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The new emphasis in moving from Physical Education to a Wellness program consists of physical fitness, motor skill development through both individual and team activities, cooperative challenges, and increasing "Personal Best" goals. The program is structured to meet the needs of each individual student in order for everyone to experience success and build self-confidence. We hope to instill a love of physical activity and wellness that will continue far beyond the walls of the school and into the future.


Mission Statement

The Mission of Physical Education in the Fowler School is based upon the acquisition of knowledge and skills that are the foundation for engaging in physical activity.

The focus of Physical Education lessons is to educate as well as empower all students, as independent learners, to sustain regular, lifelong physical activity as one of the cornerstones for a healthy, productive and fulfilling life.

The Fowler School District Physical Education curriculum is a sequential program of age appropriate units and lessons. Each activity is designed to prepare, through participation, all students to know and understand the life-long benefits of health enhancing activity.

Classes are undertaken in an active, caring, supportive and non-threatening atmosphere in which every student is challenged to grow. In addition, intra-class drills, activities and games are designed to maximize success for both individuals and groups. Every student, regardless of ability or ability level, is provided with a learning environment that is modified, when necessary, to allow for maximum participation.


Expectations

Participation - Students must come to class prepared to be actively involved for the entire class period in a positive way.Students are to show true effort in trying at all times.

Cooperation - Students must show sportsmanship with peers and adults in class.They are responsible for their actions at all times.Showing leadership with others in class at all skill levels and participates positively at all times.

Personal Best - Student will challenge themselves and others to improve their Personal Best goals in all activities to strive to develop a physically active lifestyle in and out of school.


Fitness Benchmarks

Twice during the school year students will participate in fitness benchmarks. The six activities include:

  • Push-ups-total performed in a minute
  • Crunches-total performed in a minute
  • Timed mile-walk, jog, run, sprint or any combination of
  • Shuttle Run-timed 120 foot run which includes picking up 2 blocks
  • Pull-ups-# performed in one try
  • Sit and Reach-measures hamstring flexibility


General Physical Education Rubric
Exemplary Proficient Needs Improvement Unsatisfactory
Always has sneakers and comfortable athletic clothing. Always has sneakers.  
Has sneakers most of the time. Needs reminders to bring appropriate footwear often.
Always does the warm-up and waits quietly for instruction in the class circle. Completes the warm up. Does some of the warm-up, but doesn’t always promptly sit in the correct place. Has problems working with a few students in class. Needs to be reminded to do the warm-up everyday.
Treats all classmates with respect. Includes them in game-play and helps/encourages them to understand a concept or skill. Shares equipment appropriately. Works well with all students in the classroom, but does not help encourage classmates or help them to understand aspects of the skill they are practicing. “Competent bystander”
Does not work well with many students in class and does not appropriately share equipment.
Participates in any physical education activity even if it is outside their immediate interest and they do so in a safe manner. Will participate in all activities, but only likes to play certain games that they are interested in and they do so in a safe manner. Tries to make it look like they are participation by walking up and down the playing surface while interacting with classmates. Does not put forth any effort in participation in class activities.
Helps the teacher in classroom set-up and collection/distribution of equipment. Occasionally helps the teacher in classroom set-up and collection of equipment. Needs to be asked to help the class assist in set-up and collection of equipment. Does not assist the teacher or students in set-up or collection of equipment.

Never has to be reminded of instructions, classroom rules or appropriate behavior.

Rarely has to be reminded of instruction, classroom rules and appropriate behavior.

Needs to be reminded often of basic classroom rules, instructions and appropriate behavior.

On a daily basis needs frequent reminders of what is appropriate and what is not.

National Standards

Moving into the Future: National Standards for Physical Education, 2nd Edition

  • 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.
  • Standard 3: Participates regularly in physical activity.
  • Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
  • Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
  • Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.


Skill Development

The new State mandated Wellness Initiative has brought about the assessment criteria for students to show continuous improvement in their activity level.The outcomes of this quality Physical Education program are the following:

IMPROVED PHYSICAL FITNESS
Improves children’s muscular strength, flexibility, muscular endurance, body composition and cardiovascular endurance.

SKILL DEVELOPMENT
Develops motor skills, which allow for safe, successful and satisfying participation in physical activities.

SUPPORT OF OTHER SUBJECT AREAS
Reinforces knowledge learned across the curriculum by serving as a lab of application of content in math, science, and social studies.

SELF DISCIPLINE
Facilitates development of student responsibility for health and fitness.

IMPROVED JUDGEMENT
Quality Physical education can influence moral development.Students have the opportunity to assume leadership, cooperate with others, question actions and regulations and accept responsibility for their own behavior.

STRESS REDUCTION
Physical activity becomes an outlet for releasing tension and anxiety, and facilitates emotional stability and resilience.

STRENGTHENED PEER RELATIONSHIPS
Physical education can be a major force in helping children socialize with others successfully and provides opportunities to learn positive people skills.Especially during the late childhood and adolescence, being able to participate in dances, games and sports is an important part of peer culture.

IMPROVED SELF-CONFIDENCE AND SELF-ESTEEM
Physical education instills a stronger sense of self-worth in children based on their mastery of skills and concepts in physical activity.They can become more confident, assertive, independent and self-controlled.

EXPERIENCE SETTING GOALS
Gives children the opportunity to set and strive for personal, achievable goals.


State Standards

Physical Activity and Fitness
PreK–12 STANDARD 2: Physical Activity and Fitness
Students will, by repeated practice, acquire and refine a variety of manipulative, locomotor, and non-locomotor movement skills, and will utilize principles of training and conditioning, will learn biomechanics and exercise physiology, and will apply the concept of wellness to their lives.

Grade Level Learning Standards

2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and improve physical performance I n pairs, students practice throwing and catching different objects, then hitting a target. Observe partner and use movement concepts to provide feedback

2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and non-locomotor (twisting, balancing, extending) skills as individuals and in teams

2.3 Perform rhythm routines, including dancing, to demonstrate fundamental movement skills

Through the study of Fitness students will

2.4 Identify physical and psychological changes that result from participation in a variety of physical activities

2.5 Explain the benefits of physical fitness to good health and increased active lifestyle

2.6 Identify the major behaviors that contribute to wellness (exercise, nutrition, hygiene, rest, and recreation, refraining from using tobacco, alcohol, and other substances)

Through the study of Personal and Social Competency students will

2.7 Demonstrate responsible personal and social conduct used in physical activity settings

2.8 Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others

2.9 Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing an opponent from challenging, and accurate striking proficiency

2.10 Perform a rhythm routine that combines traveling, rolling, balancing, and weight transfer into smooth flowing sequences with intentional changes in direction, speed, and flow

Students create gymnastics or dance routines using objects (such as balls and flags)

Through the study of Fitness students will

2.11 Apply basic principles of training and appropriate guidelines of exercise to improve immediate and long-term physical fitness

Students select an exercise related to one component of physical fitness (such as using proper sit-ups to increase endurance and strength of abdominal muscles, swimming laps to increase cardiorespiratory endurance). Record and graph the progress made over six weeks

2.12 Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension

2.13 Explain the personal benefits of making positive health decisions and monitor progress towards personal wellness

Through the study of Personal and Social Competency students will

2.14 Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance

2.15 Demonstrate strategies for inclusion of all students in physical activity settings related to strength and speed

In teams, students identify and try various ways for players of different abilities to participate fully

2.16 Describe the purpose and benefits of sports, games, and dance in modern society

Students choose and participate in a game, sport, or dance and trace its history and its place in contemporary times

2.17 Demonstrate developmentally appropriate competence (basic skills, strategies, and rules) in many and proficiency in a few movement forms and motor skills (team sports, aquatics, individual/dual sports, outdoor pursuits, self-defense, dance, and gymnastics)

2.18 Demonstrate activities for warming up and cooling down before and after aerobic exercise

2.19 Apply concepts about sequential motor learning and development, biomechanics, exercise physiology, and sports psychology

Through the study of Fitness students will

2.20 Demonstrate exercises in strength training, cardiovascular activities, and flexibility training

2.21 Identify the components of physical fitness and the factors involved in planning and evaluating fitness programs for individuals at different stages of the life cycle

2.22 Conduct a personally developed physical activity program

Students participate daily in any physical activity and keep a journal for one-month recording specifics (such as aerobic endurance, flexibility, and strength) and description of physical and psychological states before, during, and after participation. At the end of the month, summarize with personal recommendations regarding the amount and regularity of activity, as well as beliefs about future commitment to a daily or weekly schedule of exercise

2.23 Meet developmentally appropriate health-related fitness benchmarks

Through the study of Personal and Social Competency students will

2.24 Identify life-management skills and protective factors that contribute to achieving personal wellness health goals, including researching, evaluating, and implementing strategies to manage personal wellness, monitor progress, and revise plans

Students work with school health services to create personal risk profiles. After completing the forms, use research-based strategies to develop a plan to reduce risks identified. Implement the plan, determine points at which to monitor, do the monitoring, revise plan, and assess at a later point

2.25: Understand how activity participation patterns are likely to change throughout life and identify strategies to deal with those changes, including a plan for life-long wellness

2.26: Apply safe practices, rules, procedures, and sportsmanship etiquette in physical activity settings, including how to anticipate potentially dangerous consequences and outcomes of participation in physical activity

2.27: Define the functions of leadership in team sports (increasing motivation, efficiency, and satisfaction)

Students participate in an adventure activity in which they must work together to accomplish a group goal. At completion, based upon observations and student performance, self-report on contributions