PHYSICAL EDUCATION
CURRICULUM GUIDELINES K-8
SALEM-KEIZER STUDENT GOALS
·
develop positive self concept,
respect for others, and healthy behavior patterns
·
work effectively in groups as well
as individually
The
physical education curriculum provides a framework based on the premise that
the quality and the productivity of each individual life can be enhanced
through participation in a comprehensive, sequential physical education system
that promotes physical, mental, emotional, and social well-being. Physical education provides the opportunity
for a student to become physically educated.
The
physically educated person is one who has learned motor and self-management
skills necessary to perform a variety of physical activities, knows the
implication of and the benefits of physical fitness, participates regularly in
physical activity, and understands that all are intimately related to an
individual’s health, physical, and social well-being.
Physical Education Curriculum Standards (Complies
with Oregon Department of Education Content Standards)
1. MOVEMENT: Develop efficient skills and knowledge to
express physical movement in a variety of
situations.
2. PHYSICAL FITNESS: Develop fitness and knowledge that
enables students to understand healthy, effective personal fitness behaviors.
3. SELF-MANAGEMENT: Recognize and develop appropriate
self-management skills by working independently and with others during planned
physical activity.
Physical
Education is arranged into three strands.
They incorporate both the content and application. The three strands are:
·
Movement
·
Physical Fitness
·
Self-Management
The
three strands are meant to be woven throughout the benchmarks.
Develop Positive Self-Concept, Respect for Others, and Healthy Behavior
Patterns
Physical
Education Curriculum Guidelines – Kindergarten through Third Grade
|
BENCHMARK LEVEL 1
(Ages 5-9) |
|||
|
Kindergarten |
First |
Second |
Third |
|
MOVEMENT CONCEPTS |
MOVEMENT CONCEPTS Space Awareness ·
Demonstrates self-space ·
Demonstrates general space ·
Moves in various directions and levels ·
Moves in pathways ·
Makes extensions in space Effort ·
Demonstrates varying rates of movement ·
Demonstrates weight transfer ·
Demonstrates flow of movement ·
Demonstrates relationship of body parts Chase, Flee and Dodge ·
Changes direction in response to a signal ·
Travels close to an obstacle or a person, then darts away ·
Stays close to or overtakes a fleeing person |
MOVEMENT CONCEPTS Space Awareness ·
Demonstrates self-space ·
Demonstrates general space ·
Moves in various directions and levels ·
Moves in pathways ·
Makes extensions in space Effort ·
Demonstrates varying rates of movement ·
Demonstrates weight transfer ·
Demonstrates flow of movement ·
Demonstrates relationship of body parts Chase, Flee and Dodge ·
Quickly maneuvers body away from a thrown object ·
Uses fake maneuvers to avoid chaser ·
Jogs slowly toward a partner and dodges away ·
Jogs towards a stationary object or person, double fakes and darts
away |
MOVEMENT CONCEPTS Space Awareness ·
Demonstrates self-space ·
Demonstrates general space ·
Moves in various directions and levels ·
Moves in pathways ·
Makes extensions in space Effort ·
Demonstrates varying rates of movement ·
Demonstrates weight transfer ·
Demonstrates flow of movement ·
Demonstrates relationship of body parts Chase, Flee and Dodge ·
Performs quick and sharp movements ·
Jogs towards a stationary object and spins away ·
Jogs towards a stationary object, fakes, spins, darts away ·
Quickly maneuvers body away from a thrown object |
Develop Positive Self-Concept, Respect for Others, and Healthy Behavior
Patterns
Physical Education Curriculum
Guidelines – Kindergarten through Third Grade
|
BENCHMARK LEVEL 1
(Ages 5-9) |
|||
|
Kindergarten |
First |
Second |
Third |
|
BASIC LOCOMOTION PATTERNS AND
SKILLS |
BASIC LOCOMOTION PATTERNS AND
SKILLS Travel ·
Walks, runs, gallops, slides, hops, skips ·
In different directions and speeds ·
Rapidly, quickly changes direction ·
Demonstrates running/sprinting technique ·
Demonstrates jogging technique ·
Demonstrates run and jump Jump and Land ·
From one foot to the other ·
From two feet to two feet ·
From one foot to two feet ·
In different directions ·
Over low obstacles ·
In a turned rope |
BASIC LOCOMOTION PATTERNS AND SKILLS Travel ·
In relationship to others ·
In relationship to obstacles ·
In an expressive manner ·
In relationship to a partner ·
Uses various stepping patterns ·
Combines locomotor patterns to rhythms Jump and Land ·
From height and for distance ·
To form body shape in flight ·
While bending knees ·
With self-turned rope |
BASIC LOCOMOTION PATTERNS AND
SKILLS Travel ·
Demonstrates mature form of skip, hop, gallop and slide ·
Demonstrates criteria for gallop, slide, horizontal jump, and leap Jump and Land ·
In sequences ·
Repeatedly with a self-turned rope ·
Along an apparatus ·
With other locomotor patterns ·
To mirror a partner ·
To throw ·
To catch |
Develop Positive
Self-Concept, Respect for Others, and Healthy Behavior Patterns
Physical Education Curriculum
Guidelines – Kindergarten through Third Grade
|
BENCHMARK LEVEL 1 (Ages 5-9) |
|||
|
Kindergarten |
First |
Second |
Third |
|
BODY MANAGEMENT SKILLS |
BODY MANAGEMENT SKILLS Transfer of Weight ·
Travels on various parts of the body ·
From feet to other parts of the body while stationary ·
Across mats ·
By climbing action ·
Over low obstacles ·
From feet to hands ·
Along apparatus ·
On bars Balance ·
On a wide base of support ·
On different body parts and shapes ·
While walking on a line or low beam ·
On low, large equipment ·
On Balance Boards ·
Travels in different directions on apparatus ·
Maintains balance in symmetrical and non-symmetrical shapes | ||