"Intelligence and skill can only function at the peak of their capacity when the body is healthy and strong" - John F. Kennedy

 

2008-2009 Blaine Elementary School Physical Education Curriculum

Dan Persse, MS NBPT A.T.,C C.S.C.S. PE Teacher Grades 3-5

A NASPE STARS Program Level 2

"Curricular choices recognize the complexities of PE as a subject area and go far beyond movement skills and playing games

to creating physically educated independent learners"

- NBPTS Entry 2, page 143

BLAINE ELEMENTARY SCHOOL / DISTRICT PHYSICAL EDUCATION

MISSION STATEMENT

Learning efficiency is possible only when coupled with a healthy lifestyle. The mission of the Blaine Elementary School physical education program is to ensure that all students acquire the knowledge, combined with social and physical skills that enable them to maintain a healthy, active lifestyle.

Below are links to several documents created to simplify the complex 11-Step ABC Curriculum Model (Achievement Based Curriculum) necessary to support the primary notion that physical education is to develop functional physical and motor skills of all students attending Blaine Elementary School:

 

1. PE Program Philosophy Statement

2. General Program Goals for the BES PE Curriculum

3. Rationale for selection of General Program Goals

4. Identifiable Program Learning Outcomes:

5. For Each Goal Area
6. Percent Time Spent on Program Goals
7. Estimates on Available Teaching Time for Goals and Outcomes
8. Determining the Number of Learning Outcomes Per Grade Level
9. Number of Learning Outcomes Per Goal Area for Grades 3-5
10. Program Learning Outcomes Selected for Functional Mastery by Grade Level

11. Scope and Sequence

Development of National Standards for Physical Education: During the late 1980's, the National Association for Sport and Physical Education (NASPE) formed a task force to define:

a person who is "physically educated"

define "outcomes" and "benchmarks" that serve as guidelines for developing physical education programs

In 1992, this NASPE task force published a document entitled The Physically Educated Person, which defined a physically educated person as an individual who:

HAS learned skills necessary to perform a variety of physical activities

IS physically fit

DOES participate regularly in physical activity

KNOWS the implications of and the benefits from involvement in physical activity

VALUES physical activity and its contributions to a healthy lifestyle

Since the passage of Goals 2000: Educate America Act in March 1994, educational standards were written into federal law. The NASPE text, Moving Into The Future, National Standards for Physical Education: A Guide to Content and Assessment (2nd Edition) recognizes that "standards have become the cornerstone of the educational reform movement"

According to the NASPE text, The National Education Standards Improvement Council has developed two kinds of educational standards for consideration: content and performance standards. Content standards involve the knowledge and skills essential for students to learn, and performance standards indicate the levels of achievement that students are expected to reach within the content standards. Basically, content standards specify "what students should know and be able to do", and performance standards determines "how good is good enough".

My curriculum at Blaine Elementary School relies on these two standards for the basis of a sound program in teaching your child the necessary skills to becoming physically active for a lifetime. My curricular model revolves around seven fundamental recreational and sport "Unit Themes" for the purposes of developing the basic components of games, sports, and dances. Within these units are addressed "skill themes" designed to teach the basic to complex skills necessary to learn a variety of locomotor, non manipulative, and manipulative skills. Graham, Holt-Hale, & Parker have developed a very prominent text within our profession that revolves around this skill theme approach. In their 5th edition text, Children Moving: A Reflective Approach to Teaching Physical Education, they have defined three characteristics of the skill theme approach:

1. Activities are designed to enhance skill acquisition as part of a long-term progression

2. Skill themes are designed to provide educational experiences appropriate to a child's developmental level vs. grade or age. Tasks are selected according to the students abilities.

3. The scope and sequence of the skill themes are designed to reflect the varying needs and interests of students over a long period of years.

It is my sincere desire and goal to provide the most educationally sound physical education program for your child.

Dan Persse

Elementary PE Specialist, Grades 3-5

 

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