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Guide for Teaching Physical Education, Grades 1-6

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Guide for Teaching Physical Education, Grades 1-6 REPOR TRESUMES ED 019 126 PS 000 837 GUIDE FOR TEACHING PHYSICAL EDUCATION, GRADES 1 -6. BY- ANDERSON, JESSIE T. SOUTH CAROLINA STATE DEPT. OF EDUCATION, COLUMBIA PUB DATE 66 EDRS PRICE MF$1.25 HC- $22.32 306P. DESCRIPTORS- *PHYSICAL EDUCATION, *PROGRAM GUIDES, *ELEMENTARY GRADES, PHYSICAL EDUCATION FACILITIES, *ELEMENTARY SCHOOL STUDENTS, STUDENT CHARACTERISTICS, PHYSICAL ACTIVITIES, GAMES, PHYSICAL HEALTH, PHYSICAL DEVELOPMENT, PROGRAM DESIGN, PROGRAM EVALUATION, PLAYGROUNDS, *PHYSICAL RECREATION PROGRAMS, THE INTRODUCTORY CHAPTER OF THIS GUIDE CONSISTS OF A DISCUSSION OF THE HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION AND OF THE BASIC PRINCIPLES WHICH SERVE AS THE FOUNDATION FOR PHYSICAL EDUCATION IN THE PUBLIC SCHOOLS. THE SUCCEEDING CHAPTER IS CONCERNED WITH (1) THE AIMS OF PHYSICAL EDUCATION,(2) THE IMPORTANCE OF INITIAL AND ONGOING HEALTH APPRAISAL OF STUDENTS, (3) THE PSYCHOLOGICAL AND PHYSIOLOGICAL GROWTH AND DEVELOPMENTAL CHARACTERISTICS OF CHILDREN,(4) METHODS OF ASSISTING CHILDREN WITH WEIGHT CONTROL PROBLEMS, AND (5) THE CARDIAC - RESPIRATORY ENDURANCE OF ELEMENTARY SCHOOL STUDENTS. SUGGESTIONS FOR PLANNING, SCHEDULING,. CONDUCTING, AND EVALUATING AN ACCEPTABLE PROGRAM ARE PRESENTED IN CHAPTER 3. THE TEACHING OF BODY MOVEMENT SKILLS, POSTURE, AND SAFETY IN PHYSICAL ACTIVITIES ARE THE SUBJECTS OF CHAPTER 4. INDIVIDUAL CHAPTERS ARE DEVOTED TO EACH OF THE ELEMENTARY GRADE LEVELS (GRADES 1 TO 6) AND INCLUDE SPECIFIC DESCRIPTIONS OF (1) THE CHARACTERISTICS OF THE CHILD,(2) THE OBJECTIVES OF THE PROGRAM,(3) SUGGESTED ACTIVITIES, AND (4) CRITERIA AND TOOLS FOR THE EVALUATION OF STUDENT PERFORMANCE. APPENDIXES INCLUDE SUGGESTIONS FOR (1) REFERENCE MATERIALS, (2) ORGANIZATION OF PLAYGROUND AREAS, (3) EQUIPMENT AND SUPPLIES, (4) SELF-MADE, INEXPENSIVE MATERIALS,(5) TOURNAMENT DESIGN, AND (6) CUMULATIVE RECORDS. (JS) ele*.1 00211'7 uiefor ileac ing -"I 0 AP' 4ise "view A rwwlea 144/o. bis Grades 1-6 Aga\ "sv z Published by State Department of Education Columbia, S. C. Cr) 1966 U. §. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEDUCATION POSITION OR POLICY. GUIDE FOR TEACHING PHYSICAL EDUCATION RECEIVED APR 161968 GRADES 1-6 State Department of Education Columbia, S. C. 1966 Table of Contents Page Foreword 5 Introduction 6 Acknowledgements 8 Chapter I The Heritage and Meaning of Physical Education for the American Democracy 11 Chapter II Vital Concerns for Those Who Teach Physical Education_17 Aim of Physical Education 17 Health Appraisal 18 Child Development 19 Weight Control Problems 20 Cardiac-Respiratory Endurance 21 Chapter IIIOverview of an Acceptable Program 23 Guiding Factors 23 Conducting and Planning the Program 24 Types of Activities 25 Planning the Periods ------ ............------------ 27 Time Allotment and Scheduling 29 Phases of the Program 30 Planning for the Exceptional Child 36 Facilities and Equipment 44 Evaluation 46 Chapter IVHow to Teach Skills of Body Movement 47 Body Movements 47 Abilities :EnduranceSpeedStrengthBalanceFlexibil- ityAgilityPowerCoordination 58 Posture for Boys and Girls 59 Safety : FallingLifting and CarryingPushing and Pulling 61 Chapter V The First Grade Program 63 What the Child is Like 63 Objectives 64 Activities 66 Evaluation 86 Chapter VI The Second Grade Program 95 What the Child is Like 95 Objectives 96 Activities 98 Evaluation 115 3 Table of Contents(Continued) Page Chapter VII The Third Grade Program 125 What the Child is Like 125 Objectives 125 Activities 126 Evaluation 146 Chapter VIII The Fourth Grade Program 159 'What the Child is Like 159 Objectives 159 Activities 161 Evaluation 184 Chapter IXThe Fifth Grade Program 193 What the Child is Like ........ ........... ....... 193 Objectives 193 Activities 195 Evaluation 223 Chapter X The Sixth Grade Program 233 What the Child is Like 233 Objectives 233 li Activities 234 Evaluation 268 APPENDICES 287 A. Bibliography 287 Selected General Games, Relays, and Self-Testing Rhythms Record Sources Audio-Visual Aids B. Play Areas and Dimensions 295 C. Equipment and Supplies 297 D. Suggestions for Self-Made, Inexpensive Materials 298 E. Tournament Design 299 F. Cumulative Records 302 G. Legal Status of Physical Education 306 H. Index 307 Foreword During the fiveyears since the first publication in 1961 of the Guide for Teaching Physical Education, Grades1-6, much progress has been accomplished in physical education in the ele- mentary schools. The formativeyears in the life of a boy or girl are crucial for developing experiences that profoundly affect physical, social, mental, and emotional growth habits. Several kinds of educational experiences should beprovided in a child-development curriculum. As the education ofyoung people is planned, we recognize the values of ph7siealeducation in the school curriculum. Children havean inherent instinct for activity; therefore,a comprehensive program for meeting the needs of all individuals should include physicaleducation. This is required by Section 21-416 of the SouthCarolina Code of Laws, 1962. Various activities planned for children's participationin a physical educationprogram can do as much, if not more, than any other subject toward teaching concepts and charareristics that make for good citizenship. Improved coordination andmore graceful body movements will result from instruction in rhyth- mical activities. Physical fitness, efficient body mechanics,and generally sound body functioning will beamong the results of a planned program of diversified activities. Growing up is an important task for the elementaryschool child, and the physical education activities, whenwell taught, will provide experiences for self-discipline, self-direction, inven- tiveness, creativity, andgroup adjustment. Suggestions and rec- ommendations made in this guide will assist teachers in meeting the responsibility of planning meaningful experiences for chil- d' en in everyday living. JESSE T. ANDERSON State Superintendent of Education 5 Introduction Every boy and girl of elementary school age should have an opportunity to develop fundamental skills relating to body move- ment, to attain a satisfying degree of physical fitness, and to build a foundation for wholesome attitudes toward, and an ap- preciation for, physical activity. This Guide is to assist the local 1 administration in planning and conducting a physical education program that meets tho needs of all children, and toaid the ele- mentary teacher who may not always be prepared by iormal training to conduct such a program. The Heritage and Meaning of Physical Education for the American Democracy is presented in Chapter One. A summary of the historical development of physical education is important for understanding the purpose and value of a program in the modern day school, Chapter Two states the Vital Concerns for those Who Teach Physical Education. Topics of concern in this chapter are : Aim of Physical Education, Health Appraisal, Child Development, Weight Control Problems, and Cardiac-Respiratory Endurance. The Overview of as Acceptable Program is outlined in Chap- ter Three. The following topics are included in this chapter : Guiding Factors, Conducting and Planning the Program, Types of Activities, Planning the Periods, Time Allotment and Sched- uling, Phases of the Program, Planning for the Exceptional Child, Facilities and Equipment, and Evaluation. How to Teach Skills of Body Movement is presented in Chap- ter Four. The body movements are described as well as abilities for endurance, speed, strength, balance, flexibility, agility, power and coordination. Posture and safety suggestions complete the chapter. Suggested activities by grade level are described in chapters five through ten. Teachers will find that some first grade activi- ties are suitable for the third grade. Each grade level includes a section on What the Child is Like, Objectives, Activities, and Evaluation. The appendices include suggestions for reference materials, play areas and dimensions, equipment and supplies, self-made and inexpensive materials, tournament design, cumulative rec- 6 . ords, and the legal status of physicaleducation in South Carolina. Teachers and administrators initiating,developing, or improv- ing their schools' physical education program areinvited to contact the State Supervisor ofPhysical Education if assistance is needed in addition to this Guide. J. CARLISLE HOLLER, Director Division of Instruction 7 v. Acknowledgment This publication replaces the 1961 edition bearing the same title. The material in this Guide was prepared under the direc- tion of the Division of Instruction of the State Department of Education with the cooperative efforts of many individuals and groups. We wish to express our appreciation to the publishers, as represented in the references, for some of the materials used in the Guide. We are indebted to the committees who compiled materials, to the colleges and universities in the State for making staff mem- bers available, and to our colleagues in the State Department of Education for their time in editing, art work, and typing. The following individuals comprise the committees respon- sible for revising and compiling the final draft. STEERING COMMITTEE : Chairman : Dr. Ruth Reid, Professor of Physical Education, Furman University Dr. C. J. Johnson, Professor of Physical Educa- tion, University of South Carolina Melicue Metts, Assistant
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