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Primary Physical Education Curriculum & Instruction Scalise -Year: 2019-2020 Physical Education Themes Physical Education Physical Literacy Movement Instruction The Primary Physical Education Curriculum & Instruction is designed to Integrate & Compliment the Primary Years Program International Baccalaureate is Inquiry Based Physical, Social & Personal Education emphasizing Physical Literacy
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Primary Physical Education Curriculum & Instruction
Scalise -Year: 2019-2020 Physical Education ThemesPhysical Education Physical Literacy Movement Instruction
The Primary Physical Education Curriculum & Instruction is designed to Integrate & Compliment the Primary Years Program International Baccalaureate is Inquiry Based Physical, Social & Personal Education emphasizing Physical Literacy
The Physical Education Physical Literacy Movement Instruction is about developing Physical Learning. Physical Literacy from a movement perspective of growth and development with self, others & equipment, as wells as moving with decision making in the world around us. The Movement focus in Physical Education is based on “The Movement Movement “(TMM) which is a plan to strengthen Physical Education in Chicago Public Schools. The TMM serves as a platform by which Chicago can set the stage for Illinois and the nation in prioritizing quality physical education for all students thus improving academic, behavioral, and health outcomes for all students. The mission of the TMM is to develop physically literate individuals who have the knowledge, skills, and confidence for academic success, and lifelong health. TMM promotes the vision of Physical Education being recognized as a Chicago Public Schools core curricular class that is a foundation for health and academic achievement.
CPS moves this agenda forward with the following recommendations:
GOAL 1: receives high-quality physical education instruction every day.GOAL 2: receives physical education instruction from a qualified physical education teacher who demonstrates leadership in school wellness.GOAL 3: has access to a high-quality physical education program that is supported by comprehensive resources and stakeholders.GOAL 4: has access to a physical education program that emphasizes shared accountability at the student, teacher, school, & district level. PE instructional QUALITY is reflected with Scope and Sequence. PE instructional QUANTITY with 30+20+10 = 30 minutes of PE instruction, 20 minutes of recess, & 10 minutes of classroom integration.
National PE Standards for Physically LiteracyStandard 1 - physically literate individual demonstrates competency in a variety of motor skills & movement patterns.Standard 2 - physically literate individual applies knowledge of concepts, principles, strategies & tactics related to movement and performance.Standard 3 - physically literate individual demonstrates the knowledge & skills to achieve & maintain a health-enhancing level of physical activity & fitness.Standard 4 - physically literate individual exhibits responsible personal and social behavior that respects self & others.Standard 5 - physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression &/or social interaction.
Movement Is A Union Of Time, Space, & Motion.
Movement concepts & fundamental motor skills should be learned during early childhood & use these skills throughout lifetime. Movement Education is the framework of Physical Education.
Transdisciplinary Themes of Global Significance
Units of Inquiry - organized around Human Movement with 6 Transdisciplinary themes of global significance:Associations, Organizations, Interconnections, Correlations, Interactions, & Appreciations
Grade Level Theme Thinking Social Communication Self-Management
Research
Grade 8 Movement Appreciation
Metacognition Adopting a Variety of group roles
Non-Verbal Communication
Informed Choices
Presenting Research Findings
Grade 7 Movement Interaction
Dialectical Thought Group Decision-making
Non-Verbal Communication
Codes of Behavior
Interpreting Data
Grade 6 Movement Correlation
Evaluation Resolving Conflict Presenting Healthy Life Styles
Organizing Data
Grade 5Movement Interconnection
Synthesis Cooperating Presenting Safety Recording Data
Grade 4Movement Organization
Analysis Respecting Others Viewing Time Management
Collecting Data
Grade 3Movement Association
Application Respecting Others Writing Organization Planning
Grade 2 Movement Relation
Comprehension Accepting Responsibility
Reading Spatial Awareness
Observing
Grade 1Movement Participation
Acquisition of knowledge
AcceptingResponsibility
Speaking Fine Motor Skills
Planning
Grade KDG Movement Actions Acquisition of knowledge
Accepting Responsibility
Listening Gross Motor Skills
Formulating Questions
Physical Education’s Main Body is Movement Education
Physical education’s emphasizes movement education especially at the primary level such as KDG. Movement education program are described in the first 2 National Associations for Sport and Physical Education (NASPE, a subspecialty group of the American Alliance for Health, Physical Education, Recreation and Dance [AAHPERD]) standards (2004):
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.
Formerly the Children's Movement Program is now the current emphasis in PE as Physical Literacy is the mastering of fundamental movement skills & fundamental sport skills that permit a child to read their environment & make appropriate decisions, allowing them to move confidently & with control in a wide range of physical activity situations
Physical Literacy is more than just being proficient in one, or a small number of physical activities. It encompasses principles of both lifelong and life-wide learning.
It is developed through a complex interplay between the individual, their peers and their community, society and world. Most importantly, it is encapsulated by the complex link between physical competence and the affective domain. _____Whitehead’s (2007
Since Edward’s Elementary School is also a Fine Arts School magnet School the origin of Movement Education which traveled from the 1800s as dance movement to the focus of Physical Education throughout the 1960-90’s is appropriate in the present. Other forms of artistic expression performance as expressive movement communicates ideas in dance Recent emphasis on fitness has dominated Movement Education, yet to improve fitness; one needs to move.
The growth and development of children coordinated with movement education applying a perspective to PE. Movement concepts follow 3 learning domains: Cognitive, Psychomotor & Affective. Physical Education is concerned with educating the physical body which is viewed as an instrument of expression. There are 4 movement concepts as body (representing the instrument of the action), space (where the body is moving), effort (the quality with which the movement is executed), and relationships (the connections that occur as the body moves—with objects, people, & the environment) & are illustrated in 4 factors of movement (weight, space, time, & flow). These domains, concepts, & factors will be instructionally presented throughout the scope & sequence of the PE curriculum.
Expressive movement & movements serve a purpose in everyday life as functional movement which is presently the focus of Physical Literacy. Functional movement has a purpose in addition to helping with the tasks of everyday life, as well as in sports & games which can promote a lifetime of fitness. Everybody and “Every Body” need to move.
Movement education has 2 approaches to physically education young learners with a series of problem-solving movement challenges to help students explore and understand their body & encourages individual creativity and the ability to adapt and modify movements. Movement Skills are the foundation for development of more complex and specialized motor skills used in games, sports, dance, & fitness activities. Movement is developmentally appropriate approach to physical education meeting the developmental learner needs & developing competence, self-confidence in ability to move, & encourages regular participation in physical activity. Movement factors include the following: Physiological fitness factors -cardiovascular endurance, muscular strength, endurance, & flexibility
(SEL) factors such as Psychological -fear, anxiety, self-confidence, etc. & Sociological factors- Membership in a group can influence participation- family role models who are physically active -Gender roles & Economics
Movement Education Concept are transported by Essential Questions:
What can the body do? - Body AwarenessIdentification and location of body parts
Body shapes and positionsAwareness of body movementsBody as a communicator to express feelingsAwareness of muscle tension and relaxation
Where does the body move? - Spatial AwarenessTo recognize self-space and respect that of othersTo move within general space safelyRecognize different directions and how to change directionsTo understand different levels of movementTo travel through different pathways and the pathways that different objects move in.Adjusting range of movements according to the task and situation
How does the body move? – Quantity of MovementBalance: Understand the nature of static and dynamic balance and the role of balance in movement.Time: Differentiate among speeds and to increase or decrease the speed of movement.Force: To be able to create and modify one’s force to meet the demands of the taskFlow: To combine movements smoothly and to perform movements within a restricted time or space.
With whom and what does the body move? – RelationshipsTo understand the relationship of body parts to one another and the bodyTo move effectively relative to other individuals and/or within a groupTo understand the relationship between the body and its parts to objects
Movement Education is comprised of fundamental motor skills such as: Three categories: Locomotor, Non-locomotor, & Manipulative. These Movement categories are moved through physical Exercise Activities valuing Fitness abilities; example Fitnessgram assessments: Mile walk/run-pacer/sit-ups/push-ups /sit & reachThese Motor skills also include primary concepts of directionality in coordination to body & spatial awareness.
o Locomotive skills: examples - walk-run-hop-skip-jump-leap-pedal-climb, etc.o Non-locomotive skills: examples - turn, twist, bend, swing, rotate, etc. o Object manipulation: examples -using balls, bean bags, balloons, ribbons, sticks, etc.o Object Handling Skills: examples - roll, throw, propel, catch, strike, bounce, etc. o Spatial awareness: examples -moving with self, others & equipment safelyo Directionality: up, down, right, left, front, back, around, etc.o Fine motor skills - examples shoe ties, write, color, clay, cut, etc.
The PE movement goal is established with Illinois STATE GOAL 19: Acquire movement and motor skills and understand concepts necessary to engage in moderate to vigorous physical activity.
Goal Importance: Performance of physical activities involves competency in a wide range of motor, non- motor, and manipulative skills. Learning in this area is developmental, building simple movements into more complex patterns. Learning to follow directions and rules enhances enjoyment and success in both recreational and competitive sports. Working toward higher levels of competence, students learn how to maintain health & fitness as individuals and as members of teams.
A. Demonstrate physical competency in a variety of motor skills and movement patterns.
EARLY ELEMENTARY LATE ELEMENTARY MIDDLE/JUNIOR HIGH SCHOOL EARLY HIGH SCHOOL LATE HIGH SCHOOL
19. A.1a Demonstrate control when performing fundamental locomotor, non- locomotor, and manipulative skills.
19. A.2a Demonstrate control when performing combinations and sequences in locomotor, non- locomotor, and manipulative motor patterns.
19. A.3a Demonstrate control when performing combinations and sequences of locomotor, non- locomotor, and manipulative motor patterns in selected activities, games, and sports.
19. A.4a Perform skills efficiently in a variety of leisure activities, sports, creative movement, and work- related activities.
19. A.5a Demonstrate knowledge and skills in a self-selected individual sport, a team sport, creative movement, and work- related activities.
19. A.1b Participate daily in moderate to vigorous physical activity while performing basic movement patterns.
19. A.2b Participate daily in moderate to vigorous physical activity while performing multiple basic movement patterns with additional combination movement patterns.
19. A.3b Participate daily in moderate to vigorous physical activity while performing multiple movement patterns consistently with additional combination movement patterns.
19. A.4b Participate daily in moderate to vigorous physical activity while performing movement patterns in a variety of activities.
19.A.5b Participate daily in moderate to vigorous physical activity while performing movement patterns in a variety of activities
B. Analyze various movement concepts and applications.
EARLY ELEMENTARY LATE ELEMENTARY MIDDLE/JUNIOR HIGH SCHOOL EARLY HIGH SCHOOL LATE HIGH SCHOOL
19. B.1a Understand spatial awareness and relationships to objects and people.
19. B.2a Identify the principles of movement (e.g., absorption and application of force, equilibrium).
19.B.3a Compare and contrast efficient and inefficient movement patterns.
19.B.4a Analyze various movement patterns for efficiency and effectiveness.
19.B.5a Apply the principles of efficient movement to evaluate personal performance.
19. B.1b Understand how to execute basic movement patterns.
19. B.2b Develop a basic understanding of multiple basic movement patterns with additional combination movement patterns.
19.B.3b Understand multiple movement patterns and their effects on the brain.
19.B.4b Analyze multiple movement patterns with additional combination movement patterns and their effects on the brain.
19.B.5b Develop and implement a variety of movement concepts to enhance brain function
C. Demonstrate knowledge of rules, safety and strategies during physical activity.EARLY ELEMENTARY LATE ELEMENTARY MIDDLE/JUNIOR HIGH SCHOOL EARLY HIGH SCHOOL LATE HIGH SCHOOL
19. C.1a Demonstrate safe movement in physical activities.
19.C.2a Identify and apply rules and safety procedures in physical activities.
19.C.3a Apply rules and safety procedures in physical activities.
19.C.4a Develop rules and safety procedures for physical activities.
19.C.5a Select components (e.g., equipment, boundaries, number of players, rules) which promote participation in novel or original physical activities.
19.C.2b Identify offensive, defensive, and cooperative strategies in selected activities and games.
19.C.3b Apply basic offensive, defensive, and cooperative strategies in selected activities, games, and sports.
19.C.4b Select and apply offensive, defensive, and cooperative strategies in selected activities, games, and sports.
19.C.5b Analyze and apply complex offensive, defensive, and cooperative strategies for selected games and sports
Physical Education- Scalise Year: 2019-2020 School: Richard Edwards Elementary Primary Grade Levels KDG-3rd
Time Frame
Unit of Inquiry
InquiryQuestion
IL Standards& WIDA standards
Objectives, IL PYPIB
Assessment Strategies Assessment Criteria
Unit 1 Body Awareness
Who is Moving?
What can that Body
Do?
SG#19 =Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= DifferentiateSEL = Goal 2A Recognize the feelings & perspectives of self & others
Identification and location of body partsBody shapes and positionsAwareness of body movementsBody as a communicator to express feelingsAwareness of muscle tension and relaxation
Formative =Self-assessmentPeer ObservationStudent SkillsSummative =Teachers check motor skill check list Observation &Student Skills
Knowing & Understanding
Unit II Body in Motion
What is Movement?
How does the body move?
How do we move to Improve?
SG#19 =Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= DifferentiateSEL = Goal 2A Recognize the feelings & perspectives of others
Balance: Understand the nature of static and dynamic balance and the role of balance in movement.Time: Differentiate among speeds and to increase or decrease the speed of movement.Force: To be able to create and modify one’s force to meet the demands of the taskFlow: To combine movements smoothly and to perform movements within a restricted time or space
Formative =*Revise & Rethink Key Terms*Peer Observation Student SkillsSummative = *Universal Motor Skills Reports *Student Movement Activity Community Service
Applying & Performing
Unit III Fitness Movement
Why we Move?
How is Movement Expressed?
SG#20 = Understand how to assess, achieve, and maintain physical fitness for continuing health.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate
Achieves & maintains a health-enhancing level of physical fitnessFluency, intensity & time –balancing principles of conditioning
Formative =*Event Tasks *Teachers Observation & Student Skills*Health/PE LogSummative = *Exercise Experience
Knowing & Understanding
instructionSEL = Goal 1 Develop self-awareness & self-management skills to achieve school & life success
compositionExercise performance application body/identification of body changes relating to mind & spirit
exploration*Physical Fitness Testing Records *Fitness Portfolio
Unit IV Team Building
Relationships
How does Movement Work?
SG#21 =Develop team-building skill by working with others through physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts
To understand the relationship of body parts to one another and the body.To move effectively relative to other individuals and/or within a group.To understand the relationship between the body and its parts to objects
Formative =Event Tasks Teachers Observation & Student SkillsHealth/PE viewing observationSummative =HPE Movement Plan Plan
Applying & Performing
Planning for Performance
Week V Quantity of Movement
Where do we Move in Place & Time?
Where does the body move?
How is Movement Expressed?
SG#19 = Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts
To recognize self-space and respect that of othersRecognize different directions and how to change directionsTo understand different levels of movementTo travel through different pathways and the pathways that different objects move in.Adjusting range of movements according to the task and situation
Formative =Peer Observation Student SkillsSummative = Student PerformanceExercise experience Aesthetic Actions-Rhythmic Dance Movement Performance
Planning through Inquiry
Physical Education Primary RULES – Ms. Scalise
Use nice words – BE KINDUse nice touches – RESPECT others & equipment
SAFETY-Ouch! = tell teacherSTAY TOGETHER with class
Students are required to wear GYM SHOES for safety in movement during T-E-S-T-S
Teamwork (SG#21 - Team Building)How well do you work with others/teacher? Do you share? Do you take turns?
Object Manipulation: using balls, bean bags, balloons, ribbons, sticks, etc.Object Handling Skills: roll, throw, propel, catch, strike, bounce, etc.
3rd Grade will incorporate Sport Skills & Drills In Low Organized Games, along with SELEffort (Participation/following directions)
How hard to you try in PE class?Do you arrive prepared to class in uniform with gym shoes?
Do you look-listen & following instruction?Skills (SG #20 – Fitness)
How well do you perform fitness skills?Growth & Development -Body Awareness
Physical Fitness Assessments: Bass balance, mile run, pull-ups, push-up, 50 yard dash, long jump, shuttle run, sit-ups, softball throw, vertical jump, v-sit & reach-Safety Mile Walk Around SchoolFitness gram assessments 3rd Grade Requirement- /run-pacer/sit-ups/push-ups /sit & reach
Theory (Understanding/ REACH)How much do you know about physical activity?
REACH- Spatial awareness, throw skill & fitness knowledge Body Awareness & Management- Movement Control
Sequence (SG#19 – Movement)How well can you plan a sequence of linked movements?
How well can you perform movement sequence?Locomotive Skills: walk-run-hop-skip-jump-leap-pedal-climb, etc.
Non-Locomotive Skills: ex. turn, twist, bend, swing, rotate, etc.Spatial Awareness: moving with self, others & equipment safely
Directionality: up, down, right, left, front, back, around, etc.Fine Motor Skills-example shoe ties
Living Skills
Acitive Particpation
Fitness Skills
Movement Skills
Physical Lieracy
Physical Literacy Defined Context Concentric Circle Map
Body awareness is the ability to recognize where your body is in space. Your muscles and joints send your brain information about your body and how it moves.
Body awareness is the sense has of our own bodies. It is an understanding of the parts that make up one's body, where they are located, how they feel, and even what they can do. Body awareness develops as we grow and mature. The movement babies usually are not in control of their movement because it is largely reflexive at birth. They do not have body awareness. As babies grow into toddlers, movement becomes more controlled and intentional as a result of fine and gross motor development of Locomotive & Non-Locomotive Skills which progress with directionality, in spatial awareness and object manipulation through growth and development, as well as Physical Exercise Activities Skills. Physical Body Awareness allows an individual to have a quality and relationship with Movement
Motor Skills Compare/Contrast Double Bubble
Walk LeapRun
Skip
Gallop
Slide
HopJumpSlither
Crawl
Roll
Swim
Skate
Climb
Pedal
TurnTwist
Rotate
BendReach
Stretch
Swing
NONLOCOMOTIVE SKILLS
LOCOMOTIVE SKILLS
MOTOR SKILLS
Directionality Qualities Circular Mind Map
DIRECTIONALITY
Under Over
Around
Above
Left
High
Low
Side
RightOnIn
In Between
Down
Up
Against
Next To
In Front
In Back
Behind
Spatial Awareness: moving with self, others & equipment safely
Object Manipulation: Object handling activities are inspired from Rhythmic gymnastics activities: Ball, Hoops, Ribbons, Clubs, & Ropes and expanded to variations: Balloons, Bands, Sticks, Towels, Bands, Scarves, Fans, Origami-Paper Air Planes, Tops, Feathers, Bean Bags, Shakers, Canes, Hats, Books, Chairs, Parachute, Lummi/rhythm stick etc. Many adapted a weather &/or relocation physical activities.
Students will participation in a variety of object Manipulation stations for object manipulation
o Object handlingo Object manipulationo Eye hand coordinationo Promote perceptual-motor activities, laterally, directionality, body image & balance o Enhance se4ncory functioning- particularly vision, hearing touch & kinesthesia o Improve listening and coordinationo Introduce new physical activity variations
Integrate Fine Arts with Physical Education Creating music enables children to use a multi-sensory approach to learning (listening, seeing, moving and feeling). The use of rhythm (music) as learning tools enhances the development of auditory skills, fine motor skills, sense of rhythm, body awareness and coordination of mind and body. The use of illustration (art/drama) in presentation coordinates images and actions for exercise idea variations to be shared as a community serve. Artistic perception of how to move bodies (dance). This activity is aerobic & beneficial to health.
RHYTHMIC ACTIVITIES ILLUSTRATIONS
RHYTHMIC GYMNASTICS: BALLS, HOOPS, CLUBS. ROPE & RIBBONS TOWEL EXERCISE
CHAIR EXERCISES EXERCISE BANDS POUND WORKOUT BALLOON STRIKE
Object & Ball Handling Manipulation MOVEMENT EXERCISES
JUMP ROPE & Tin inkling Sticks EXERCISES
Rhythmic Objects of Dance Movement
Fine Motor Skills Manipulations Individual & Team Building Physical Activities
Clay Tie Shoes Cups Cards Dominos Puzzle Blocks Shapes Straws
Object Handling Skills: roll, throw, propel, catch, strike, bounce, etc.
Team Building Sport’s Skills & Drills with LO Game play students with object manipulation & Ball Handling, & Striking Activities utilizing various types of Sports equipment
The KDG-3rd Scope and Sequence is primarily at the emerging stage of introduction. The following tables illustrate how this basic introduction travels along a vertical pathway to building Physical Literacy.
National Association for Sports & Physical Education Standards CPS Scope & SequenceE = Emerging = check minus = -
Students participate in deliberate practice tasks that willlead to skill & knowledge acquisition.
M = Maturing = check = Students can demonstrate the critical elements of the motor skills/knowledge components of the grade-level outcomes,which will continue to be refined with practice.
A = Applying = check pulse = + Students can demonstrate the critical elements of the motor skills/knowledge components of the grade-level outcomes within a variety of physical activity environments.
.
CPS PE Primary Grade Level Scope & Sequence Assessments
Locomotive Skills Homeroom______ Grade____
Walk Jog Run Gallop Slide Leap Jump Hop Skip Comment P-Posture ST-stance STR-stride GT-Gait B-balance C=controlA-alternation CO –coordination RH- rhythm FP-foot placement
Movement Concepts Homeroom___ Grade_
General Space
Personal Space
Boundaries
Directions Levels
Pathways Over/Under Near/Far
Front/Behind Around Speed Time
Force Power Chase Flee Dodge
Movement Concepts Homeroom___ Grade_
General Space
Personal Space
Boundaries Directions
Levels Pathways
Over/Under Near/Far Front/Behind
Around Speed Time Force Power
Chase Flee Dodge
Body Management
Homeroom______ Grade____
Stunts And Tumbling
Jumping And
Landing
Balance
Weight Transfer
Comment
Dance/Creative/Rhythmic Homeroom______ Grade____
Movement to Music
Create shapes with body
Move in a
circle
Move with
partner
Move in a square
Comment
The Scope & Sequence is a guideline for Physical Education Focus at the Primary Grade Level, yet Recreational and organizational Physical Activity Game Play Exercise Movements will also be developed such the a the application of skills in various relay type activities, or Directionality in Obstacle courses, or game play SEL sports incorporating math score keeping such as Horseshoes, Bowling, Target Tossing, etc. Gymnastic Type Physical Activities usually reflect rhythmic gymnastics: Balls, hoops, Ribbons, Clubs, yet basic safety movements for crawling &/or rolling in Fire is also included in Floor mat Movements, along with Yoga & Balance Non-Locomotive Movements. Additional Examples of Physical Education Activities can be seen in Primary PE Instructional Designs Activities
Movement Strategies
Homeroom______ Grade____
Understands basic offense
strategies
Understands Basic
Defensive strategies
Comment
Participates in Regular
Physical Activity Homeroom______ Grade____
Understands the importance of
participating regular physical activity outside
of PE class
Participates regular in physical activity
inside/outside PE class
Participates in a variety of physical activities
involving locomotive, non-locomotive & manipulative skills
Participates in a wide variety of fitness based activities
Comment
Achieves & maintains a health enhancing level of physical fitness
Homeroom ____Grade____
Flexibility
Statistic Stretching
Flexibility
Sit & Reach
Flexibility
Trunk Life
Muscular Strength
/Endurance
Curl-up
Muscular Strength
/Endurance
Push-up
Muscular Strength
/Endurance
Squat
Muscular Strength/ Endurance
Lunge
Muscular Strength
/Endurance
Mountain Climber
Muscular Strength/ Endurance
Jumping Jack
Comment
ResourcesPhysical Education and Literacy — The Odd ... - NYSUT at www.nysut.org/.../educatorsvoice3_adol... Physical Education teachers in central New York, strengthening physical education and literacy connection CHILDSPlay program PEC: Lesson Plans for Physical Education - PE Central at pecentral.org/lessonideas/searchresults.asp? Classroom Teacher Integrated, Language Arts-Reading, Wordout Middle School PE Interdisciplinary Lesson Ideas How Common Core Can Be Implemented in P.E. - Spark at www.sparkpe.org/.../how-common-core-can-be... Spark Physical Education create PE vocabulary word wall movement words with questioning strategies Common Core Physical Education Lesson Plans - LiteracyTA at www. literacy ta.com/ lesson - plans / physical - education LiteracyTA's skill-based approach to teaching literacy & Common Core Physical Education Lesson Plans for 8th grade PE Physical Education and Literacy — The Odd ... - NYSUT at www.nysut.org/.../educatorsvoice3_adol... New York State United Teachers Physical Education and Literacy — The Odd Couple or a Match Made in Heaven? Brian Gym & Yoga project My Learning Journey: Literacy in PE at reflectionsofmyteaching.blogspot.com/2012/12/literacy-in-pe.html A teachers creates opportunities, learning experiences or activities to improve literacy - Comic Life Physical Literacy || Kids Activities at activeforlife.com/ Physical literacy develops from our fun activities for children teach basic movement skills which is a foundation for success. Critical Thinking in Physical Education – disciplinary at https://sites.google.com/... literacy ... physical - education /critical-thinking-i ... Physical education can integrate & build connections to literacy How can physical education support the national literacy ... at www.wirral-mbc.gov.uk/ pe / literacy .doc Literacy unites the important skills of reading and writing through PE contribution examples teaching of physical skills and activities. Literacy In PE - Avon Valley College at www.avonvalley.wilts.sch.uk/.../download.asp?file... Avon Valley College & Hounslow Manor School, Hounslow, London for Literacy in physical education. video activities for staff & pupils Reading, playing and arithmetic: Schools use physical ... at www.centralmaine.com/.../reading-playing-and-arithmetic-schools-use- Incorporating mathematics & literacy skills into PE mathematics-related activities Physical Education and Health Literacy at pe.dadeschools.net/ Physical Education and Health Literacy instructional curriculum from Miami, Florida Whitehead, M. (2007, February). Physical literacy and its importance to every individual. Presentation at the National Disability Association Ireland, Dublin, Ireland. Margaret White head is one of the leaders in PE literacy. From NASPE, 2004, Moving into the future: National standards for physical education, 2nd ed. (Reston, VA: National Association for Sport and Physical Education) 11. Teaching Movement Education - Human Kinetics at www.humankinetics.com/.../the-teaching-movement-edu...
