ELEMENTARY PHYSICAL EDUCATION Ugy TOPEKA PUBLIC SCHOOLS

DOCUMENT RESUME FD 035 445 PS 002 646 mT11117 PlemPntary Physical Plucation: Topeka PublicSchools. c'Pn7q 11(17rev Office of ucation (DHPW), Washington, D.C.Bureau of Plementary and cecondary 1'ducation. nrrp r)Amv r ti 0 MOr", 476o. rr)PS PPTC7 vnP9 Price MP-1.75 HC-0.23.90 r)7qCT'ITYPOP9 AthlPtics, Calisthenics, *Plementary Grades,Games, Tntramural Athletic Programs, Physical Activities, *Physical Education, Physical Fitness, *Teaching quilPs, Tumbling AyCTPAm That Physical education should bean integral and unified aspect of early education is thebasic tenet of this guidebook for kindPraarten through sixtharade. Physical education should not be thouaht o1as play, sports, or just exercise; it should he a scientificprogram whose every activity has specific goals and solid. Ptinciples for achieving those goals.The guidebook outlines basic principles as a basis to determinethe content and scope ofa physical educationprogram. TiDS on organization, and suggestions for teaching are included. There isa grade -by -grade breakdown of physical characteristics, needs, andactivities, tips on first aid, accident rrevention, and integration of physicaleducation with classroom subjects. Ml'e bulk of theguidebook is taken up by descriptions of specific games, calisthenics,rhythms, activities, tumblina stunts, sports, fitness projectsand intramurals. The last section shows sample lesson plans forthe various grades. An index of activities is included. (Mu) U. b. DEPARTMENT OF HEALTH, EDUCATION &WELFARE OFFICE OFEDUCATION THIS DOCUMENTHAS DEIN P.FMC,I.)1.ICED U.,.",TLY PERSON OR AS RECEIVED FROMTHE ORGANIZATIONOT0';Iv...1II.IC Ir. It) STATED DO NOT ;.:1`i OF VI: N1 OROPINIONS NECESSARILYREFRE3ENT OffICI;il. ELEMENTARYPOSITION ORPOLICY. OFFICE OF EDUGIMON PHYSICAL EDUCATION L_ 0111."1/1 2',` ELEMENTARY PHYSICAL EDUCATION ugy TOPEKA PUBLIC SCHOOLS Dr. Quentin D. Groves Supervisor of Health, Physical Education and Safety C. L. Kellogg Consultant, Elementary Physical Education Dr. Giles Theilmann Deputy Superintendent of Instruction The Topeka Public Schools Unified School District No. 501 Shawnee County, State of Kansas Dr. Merle R. Bolton, Superintendent CONTENTS FORWARD SECTION A GAMES SECTION B CALISTHENICS I SECTION C RHYTHMS SECTION D ACTIVITIES SECTION E AND TUMBLING SECTION F SPORTS SECTION G FITNESS Ar` SECTION H INTRAMURALS AND FIELD DAY SECTION I LESSON PLANS 1 INDEX FOREWORD Physical education involves more than exercise. It holds a unified and proper place in the school life of every child. The traditional con- cept of physical education as an activity for the physically gifted only cannot be a part of our thinking today. A strong physical education program in our elementary schools must be geared to serve every child in accord with his needs and capabilities. A well-planned physical education program should begin at an early age it we are to develop healthy coordinated students who know how to work and get along with their peers. Present day research substantiates the value of a continuous program which contributes to the total development of children. Research also reveals that physical development plays a definite role in the learning of academic skills. Mental and physical development go hand in hand. Physical education should not be thought of as "play" or masqueraded as sports. It must be taught on purpose and its daily activities should be planned as carefully as those in any other academic area to equip students with the knowledge, skill and motivation to remain fit throughout life. The purpose of this guide is to assist teachers in planning and developing effective and appropriate physical education activities. Merle R. Bolton Superintendent of Schools ACKNOWLEDGEMENTS This guide has been developed by classroom teachers, elementary school principals and physical education teachers. It is through the cooperative efforts of many that th4- guide has been compiled. A special recognition is extended to the following teachersand principals for their time and effort in developing this guide: Don French, Coordinator Bob Wykert Garry Patterson, Coordinator Paul Shaner Mrs. Kathleen Wood Leonard Wood Mrs. Marilyn Grove Dr. Gil Wehmeier Joyce Reiswig Jack Renne Ron Cook Delbert Graham Dick Frickey Stanley Stalter Doug Fields Mary Ann Call Mike Mikos Dr. George Goebel Don Turner Dr. Frank Wilson Pete Barrett Tom Gardner Larry Beam John Laurie Thad Whiteaker Margaret Ann Purviance Mrs. Diana Gay C. L. Kellogg, Consultant Robert Gay Elementary Physical Education Dick Laird George Porter Dr. Quentin D. Groves, Supervisor Kelly Rankin Health,, Physical Education & Safety DEDICATION THIS TEACHER'S GUIDE IS DEDICATED TO THE GREATESTPEOPLE ON EARTH: THE ELEMENTARY SCHOOL CHILDREN OF TOPEKA, KANSAS ii USE OF THE GUIDE The underlying principles and the desired outcomes of the physical education program are described in this guide. The characteristics, needs, and activities are described for each age group -- kindergarten through grade six. Statements are made concerning the organization of the school day so that activity and rest will be provided in an appropriate relationship. Time allotment requirements and teacher responsibilities are described. General suggestions are made for the teaching of physical education. Teacher judgement should be exercised as to the degree of physical competence expected of any child. Individual differences must be recognized. PRINCIPLES The following principles or beliefs served as a basis for determining the content and scope of the physical education program: Physical education is a means of educating a child through physical activities. These activities directly affect his total being andcon- tribute to his development physically, socially, mentally and emotion- ally. Physical education experience is an integral part of the curricular structure of the school. Education through physical activities contributes to the realization of democratic ideals in the daily lives of children. The physical education curriculum consists of all the physical experiences lived by the children throughout the school day. The quality of those experiences determines the value of the physical education curriculum to each child. Each activity of the physical education program servesa definite purpose. , Each activity of the physical education program leads progressively to more advanced activities. Through physical education, a pattern is being developed through form- ative years for an appreciation and desire for worthwhile leisure activity. Skills are learned as a means of achieving increased satisfaction and enjoyment rather than as ends in themselves. Play contributes to the constructive relief of emotional strains and tensions greatly accentuated in modern life. The tendency to play and the need for play is universal. iii A child learns acceptable patterns of behavior within the framework of a playing situation. Children's appraisal of each other and of themselves is made partly through ability to play, and theirstate of social development is indicated by their play habits. Physical education activities contribute to learning in other school subjects. Interests in other school subjects may be expressed through physical activities. Children do not automatically know how to play but must be taught. DESIRED OUTCOMES The physical education experiences of childrenmay reasonably be expected to contribute toward the following outcomes: The development of interest in maintaining one's physical well-being. The development of wholesome leisure time activities. The development of organic strength and fitness. The development of coordinations and neuro-muscular skills. The development of desirable social practices. The development of good postural habits. The development of body poise and creativity in motion. The development of the ability to relax. The development of emotional stability. The development of a sense of individual andgroup responsibility for civic behavior. The development of qualities of initiative, alertness and self-control. The development of desirable social attitudes inherent ingroup relation- ships, commonly known as good sportsmanship suchas: a. Tolerant leadership b. Enthusiastic iollowership c. Cooperative teamwork d. Generosity to opponents e. Respectful obedience to the rules of thegame f. Honorable competition g. Respect for rights and privileges of others h. Fair play iv i. Honesty j. Justice k. Waiting one's turn 1. Unselfishness m. Modesty in victory n. Graciousness in defeat ORGANIZATION The classroom teacher isresponsible for teaching physical education toher own students. This plan puts into practice thatwhich is known about the learning process; namely, that thechild reacts as a total environment. A teacher's knowledge of a child's play habitsand interests will enable her to teach him better in the moreformal classroom activities, just as her knowledge of his classroom attitudes and interestsenable her to teach him better through physical activities. Students and parents should be informed ofthe proper time for arrival on the playground before school beginsin the morning and at noon. That time should coincide with a schedule forteacher supervision of the children at play. The time before school in the morning is tobe devoted to free play. This freedom of choice may meanthat groups of children will choose toplay together a game they have learnedduring their physical education class the preceding day. This practice is to be encouraged, but ahigh degree of organization for the morning periods

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