PHYSICAL EDUCATION K-8
COACH SARA TASA-BENNETT

PHILOSOPHY

Physical Education is an integral part of the total educational program of each student in our school. Through the medium of sport and movement all students will participate in a sequential, differentiated program that fosters each student's personal health, fitness and safety. Students’ will gain the necessary knowledge to understand the importance of and make educated decisions around opportunities to achieve and maintain a healthy lifestyle while being exposed to a wide variety of activities.

The King David School is committed to and supports the development of a positive and appropriate values driven education. Social skills which include but are not limited to respect, cooperation, communication, teamwork and sportsmanship are an important aspect of the Physical Education curriculum and will be directly taught throughout the student's school career.

The values, principles and concepts associated with a quality physical education program surpass the boundaries of the gymnasium and playing fields. Physical activity is a catalyst for learning in all content areas. The King David School is committed to providing programming in physical education which allows students’ opportunities to engage in physical activities necessary to support a healthy mind and body

GOALS

PSYCHOMOTOR

Coordination and well-developed physical skills enable a person to move efficiently in every day life. This can be realized through a well planned program of vigorous activity.
The Learner Will:

• develop the skills necessary to participate in sports or activities.
• develop proper functioning of the body systems so that the individual may meet the demands placed on him by his environment.
• develop muscular and cardiovascular strength, endurance, and efficiency.
• develop body coordination, balance and flexibility.
• learn agility and laterality in relation of body to physical activity.

COGNITIVE

A learner must develop knowledge and understanding of the reason for and the importance of the activity. A useful knowledge in physical education has a carryover value and will encourage daily participation in physical activities.
The Learner Will:

• develop the ability to explore, acquire knowledge and understanding value judgments.
• develop knowledge of game rules, safety measures and etiquette.
• develop strategies and techniques used in organized activities
• develop appreciation for personal performance and use judgment of distance, time, space, force, speed and direction to develop this appreciation.
• understand growth and developmental factors affected by movement.
• develop an ability to follow directions.
• develop an appreciation and respect for self-discipline.
• develop knowledge of "how" and "why" the body functions and its relationship to physical activity.
• develop desirable health habits
• develop an appreciation of the activity as a spectator
• develop safety conscious practices

AFFECTIVE

Physical Education affords the opportunity to develop a positive self-image and desirable character traits which contribute to good human relations.
The Learner Will:

• develop a healthy self concept by accepting one's individuality and limitations as well as those of others.
• be able to make judgments and decisions in a group situation.
• control emotions and behavior in a competitive setting.
• develop a sense of belonging in groups.
• develop an attitude reflecting responsibility and good moral character.
• develop self-expression and creativity.
• develop the ability to have fun individually as well as in a group.
• develop a healthy response to physical activity through fulfillment of basic needs.
• develop good sportsmanship in individual and team situations.
• develop tolerance of the opinions of others.
• develop a respect for authority.
• develop the ability to lead as well as to follow.

LIFETIME

Physical Education is essential to life. Research has proven that 90% of the recreational pursuit’s people pursue as adults were learned between the ages of seven and seventeen. A person needs to develop the attitude, knowledge, and skills to maintain physical fitness and for the enjoyment of life-long activities.
The Learner Will:

• develop fitness habits which carry over into adulthood maintaining efficient physiological functioning and lessening the possibilities of degenerative disease.
• participate in a variety of activities to gain an understanding and appreciation of sports which enhance leisure time.
• have the knowledge to plan a personal physical fitness and health program.
• develop awareness that relaxation and tension are released by exercise.
• understand the concepts affecting the relationships between weight control, exercise, and good health.

OBJECTIVES

The P.E. department believes that each student should be exposed to a healthful lifestyle that includes consistent exercise, proper diet, and healthy habits.

A consistent exercise program is emphasized throughout the curriculum by providing lifetime/lifelong exercises as part of the lesson. In each class, students are exposed to the flexibility, cardiovascular, agility, and strength components of exercise.

• The importance of flexibility is discussed in class. Flexibility is important in preventing injury and increasing an individual's performance. The students do a series of stretches before and after activities. Each student assesses his or her flexibility on an annual basis by performing the sit-and-reach test for the Presidential Physical Fitness Testing.
• Cardiovascular awareness and improvement are measured through the student's heart rate. Students find their resting heart rates by taking their pulse in the morning before getting out of bed for five consecutive days. They find an average pulse for five days and then do a computation to find their target heart rate for exercise. The purpose of finding the students' resting and maximum heart rates is to give them the knowledge of how hard they need to exercise to have an effect on their fitness levels.
• The importance of agility and quickness is discussed in class, and ways to improve agility and quickness are presented throughout each year. Class activities include running with change of direction regularly. A shuttle test is then administered to see improvements in this area.
• The importance of strength is also discussed in class, as are healthy ways to improve and build strength. Class time includes strength activities that help to improve the students' overall strength.

P.E. classes also emphasize proper diet, body weight, and health issues. Students participate in regular discussions on the relationship between body weight and body fat, and how this relationship affects health.

Skill Development

Skill development is a regular focus of the physical education curriculum. In kindergarten through fourth grade, skill development is pursued through individual work, large-group activities, and non-competitive games. In fifth through eighth grade, students continue to focus on skill development with activities in partnerships and in games with small groups that allow everyone to participate. Skill development is measured through continued observation. It is important to the department to allow every student to develop at his or her own pace, and to encourage each individual to achieve his or her potential. The department stresses non-competitive behavior throughout skill development. Encouragement and support among the students is a priority throughout the curriculum.

Locomotor movements
Running, leaping, skipping, sliding, galloping, walking, and jumping are featured throughout the curriculum, with an emphasis in grades K-4. Improving one's ability in these locomotor movements continues throughout each student's career at KDS.

Non-locomotor movements
Bending and stretching, pushing and pulling, raising and lowering, twisting and turning, shaking, bouncing, circling, and balancing are also used throughout the curriculum. Improving one's ability in these non-locomotor movements continues throughout each student's career at KDS.

Manipulative skills
These are developed through handling of an object and form the basis of game skills; in particular, they are the foundation of ball skills that take the student into adulthood. It is the goals of the department to have every child feel confident with his or her individual skills including throwing and catching, batting and kicking, rebounding and redirecting.

Specialized skills
These are the skills that grow from the foundation of manipulative skills. It is the specialized skill that takes an individual into a game and allows him or her to become successful through participation. An example is participating in a game of throwing and catching. It is during specialization of skill that the student is taught the actual technique of a skill, integration of that skill into games, and the refining of such skills through practice and participation. Refinement is continued in the athletic program where students practice the specific skills of each sport.

Sportsmanship

Sportsmanship is an integral part of the P.E. curriculum. With the ability to work with each other, students can have an excellent experience in class. Sportsmanship has been an important focus in the department. Everyone is encouraged to become the best sports person they can imagine. The discussions that surround this topic are respect, cooperation (teamwork), appreciation for others, and fair play.

• Respect is highlighted throughout the curriculum during games and activities, with a focus on how to respect each other's space and ownership during class.
• Cooperation is another fundamental skill that is used daily in class. The students cooperate regularly through sharing equipment and participating in games. Cooperation is a visible signature of our department and is the foundation of teamwork and sportsmanship.
• Appreciation for others means developing an understanding of others' strengths and weaknesses. It is important to remind the students to not be competitive with their strengths, and to continually encourage each other to put forth the effort to improve weaknesses.
• Fair play is another integral aspect of sportsmanship. The department teaches the students how to follow rules and understand the importance of fair play.

Physical Education Curriculum by Grade Level

Kindergarten, 1st, 2nd, and 3rd Grades Physical Education

Kindergarteners’ work on the simple understanding of how to improve fitness, coordination, and locomotor skills with day-to-day activity. Students focus on sharing and caring for each other through cooperative games and activities. In each class, the children stretch, run, and exercise. Each day a never-ending game is introduced that emphasizes particular locomotor movements and/or skills. Some important benchmarks to reach this year are:

• To enjoy overall physical activity alone or with others
• To develop a sense of gaining strength and improving overall fitness levels
• To acquire a "feeling strong" attitude
• To see overall improvement in social, emotional, and physical development through physical activities
• To have fun every day!

First, Second and third graders work hard all year on building their fitness, coordination, locomotor skills, and listening skills. The children work on ball handling fundamentals, tag games, and a variety of games that encourage specific skills and energy. Regular exercises such as sit-ups and push-ups, stretches, and a cardiovascular activity such as running are performed in each class to encourage fitness throughout the year. It is important for everyone to have fun and learn so they will continue to be active throughout their lives. The children need to wear comfortable shoes and clothes so that any activity is possible.

4th Grade Physical Education 

Fourth grade physical education focuses on the attitude and skill benchmarks below.

Fourth graders work on building their fitness, coordination, locomotor skills, and listening skills. The children work on ball handling fundamentals, striking fundamentals, kicking fundamentals, tossing and throwing fundamentals, tag games, and a variety of games that encourage specific skills and energy. Regular exercises such as sit-ups and push-ups, squats and lunges, stretches, and a cardiovascular activity such as running or jumping rope are performed in each class to encourage fitness throughout the year. It is important for everyone to have fun and learn so they will continue to be active throughout their lives. The children need to wear comfortable shoes and clothes so that any activity is possible.

Fourth grade students have sport units that last between three and four weeks. During this time they are developing all the skills necessary to participate and display competency during an actual game. During game play we focus not just on skills but on sportsmanship as well. Once the students move into the upper school, there is more competition involved; we introduce competitive play so that students are ready and able to handle themselves in a competitive setting. The emphasis is not on winning and losing, but on a healthy and fun spirit of competition.

Adapted from the National State Physical Education Standards:
Fourth grade students should be able to demonstrate refined fundamental patterns. They should attain mature motor patterns for the basic locomotor, nonlocomotor, and selected isolated manipulative skills (throwing, catching, and striking). Variations of skills and skill combinations are performed in increasingly dynamic and complex environments (e.g., performing manipulative tasks while dodging). In addition, students should be able to acquire some specialized skills basic to a movement form (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) and to use those skills with a partner.

Fourth grade students should be able to use critical elements to refine personal performance of fundamental and selected specialized motor skills, as well as to provide feedback to others. They should be able to identify and apply concepts that impact the quality of movement performance in increasingly complex movement situations. For example: a ball must be passed in front of a moving player; appropriate practice improves performance; and the lower the center of gravity the more stable the object.

5th, 6th, 7th and 8th Grade Physical Education

In these upper grades, students are introduced to a variety of team sports. In each three week unit, emphasis is placed on skill development, cooperative play, teamwork, and sportsmanship. The students are divided into teams, and they are expected to work together in order to achieve success. Fifth grade students attend physical education for a 45-minute period, two days a week. Throughout the year, we cover the following sports:

• soccer
• volleyball
• ultimate frisbee
• flag football
• basketball
• rhythm and dance
• badminton
• dodgeball/kickball
• floor hockey
• softball
• track and field

Fitness is a daily theme in class. We expect students to participate in a variety of fitness activities including cardiovascular fitness, strengthening, flexibility, and agility. Students complete a self assessment, fitness portfolio and are evaluated by the teacher in three areas: effort, participation, and sportsmanship.

Students learn the major muscle groups and appropriate stretches to prepare themselves for physical activity. In addition to our sport units, we will play various cooperative games, tag games, and a variety of creative ball games throughout the year. Throughout our curriculum, we try to encourage our students to be physically active and appreciate the benefits of a healthy lifestyle.

Students are expected to wear appropriate (non-restrictive) clothing, which includes athletic shoes.