Syllabus

Physical Education Syllabus

2022-23

Sean O’Laughlin

South Carolina Physical Education Content Standards

A physically educated person:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

South Carolina State Standards & Benchmarks

Pre K – Kindergarten

Standard 1

1.1 Demonstrate controlled traveling, rolling and balancing actions.

1.2 Travel with control forward, backward and sideways using a variety of locomotor patterns and change directions quickly.

1.3 Move with awareness of others in general space.

1.4 Kick, throw, catch and strike objects under simple conditions.

1.5 Select appropriate actions to match a steady beat.

Standard 2

2.1 Identify fundamental movement patterns (skip, strike)

2.2 Identify beginning movement concepts (BSER) in body management, games, dance and locomotion (personal / general space, high /low levels, fast / slow speeds, light / heavy balance and twist.)

2.3 Apply appropriate movement concepts (BSER) to performance. (Change directions while running, move from a gallop to a hop when directed)

Standard 3

3.1 Select and participate in physical activity during unscheduled times.

3.2 Identify likes and dislikes connected with participation in physical activity.

Standard 4

4.1 Sustain moderate to vigorous physical activity for short periods of time.

4.2 Be aware of the physiological signs of moderate physical activity. (Fast heart rate and heavy breathing)

Standard 5

5.1 Know rules, procedures and safe practices for participation and respond appropriately.

5.2 Share space and equipment with others.

5.3 Participate willingly in individual and group activities.

5.4 Interact positively with others.

Standard 6

6.1 Demonstrate willingness to try new movement activities and skills.

6.2 Identify feelings resulting from participation in physical activity.

South Carolina State Standards & Benchmarks

Grades 1 – 2

Standard 1

1.1 Demonstrate mature form in locomotor skills (walk, run, hop, skip jump, gallop, and slide).

1.2 Demonstrate smooth transitions between combinations of locomotor movements and combinations of manipulative patterns.

1.3 Sequence weight-bearing, rolling, balancing and traveling activities with control, with and without equipment.

1.4 Adapt kicking, striking and throwing patterns to simple, changing environments (kicking moving ball or striking a friendly toss).

1.5 Throw a hand-sized ball overhand with force (to hit a wall 30 feet away).

1.6 Combine locomotor patterns (sliding, jumping, running and hopping) in time to music.

1.7 Use movement concepts (BSER) to vary fundamental patterns.

1.8 Use movements (BSER) to move in expressive ways.

Standard 2

2.1 Identify the critical elements of basic locomotor and manipulative skills (jump 2 feet to 2 feet, skip in step-hop with a continuous pattern, opposition in throwing and reach and give to catch).

2.2 Apply movement concepts (BSER) and principles of movements to a variety of basic skills (catching at different levels skipping in different pathways).

2.3 Use feedback to improve performance (choosing appropriate hand positions for catching at different levels).

Standard 3

3.1 Engage regularly in moderate to vigorous physical activity outside of physical education class.

3.2 Identify social and psychological benefits from participation in physical activity (why some activities are fun and some are not).

Standard 4

4.1 Engage in sustained physical activity that causes an increased heart rate and heavy breathing.

4.2 Identify changes in the body that occur at different levels of physical activity (Increases in sweating, heart rate and breathing rate).

Standard 5

5.1 Follow directions.

5.2 Apply rules, procedures and safe practices with few or no reminders.

5.3 Work cooperatively with another to complete an assigned task.

5.4 Work independently for short periods of time.

5.5 Resolve conflicts in socially acceptable ways.

5.6 Treat others with respect during play.

5.7 Play and cooperate with others regardless of personal differences such as gender, skill level or ethnicity.

Standard 6

6.1 Be aware of the feelings resulting from challenges, successes and failures in physical activity.

6.2 Willingly try new activities.

6.3 Use physical activity to express feeling (creative dance experiences).

South Carolina State Standards & Benchmarks

Grades 3 – 5

Standard 1

1.1 Demonstrate mature form for all basic manipulative skills (overhand throw pattern, underhand throw pattern, kicking a moving ball, catching a ball thrown overhand) and combinations of locomotor skills.

1.2 Use basic motor skills of invasion (soccer, basketball) net (volleyball, pickle ball), striking/fielding (baseball, whiffle ball) and target (bowling) activities in increasingly complex situations.

1.3 Demonstrate basic offensive and defensive strategies for invasion, net and striking/fielding activities in limited settings (2 on 2, 3 on 2).

1.4 Support weight on hands demonstrating extension and control (cartwheels and handstands).

1.5 Apply movement concepts (BSER) to sequenced gymnastics actions with smooth transitions both alone and with others (perform a routine that includes balance, roll, and a balance with a change in directions to match a partner).

1.6 Perform simple dances (creative, folk and line dances).

Standard 2

2.1 Use critical elements to improve personal performances and provide feedback to others in fundamental and selected specialized motor skills (making a triangle to set volleyball).

2.2 Describe and use basic offensive and defensive strategies in limited settings (1 on 1, 2 on 2).

2.3 Recognize and apply basic concepts from the disciplines that impact the quality of increasingly complex movement performance (absorbing and producing force, the relationship between practice and the improvement of performance, the importance of warm-up and cool-down).

Standard 3

3.1 Identify personal interests and capabilities in regard to one’s own physical activity.

3.2 Select and participate regularly in physical activities for specific purposes (to improve skill or health or personal pleasure).

3.3 Identify opportunities in the school and community for regular participation in physical activity.

Standard 4

4.1 Identify the components of health-related fitness.

4.2 Identify several activities related to each component of physical fitness.

4.3 Meet the gender and age health-related fitness standards as defined by FitnessGram.

4.4 Develop a strategy for the improvement of selected fitness components.

4.5 Work with minimal supervision in pursuit of personal fitness goals.

Standard 5

5.1 Participate in the establishment of rules, procedures and standards of etiquette that are safe and effective for specific activity situations.

5.2 Work cooperatively and productively in a small group to accomplish a set goal in both cooperative and competitive activities.

5.3 Work independently and utilize time effectively to complete assigned tasks.

5.4 Recognize the individual differences (age, disability, gender, race, culture, skill level) on participation in physical activities.

5.5 Recognize the positive attributes that individuals of varying gender, age, disability, ethnicity and skill levels bring to physical activity).

5.6 Work cooperatively with peers of differing levels.

Standard 6

6.1 Recognize physical activity as a positive opportunity for social and group interaction.

6.2 Recognize that participation in physical activity is a source of self-expression and meaning (aesthetic, challenging, pleasurable, fun, and social).

6.3 Seek personally challenging physical activity experiences.

6.4 Celebrate personal successes and achievements along with those of others.

Weekly Participation Grades count for 80% of physical education grade

Quarterly assessments count for 20% of the physical education grade

Physical Education Grading Scale

Q = Quality Achievement (90-100)

Demonstrates age appropriate skill development.

Consistently shows good sportsmanship and self-control.

Consistently shows respect for others and teamwork.

Follows directions the first time given.

Actively participates in all activities.

M = Meets Standards (80-89)

Making satisfactory progress in skill development.

Usually shows good sportsmanship and self-control.

Usually shows respect for others and teamwork.

Usually follows directions the first time given.

Actively participates in most activities.

P = Progressing toward Standards (70-79)

Needs more skill practice.

Sometimes shows good sportsmanship and self-control.

Sometimes shows respect for others and teamwork.

Sometimes follows directions.

Participates in some activities.

L = Little or No Progressing toward Standards (68)

Shows little understanding of skill.

Rarely shows good sportsmanship and self-control.

Rarely shows respect for others and teamwork.

Rarely follows directions.

Rarely participates in activities.

Welcome Elementary Physical Education Long Range Plan for the 2014-2015 School Year

Assessment

STATE ASSESSMENTS: Third, Fourth, and Fifth grade students will be assessed on their fitness levels by performing the Pacer Run, Curlups, Pushups, and sit and reach tests a minimum of two times during the year. Each student height and weight will also be recorded. All fifth grade students will receive two Fitnessgram reports per year in compliance with state requirements, one in the Fall and one in the Spring.

Rules and Procedures

RULES AND PROCEDURES: Students will explore the rules and procedures during the first days of school and will be allowed to ask questions and give input into the class rules.

RULES FOR BEHAVIOR:

1. Always do your personal best.

2. Respect yourself and others.

3. Treat all equipment with care.

CONSEQUENCES:

1. Check yourself (2)

2. Verbal Warning

3. 5 questions

4. 5 minute time out

5. CDR

6. Referral

REWARD SYSTEM:

1. Students will receive a paw ticket for good behavior and leading by example

2. Classes will receive a pack paw for overall good behavior by the entire class and one for all classmates wearing tennis shoes

Parent Communication

COMMUNICATION

Parental Communication will be done in a variety of ways. Phone calls, personal contact, notes, and letters that will be sent home will all inform the parent/guardian of how his/her child is doing in school. My physical education webpage will also be updated to include any new developments and all upcoming events.

STUDENT PROCEDURES FOR NON-INSTRUCTIONAL ROUTINES:

Students will be allowed to use the restroom only in emergencies and to get water as needed during activities when the music is on. They will be expected to come into the gym quietly and sit down without touching any of the equipment that is set up. Students will freeze with their hands on their knees when a whistle is blown once and come over and sit down in front of the teacher when a whistle is blown twice. Students will also freeze when the music is turned off and begin an activity when the music is turned on. The homeroom teacher will lead students to class and I will return them to at the end of the period.

Phone calls will be made to parent for positive and negative behaviors. Please feel free to call me at any time at 355-3950.