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ED237486.Pdf DOCUMENT RESUME .Ep 237 4 6 SP 023 313 TITLE' Middle Grades Physical Education:.Grades 5-8. INSTITUTION Georgia State Dept. of Education, Atlanta. Office of Instructional Services. PUB DATE 82 'NOTE 191p. PUB TYPE Guides Classroom Use - Guides (For Teachers) (052 EDRS TRICE . MFO1 /PCO8 Plus Posta DESCRIPTORS *Curriculum Development, EduCational Resources; Intermediate Grades; junior High Schools;A4iddie Schools; Physical Activities; *Physical Education; Physical Education Teachers; Physical Fitness; State Standards, Student Dsvelopment; *Units of Study IDENTIFIERS *Georgia ABSTRACT This guide has been designed to assist the middle grades (5-8) physical educator in planning and providing Georgia students with meaningful activities to prepare them for physically active, healthy lives. Designed to provide middle grades, physical education teachers with a-framework for local curriculum development, this guide is available for the teacher to expand, constrict, adapt, and use in designing meaningful learning experiences for students. Chapter 1 provides an introducticin to the manual, and the second chapter'discuases characteristics of. the transescent youth and physical education. The third chapter describes Georgia laws, policies, and standardsChapter-4 (the longest chapter) disCusses the instructional program, by outlining. the framework for units of instruction and offering descriptions of 10 different physical education units. The fifth-chapter-provides inforMation on conducting the instructional program, and chapter.6 offers class organization and .management information.. Chapters 7 and 8 respectively talk about measurement and evaluation, and extended programs. Nine appendices supply-such things as a film list, an accident report form, and a content area/skill match-up obart..(JMK) ****** **** *************-k****** Reproductions supplied by EDRS are the best that can be made from the original document. ************************************************ ***** fiddleaades Physical Education Grades5.8 U. DEPARTMENT OF ROL/DATION NATIONAL INSTITUTE OF.EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Li T 3 document has been reproduced as &sad from the pardon Or Organization aiming it. Miner changed have bean Made to improve n3oloduction onalitv. * Poe:ta of view Or c,pinions Stated in this docu- MOM do not nor.essar4 tipresent official NIE connicm p.y. Division of Curriculum. Services Office of Instructionai Services Georgia Department of Education Atlanta, Georgia 30334 Charles McDaniel, State Superintendent of Schools 1982 C0511: $ .77 uanfily: 3,000. Division of Curriculum Services Office of Instructional Services PERMISSION TO REPRODUCE THIS Georgia Department of Education MATERIAL HAS BEEN GRANTED BY Atlanta, Georgia 30334 A. Moo TO THE EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)." Contents Chapter I Introduction Chapter II Characteristics of the Transescent Youth and Physical Education '11 Chapter III Laws, Policies.and Standards 15 Chapter IV The Instructional Program 21 A. Establishing the Framework for Units of Instruction 21 B. Introduction 21 .,11 C. Conditioning and Physical Fitness 22 vl D. Lifetime Sports 29 E. Outdoor Education 40 F. Team Spiirts 52 G, Gymnastics and Indoor Activities 61 11 Rhythmns and Dance 72 I.Aquatics 104 J. Recreational Games 107 K. Track and Field 116 L. Combatives 123 Chapter V Condecting the Instructional Program 131 Chapter VI Class Organization and Manageinent . .... .......... 137 ChapterVII. Measurement and Evaluation 145 Chapter VIII Extended Programs 155 Appendices 161 2 Foreword The average work weeinek has been reduced to the extent that some workers spend more time in avocational pursuits than on their jobs. As a result the concept of leisure has changed in today's technological society. There Is a need for forsrrnal schooling to teach the skills forwise use of leisure time. Educators face the task in teachitzgindividuals the skills and knowledge B-Ahat enable them to be physically-activeand mentally fit throughou=t life. This guide has beemen designed to assistthe middle grade's physical educator in planning and in providingGeorgia students with meaningful activtvr;lies to prepare them for physicallyactive, healthy lives. Charles McDaniel State Superintendent= of Schools Aoknowledgments This guide was planned and written by a-,commiftee of Georgia physical education directors and middle grades physical educa tion instructors.. The gommit-tee worked with great dedication and a serise of pride. The Georgia Department of Education Office of instructional Services staff wishes to express our thanks to committee mem- bers who participated in the writing of the guide. Dr. Billy Gober Gladys'Peck Linda Jones Joan Powell Bob Moore Mike TenosChok 4 Pre face This guide is. Ocligned to prOVitte middle grades physics 1 educa- lion teachers with a framework for iccalcurriculurn deveMopment. The instructional program will need to beadapted to exist=ing local facilities, equipment, climate. student needs, abilities awid Inter- eats and to the philosophy of the school system_ Staff development for teachers wilt be Vary iniPOrtanrst In the introduction of this proposed course of study end teecWiers are encouraged to spend the time needed loestablish a well-orcunded program. This guide does not limit the Innovative and creative teacher, nor was it designedyto ihclude elf activities apPrOi=irial0 for middle school students. The material is available for the physical educator to expand, constrict, adapt and use in designing meaningful pearnin experi- ences for students. Lucille G. Jordan Associate State Superintendent o 3ohools R. Scptt Bradshaw, Director Division of Curriculum Services CA1 - . INN FM 1 I-I 1+ - hi , . n4 PI Chapter I Introduction term Many contended that the great gap between. .History a the elementary schooland secondaryschool (philolophy, curriculum, organization) was the Midday -School main reason for the high:dropout rate. Therdfore, a change was needed to bridge the gap (Lounsbury, Movement p.16.) It was also recognized (as a result of G. Stanley Hall, 1903) that This was a crucial time in a /- student's education and -a specially designed The middle school as We know it today began as school was neededEdqcators also began to an outgrowth of the junior high school organized realize the need to provide for the individual. during the period 1890-1920. Lack of standard- differences in students. These developments added ization of secondary school programs caused impetus to the ad-vancement of the junior high difficulty for college admission procedures by movement (Lounsbury, p.17). \ 1980. As a result, action was taken to insure better college preparation. In 1888 Harvard pres- Serious threats to the success of the, junior high ident Charles Eliot headed a committee -to extend system began to develop shortly after its esta- secondary school downward by two years to blishment. Since the new schooi was considered a improve 'preparatory procedures..ThiS in effect, part of secondary education, a larger percentage would add two years to secondary education at of secondary teachers was used. As. a result of the 'expense of elementary education by includ- the imbalance; the program developed character- ing grades 7-12 (Brimm). istics of the senior high school. Consequently the college preparatory function dominated the tran- Some groups, however, objected. to making sec- sitional function of the junior high school (Brimm): ondary education exclusively college preparato- By adopting a content emphasis,' the brood ex- rm. Representatives from labor, industry and agri- ploratory function Was replaced by a preparatory cUlture requested that programs provide the labor function, as the junior high. program assumed market with skilled people upon. completion of many characteristics of a miniature senior high high school.. In 1907 the National Society for the school, including complex departmentalizatien, Promotion of Industrial' Education was organized rigid scheduling and interscholastic athletics (Kin- to defend the interests. of thoSe desiring some- dred, .etal. p.3). thing more than college preparation. By 1918 the Commission' on Reorganization of Secondary ' This. rganization of the junior high school proved Education recommended a separate junior high unsatisfactory to educators who wanted to meet - school with an instructional programorganized to the needs of the children. This dissatisfaction, satiety both vocational and college preparatory combined with new edudational ideals and val- groups. In this system college prep areas were to ues, new developments in learning theory, inno- dominate in a broad exploratory manner. But the vations in methods and materials and changes in fine and practical arts were introduced, thereby society, helped promote the middle school move- laying the foundation for the modern junior high ment (loc. cit. p.3-9). The current concept of the school (Brimm), middle school began developing in the late 1950s In addition to College preparation, change was (ibid), During the early 1960s a popular alterna- encouraged for other reasons. One was to pro- tive to the junior high school emerged the vide a revised and enriched curriculum to curtail middle school. The term "-middle school was re =' the high dropout occurrence under. the old sys- vived, as it had been used in Europe and in some "American private- schools (Lounsbuty, p,19), By Individual instruction provides for individual needs. MS 963 the common organizational patterns of today and differences
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