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Physical education in Hingham supports the physical, intellectual, and social-emotional development of students. When students maintain adequate levels of physical fitness and make healthy choices, the conditions and opportunities for learning also increase. For these reasons, Health and Physical Education plays an integral role in a comprehensive educational program. To facilitate these optimal levels of wellness, the Health and Physical Education Department is committed to delivering a comprehensive, sequential curriculum K-12. This curriculum will engage and help inspire students to pursue a lifetime of fitness-related activities and healthy decisions. The elementary level begins with basic concepts regarding spatial awareness, body control, skill development and locomotor skills. Most other units and concepts are introduced early on and reinforced each year with increasing levels of complexity and depth as students grow and mature.
Physical education in Hingham supports the physical, intellectual, and social-emotional development of students. When students maintain adequate levels of physical fitness and make healthy choices, the conditions and opportunities for learning also increase. For these reasons, Health and Physical Education plays an integral role in a comprehensive educational program. To facilitate these optimal levels of wellness, the Health and Physical Education Department is committed to delivering a comprehensive, sequential curriculum K-12. This curriculum will engage and help inspire students to pursue a lifetime of fitness-related activities and healthy decisions. The elementary level begins with basic concepts regarding spatial awareness, body control, skill development and locomotor skills. Most other units and concepts are introduced early on and reinforced each year with increasing levels of complexity and depth as students grow and mature.
All lessons and activities are planned and aligned with Mass. Curriculum Frame work/standards as well as the National Standards for Physical Education.
Organizing Social/Emotional Learning Targets
Educators often describe social/emotional learning with terms such as rules, discipline, behavior and so forth. Social and emotional learning is more than having students follow classroom procedures. It helps students assume more responsibility for learning, their well being and the well being of others. Psychologists and educational theorists (see reference list below) have organized social/emotional behaviors into the following frameworks
Personal and Social Responsibility – respect, involvement, responsibility and caring
Character - trustworthiness, respect, responsibility, fairness, caring and citizenship
Intrapersonal intelligence - to use self knowledge for accessing, identifying and drawing upon feelings to guide behavior
Interpersonal intelligence – to identify and respond appropriately to temperaments and desires of others
Emotional intelligence - recognizing one’s emotional responses, and those of others, and using this knowledge in effective ways
Social/Emotional learning - developing self-awareness, self-management, social awareness, responsible decision making, and relationship management.
Employers look for social and emotional behaviors such as dependability, punctuality, reliability, the ability to work productively in groups, and to contribute with ideas and sustained effort. All of these behaviors can be developed in schools.
When students are learning these behaviors it usually occurs in the following sequence: reception, response, valuation, organization and internalization. Reception is defined as being willing to attend to an idea or stimulus such as listening to instructions. A learner who chooses to follow instructions or act in accordance with rules describes response or responding. Valuation is when a student assumes responsibility for behaving in a prescribed manner. Organization occurs when the learner puts together several values together and integrates behavior. Finally, internalization is when a student maintains harmony between values and behavior independently.
The social/emotional learning goal for physical education is:
Students will become more responsible for learning.
They will have achieved this goal when they:
Show respect for themselves, others and the learning environment
Are actively involved in learning throughout each lesson
Assume responsibility for continual self-improvement
Show concern and support for others
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