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Physical Education
CURRICULUM PHYSICAL EDUCATION (CLASSES I-V) ENDURANCE Football Basketball Hockey Cricket Volleyball Kabaddi Kho-Kho Badminton Tennis Swimming Athletics Gymnastics Malkhamb Atyapatya Lazium Research Development and Consultancy Division Council for the Indian School Certificate Examinations New Delhi _______________________________________________________________________________________ © Copyright, Council for the Indian School Certificate Examinations All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for the Indian School Certificate Examinations. This publication and no part thereof may be reproduced, transmitted, distributed or stored in any manner whatsoever, without the prior written approval of the Council for the Indian School Certificate Examinations. Physical Education hysical Education holds a significant place in the school curriculum. It is essential for the overall development of children. It focuses on developing physical fitness and the ability P to perform day-to-day physical activities with ease. Participation in physical activities helps in the development of gross motor and fine motor skills. It also fosters development of desirable values and attitudes, while providing an opportunity to children of all abilities to participate in developmentally appropriate and enjoyable activities with their peers. This curriculum has been developed with the focus to train the body and mind and to develop self- discipline of every child. It aims to provide an open, flexible and balanced programme for children, featuring a variety of movement experiences, besides imparting systematic instruction in physical exercise, sports and games, which will benefit them throughout their lives. The curriculum at the primary level will help the children to acquire, develop and improve fitness and sports related skills from basic to advanced level. -
Self, Other, and Jump Rope Community: the Triumphs of African American Women
Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2007 Self, Other, and Jump Rope Community: The Triumphs of African American Women Wynnetta Ann Scott-Simmons Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Scott-Simmons, Wynnetta Ann, "Self, Other, and Jump Rope Community: The Triumphs of African American Women" (2007). Electronic Theses and Dissertations. 507. https://digitalcommons.georgiasouthern.edu/etd/507 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. SELF, OTHER, AND JUMP ROPE COMMUNITY: THE TRIUMPHS OF AFRICAN AMERICAN WOMEN by WYNNETTA SCOTT-SIMMONS (Under the Direction of Ming Fang He) ABSTRACT Using Critical Race Theory, Critical Literacy, Black Feminist Thought as a theoretical framework and Oral History as research methodology, the lives of four young African American women are explored as they leave their culturally insular surroundings, “Jump Rope Communities”, to seek access to the codes of power and registers of language in all-White, all-girl, elite private schools during the late 1960’s and early 1970’s. In capturing the memories, perceptions, and lived experiences of these women over thirty years later, the journey into a world of divergences was explored--divergent language codes, divergent social, cultural, and economic stratifications, and divergent linguistic expectations, behaviors, and dispositions. -
2021 Summer Day Camp @ - Elkhart Elementary
2021 SUMMER DAY CAMP @ - ELKHART ELEMENTARY THIS WEEK AT THE Y WEEKLY THEME: BACK TO THE FUTURE CAMPERS & FAMILIES - WEEK OF: May 31st-June 4th NO YMCA on Monday, May 31st. Memorial Day! FIELD TRIPS & SPECIAL EVENTS: June 1st - First Day of Camp! Everyday-Please make sure to bring a Mask, Lunch, 2 Snacks, Water Bottle, Closed Toed Shoes and Sunscreen. Friday– Magic Rob SITE HOURS CONTACT US 6:30 AM—6:00 PM Director - Maria Leon [email protected] Assistant Director - Carmen VISIT US ONLINE https://www.denverymca.org/programs/youth-programs/summer-day-camp WHAT TO BRING EVERYDAY Water Bottle, Shoes w/ closed toes, Sunscreen, Lunch, AM & PM Snacks MONDAY WEDNESDAY FRIDAY TUESDAY THURSDAY 6:30-8:30 6:30-8:30 6:30-8:30 6:30-8:30 Open Camp Stations Open Camp Stations Open Camp Stations Open Camp Stations NO CAMP Coloring, Coloring 9:00 Coloring, Coloring, - CAMP Building Games Building Games - Building Games Building Games 6:30 Board Games Board Games Board Games Board Games PRE CAMP OPENING CAMP OPENING CAMP OPENING & AM SNACK & AM SNACK & AM SNACK CAMP OPENING CAMP OPENING & AM SNACK AM ROTATIONS & AM SNACK AM ROTATIONS 9:00-9:30AM 9:00-9:30AM AM ROTATIONS AM ROTATIONS 9:00-9:30AM Snack and Camp Opening 9:00-9:30AM Snack and Camp Opening NO CAMP Snack and Camp Opening 9:45-11:45 Snack and Camp Opening 9:45-11:45 9:45-11:45 Craft– Pictures Frames 9:45-11:45 Cooking– Root Beer Floats Craft– CD Disco Ball Gym– Freeze Dance Craft– Loom Bracelets 12:00 Gym– Brake Dance — Outside– Dress up Relay Gym– Double Dutch Gym– 60– Second Contest Objects -
UNP-0121 Traditional Street Games
UNP-0121 TraditionalARCHIVE Street Games UNP-0121 Traditional Street Games Table of Contents Why Street Games? .................................................................................................................................................. 1 Introduction .................................................................................................................................................... 1 The Problems................................................................................................................................................. 1 Why Street Games......................................................................................................................................... 2 Helpful Hints for Game Leaders .............................................................................................................................. 3 Street Games ............................................................................................................................................................. 4 Egg or Balloon Toss ....................................................................................................................................... 4 Hit the Stick.................................................................................................................................................... 5 Hopscotch ...................................................................................................................................................... 6 Human -
J.A.M. (Jump and Move): Practical Ideas for JR4H Heart Links Instant
J.A.M. (Jump And Move): Practical Ideas for JR4H Chad Triolet – [email protected] Chesapeake Public Schools 2011 NASPE Elementary Physical Education Teacher of the Year www.PErocks.com www.noodlegames.net www.youtube.com/user/NoodleGames Heart Links Heart Links are a great way to make some connections for students regarding fundraising and the importance of exercise in building a strong and healthy heart. We use this activity during our Jump Rope for Heart week as a “rest station”. Students complete one heart link each class period and are asked to write down one thing they can do to be heart healthy or a heart healthy slogan. They can decorate them if they would like and then they place them in a basket so that the links can be put together. During class, we connect some of the links then talk about the links at the end of the class as a culminating discussion about the importance of fundraising and exercise. Fundraising – Sometimes a small amount of money does not seem like it makes a difference but if you use the heart chain that is created as an example, students realize that when the links are added together they make a huge chain that goes around the gym. So, every little bit of money collected, no matter how small, adds up and can make a difference. Exercise – In much the same way, daily exercise doesn’t seem like it would have a big effect on how healthy your heart can be. The visual of the heart chain helps the students understand that if you exercise each day, it adds up and builds a strong and healthy heart. -
100 Games from Around the World
PLAY WITH US 100 Games from Around the World Oriol Ripoll PLAY WITH US PLAY WITH US 100 Games from Around the World Oriol Ripoll Play with Us is a selection of 100 games from all over the world. You will find games to play indoors or outdoors, to play on your own or to enjoy with a group. This book is the result of rigorous and detailed research done by the author over many years in the games’ countries of origin. You might be surprised to discover where that game you like so much comes from or that at the other end of the world children play a game very similar to one you play with your friends. You will also have a chance to discover games that are unknown in your country but that you can have fun learning to play. Contents laying traditional games gives people a way to gather, to communicate, and to express their Introduction . .5 Kubb . .68 Pideas about themselves and their culture. A Game Box . .6 Games Played with Teams . .70 Who Starts? . .10 Hand Games . .76 All the games listed here are identified by their Guess with Your Senses! . .14 Tops . .80 countries of origin and are grouped according to The Alquerque and its Ball Games . .82 similarities (game type, game pieces, game objective, Variations . .16 In a Row . .84 etc.). Regardless of where they are played, games Backgammon . .18 Over the Line . .86 express the needs of people everywhere to move, Games of Solitaire . .22 Cards, Matchboxes, and think, and live together. -
Winter Sliding Rules
WINTER SLIDING RULES 1. All students must have snow pants on. 2. School sliders only allowed. Students are not permitted to bring sleds, GT's or sliders of their own to school. 3. No standing on crazy carpets. 4. One person at a time only on the slider. 5. All students must vacate the hill when supervisor's whistle blows. (Whistle will blow 3-4 minutes before bell time.) 6. Students are responsible for returning their slider to the helpers at the bins. 7. Students are not allowed on the far side of the sliding hill - only on the main area where there is constant supervision. 8. Students will be expected to walk up the hill in the designated areas. Play safe, follow RRC expectations, and have fun! Check out our school website at: www.sd57.bc.ca/school/ronb Contact: Mr. Lawrence Originally created by Mr. Lawrence in 2005 for the Playground Program. Teaching students how to play! Reprinted and added to Ron Brent website 2014. STEAL THE BACON /TRY Welcome: Whether you are a staff member, parent, or student (also known as “Get Three”, “Try” or “The Steal Game”) we hope that you will feel welcome at Ron Brent School. Where to play: field Outdoor Supervisors: # of players: two teams (unlimited) grade levels: all • vest equipment: 5 hula hoops A beanbags • clipboard/or in vest pocket (gotcha & referral forms) This is a great game. It combines a tremendous how to play: Page # 2 PLAYGROUND MAP cardiovascular workout, agility, strategy and teamwork! It is suitable for all ages. Page # 3 SCHOOL RULES - "O" TOLERANCE Divide the class into 4 groups- if possible, use hoops. -
Physical Literacy at Summer Camp 4-Week Unit for Ages 5 - 8 Years
Physical Literacy at Summer Camp 4-week unit for ages 5 - 8 years Are you looking to add some physical activity to your summer camp? This collection of physical literacy session plans has been developed for summer camp leaders who are running 4-week programs. It can also be easily adapted for 2- and 3-week camps. Each of these sessions takes about 30 minutes to complete with a group of children. At the end of each session, kids will have enjoyed a series of fun activities while developing their physical literacy. What is physical literacy? Physical literacy is when kids have developed the skills and confidence to participate in many different physical activities and sports. Fundamental movement skills such as throwing, catching, running and jumping are the beginning of physical literacy. Physical literacy is important because it gives kids the confidence to stay active for life. It’s not about being a “superstar athlete”—everyone can learn fundamental movement skills, and everyone can become physically literate! How to use these session plans 1. Decide what time of day that you will run your physical literacy sessions. 2. Review each session plan in advance to ensure that you have the needed equipment. 3. Establish a session routine for the kids (e.g. coming together and listening to your instructions at the start of each session). 4. Make sure that your campers understand your expectations for each session (e.g. stop and start on your signal, put away equipment, etc.). Tips for running a fun session 1. Manage each session so that all of the kids feel included. -
2 – 3 Wall Ball Only a Jelly Ball May Be Used for This Game. 1. No Games
One Fly Up Switch 5. After one bounce, receiving player hits the ball 1 – 2 – 3 Wall Ball Use a soccer ball only. Played in Four Square court. underhand to any another square. No “claws” (one hand Only a jelly ball may be used for this game. 1. The kicker drop kicks the ball. on top and one hand on the bottom of the ball). 2. Whoever catches the ball is the next kicker. 1. Five players play at a time, one in each corner and one 6. Players may use 1 or 2 hands, as long as it is underhand. 1. No games allowed that aim the ball at a student standing 3. Kicker gets 4 kicks and if the ball is not caught, s/he in the middle of the court. 7. Players may step out of bounds to play a ball that has against the wall. picks the next kicker. bounced in their square, but s/he may not go into 2. No more than three players in a court at one time. 2. When the middle person shouts “Switch!” in his/her another player’s square. 3. First person to court is server and number 1. No “first loudest voice, each person moves to a new corner. Knock Out 8. When one player is out, the next child in line enters at serves”. 3. The person without a corner is out and goes to the end Use 2 basketballs only for this game. the D square, and the others rotate. 4. Ball may be hit with fist, open palm, or interlocked of the line. -
Summer Camp 1-Week Unit for Ages 5 - 8 Years
Physical Literacy at Summer Camp 1-week unit for ages 5 - 8 years Are you looking to add some physical activity to your summer camp? This collection of physical literacy session plans has been developed for summer camp leaders who are running 4-week programs. It can also be easily adapted for 2- and 3-week camps. Each of these sessions takes about 30 minutes to complete with a group of children. At the end of each session, kids will have enjoyed a series of fun activities while developing their physical literacy. What is physical literacy? Physical literacy is when kids have developed the skills and confidence to participate in many different physical activities and sports. Fundamental movement skills such as throwing, catching, running and jumping are the beginning of physical literacy. Physical literacy is important because it gives kids the confidence to stay active for life. It’s not about being a “superstar athlete”—everyone can learn fundamental movement skills, and everyone can become physically literate! How to use these session plans 1. Decide what time of day that you will run your physical literacy sessions. 2. Review each session plan in advance to ensure that you have the needed equipment. 3. Establish a session routine for the kids (e.g. coming together and listening to your instructions at the start of each session). 4. Make sure that your campers understand your expectations for each session (e.g. stop and start on your signal, put away equipment, etc.). Tips for running a fun session 1. Manage each session so that all of the kids feel included. -
Table of Contents
- TABLE OF CONTENTS BOOKS AND CHAPTERS PUBLISHED............................................................................2 JOURNAL PUBLICATIONS ...............................................................................................4 TECHNICAL AND RESEARCH PAPERS..........................................................................9 CREATIVE WORKS ............................................................................................................10 PUBLISHED REVIEWS.......................................................................................................15 PUBLISHED PROCEEDINGS.............................................................................................17 SCHOLARLY PRESENTATIONS.......................................................................................19 EDITORIAL RESPONSIBILITIES ......................................................................................35 GRANTS................................................................................................................................38 PUBLIC SCHOLARSHIP AND CREATIVE ACTIVITIES................................................43 UNDERGRADUATE STUDENT RESEARCH...................................................................50 GRADUATE STUDENT RESEARCH ................................................................................59 HONORS AND AWARDS ...................................................................................................62 1 BOOKS AND CHAPTERS PUBLISHED MELVIN AND VALORIE BOOTH COLLEGE -
NONCOMPETE GAMES 2018.Cdr
WHY NONCOMPETITIVE RECREATION? THE ANSWER: COOPERATIVE GAMES The concept behind noncompetitive recreation can be either hard to understand or hard to accept or both! So who needs games nobody loses? Too often games have become rigid, judgmental, too highly organized and excessively goal-oriented. Have you seen children left out, eliminated to sit out, always chosen last, rejected and wondered why? Many children quit organized sports early because of pressure or they don’t feel they are good enough. We need to find ways for plain old fashioned fun Cooperative games offer a positive alternative. These interactive games provide opportunities for challenge, stimulation and success while eliminating the fear of failure. They foster greater communication, trust, social interaction, acceptance and sharing. Children play with one another instead of against one another. As partners instead of opponents we compete against the limits of our own abilities instead of against each other. Everybody must cooperate in order to accomplish the goals or meet the challenge. The beauty of the games lies in their versatility and adaptability. In most cases there is inexpensive or no equipment necessary. Rules need not to be strictly adhered to. Instead of being eliminated, players change roles or sides or teams and keep playing. Players can work out their own details. These games can reaffirm a child’s confidence in their selves and help them in their willingness to try new experiences. You can bring out creativity and even a boldness they never knew they had. The games can help build a “WHY NOT?” Attitude. NEVER lose sight of the fact that the primary reason children play games is to have fun.