and
overall improvement.
assume responsibility
to
lead an active way of life.
Do it Daily
...
for Life!
_J
1.0
4/ Program of Studies
Physical Education Guide to Implementation (K-12)
(2000)
©Alberta Learning, Alberta, Canada