What is Physical Education today? Presented by Wendy Markusen, Nell Mullaney, Brian Williams and Brian Coleman

Objectives: Familiarize school board members, district staff, and community members with the concept of “New P.E.” (standards-based). Inform schools and community members about the Plumas Lake Elementary School District Physical Education Program. Advocate to our schools and community members the importance and demand for Physical Education Specialists at all grade levels, K-8.

What does Physical Education mean to YOU? What was your experience in P.E. when you were in school? What do you remember about your P.E. teacher ? What kinds of skills and activities did you practice?

Physical Education is not… Rolling out the balls Competitive Getting the students outside to blow off some steam Keeping the students busy, happy, & good choosing Teams by captains Providing Prep Time for Teachers

The “New Era” in Physical Education… Abides by content standards designed by professional organizations and educational boards. Cooperative Is an essential discipline. Is goal oriented and standards based. Promotes a healthy, active lifestyle. Should be a part of every student’s school day.

Professional Organizations and Governing Bodies NASPE: National Association for Sport and Physical Education AAHPERD: American Alliance for Health, Physical Education, Recreation, and Dance CAHPERD: California Association for Health, Physical Education, Recreation and Dance California Department of Education

State Board of Education: “An Essential Discipline” “Physical education is an integral part of the educational program for all students.”

P.E. is a + “California school administrators are convinced of the value of PE, believing high-quality PE can Enhance concentration (69%), decrease discipline problems (63%), and improve academic performance (63%).” “Physical Education Matters,” The California Endowment, January 2007, www.calendow.org

P.E. = Higher test scores! Many studies have shown that students with higher fitness scores have better scores for reading and math. “Physical Education Matters,” The California Endowment, January 2007, www.calendow.org

200 minutes of physical education per 10 school days for students in Physical Education Model Content Standards for California Public Schools Approved January 12, 2005 Education Code 51210: 200 minutes of physical education per 10 school days for students in grades 1-6. Education Code Section 51222: 400 minutes of physical education per 10 school days for students in grades 7-12.

Model Content Standards: Grades K-8 Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities. Standard 3: Assess and maintain a level of physical fitness to improve health and performance. Standard 4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard 5: Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

Curriculum Movement Concepts Body Management Locomotor Skill Development Manipulative Skills Rhythmic Skills Fitness Concepts Self Responsibility Social Interaction Group Dynamics and Cooperative Skills

GRADE THREE Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities. Manipulative Skills: 1.7 Catch an object thrown by a stationary partner while traveling. 1.9 Throw a ball using the overhand movement pattern at a target for accuracy. 1.10 Throw and catch with a partner while increasing distance and maintaining control.

GRADE THREE Standard 2: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities. Manipulative Skills 2.2 Explain and demonstrate the correct hand position when catching a ball-above the head, below the waist, near the middle of the body, and away from the body. 2.3 Explain the difference between throwing to a stationary partner and throwing to a moving partner.

GRADE THREE Standard 3: Assess and maintain a level of physical fitness to improve health and performance. Fitness Concepts 3.1 Demonstrate warm-up and cool-down exercises. Flexibility 3.6 Hold for an increasing period of time basic stretches for hips, shoulders, hamstrings, quadriceps, triceps, biceps, back, and neck.

GRADE THREE Standard 4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Fitness Concepts: 4.3 Explain the purpose of warming-up before physical activity and cooling-down after. Muscular Strength/Endurance: 4.10 Name and locate the major muscles of the body. Flexibility: 4.13 List flexibility exercises that are not safe for the joints and should be avoided.

GRADE THREE Standard 5: Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity. Self Responsibility: 5.1 Set a personal goal to improve a motor skill that is worked toward outside of school. Social Interaction: 5.4 Use appropriate movement cues and positive words of encouragement while coaching others in physical activities. Group Dynamics: 5.6 Work in pairs or small groups to achieve an agreed-upon goal

Assessment Locomotor Assessment (physical performance) Teacher Observation Physical evidence of Standards-Based performance cues Group Demonstrations Cognitive Assessment (academic knowledge) Worksheets Written Quizzes and Tests Peer coaching and teaching Affective Assessments (personal and social performance) Behavior Rubrics Class participation

Transition Rio/CobblestoneRiverside “A strong and sturdy tree contains well established roots.” A strong Elementary P.E. program produces a stronger Secondary P.E. program. Secondary P.E. is essential for a healthy, confident, and socially refined person. Secondary P.E. assists in maintaining a socially positive and accepting school climate. (Standard 5)

Model Content Standards: Grades 6-8 (same as K-5) Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities. Standard 3: Assess and maintain a level of physical fitness to improve health and performance. Standard 4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard 5: Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities. Manipulative Skills: 1.1 Demonstrate mature techniques for the following patterns: overhand, sidearm, and underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying.

Grade Seven Standard 2: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities. Manipulative Skills 2.1 Identify and describe key elements in the mature performance of overhand, sidearm, and underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying. 2.2 Analyze movement patterns and correct errors. 2.4 Explain and demonstrate spin and rebound principles for performing manipulative skills. 2.5 Compare and contrast the effectiveness of practicing skills as a whole and practicing skills in smaller parts. 2.6 Diagram and demonstrate basic offensive and defensive strategies for individual and dual physical activities.

Grade Seven How could students demonstrate mature skill performance if they never learned the basics in elementary school?

Assessment (similar to K-5) Locomotor Assessment (physical performance) Teacher Observation Physical evidence of Standards-Based performance cues Group Demonstrations Cognitive Assessment (academic knowledge) Worksheets Written Quizzes and Tests Peer coaching and teaching Affective Assessments (personal and social performance) Behavior Rubrics Class participation and Journal entries

Why is it so important to have a P. E Why is it so important to have a P.E. Specialist at our elementary schools? It is true that “Multi-subject” credentialed teachers who teach, “self-contained K-6 classrooms” are technically considered “qualified” to teach Physical Education. However: California State University, Sacramento requires these teachers complete one 3 unit coursework specifically targeting P.E. California State University, Sacramento requires Kinesiology (P.E.) majors 120 units in coursework specifically targeting P.E.

Why is it so important to have a P. E Why is it so important to have a P.E. Specialist at our elementary schools? “Certified PE specialists provide more PE and higher quality PE than classroom teachers. Thus, a CDE Task Force recommends credentialed PE teachers at all levels.” “Physical Education Matters,” The California Endowment, January 2007, www.calendow.org

Conclusion: “New P.E.” is a comprehensive, standards-based program that is an integral part of our Plumas Lake Elementary School District curriculum. Without quality P.E. instruction in grades K-5, students will not be ready to master grade-level standards in grades 6th-8th. We are currently providing our students with a quality K-5 P.E. program, but we need your help to ensure it will continue in our district.