DOCUMENT RESUME ED 093 805 SP 008 168 TITLE Elementary School Physical Education: A Guide for Physical Education Teachers. INSTITUTION Baltimore County Board of Education, Towson, Md. PUB DATE Jul 70 NOTE 365p. EDRS PRICE MF-$0.75 HC-$17.40 PLUS POSTAGE DESCRIPTORS Educational Theories; *Elementary School Teachers; Guides; Instructional Materials; *Physical Education; Teachers; Teaching Guides ABSTRACT This guide developed for the Baltimore County elementary school physical education teacher is divided into six sections. The first three sections are narrative descriptions of the educational theories, administrative principles, andprogram guide3ines of the recommended programs. They are entitled "Scientific Basis of Physical Education," "Administration Section I: General Procedures," and "Administration Section II: Program Guidelines and Policies," The fourth section, entitled "Ease Program," isan outline of suggested activities. This section contains narrative explanations of the program, as well as sample sequences of lessons and curriculum materials; often accompanied by figure illustrations. Section 5, "Interest Motivators," is a collection of verses, drills, andgames found to be of use with pupils. Section 6, "Organizing and Conducting Special Programs," contains outlines of activities for special programs such as the first-grade readiness program, physical education demonstration programs, sports and play day, and swimming programs for the fourth grade. An appendix is devoted to copies of forms and vouchers. The guide is indexed by activities andgames. (JA) BEST COPY AVAILABLE 90ARD OF EDUCATION OF RALTIM0RE COTITY U S OtPA7TME4t OF HEALTH EOUCAliO4 WELFARE gio,RONAL PiStirlitE OF trN 'A; BE F%qFPRO t AS wECi .1.)V C, ("P, OK) SSAAL A 417 PWE ,F t,; + C r.o kk. ;,.. 0+, c, OL Cr` CD C:3 ELEMEDTARY SCHOOL PHYSICAL EDUCATION A GUIDE FOR PHYSICAL EDUCATIO'4 TEACHERS Committee l'.embers David Fry Parbara Stripp Larry ierrold Larry Washburn E. Edwin Lanehart Rosemarie Zorn R. Grown Schwartz James L. Miller, Supervisor of Physical Education, Chairman Harold S. Martin, Coordinator Office of Physical Education Prepared under the direction of 9enjamin P. Ebersole Mary Ellen Saterlie Director of Curriculum Coordinator, Office and Instructional Services of Curriculum Development N Katherine Klier Curriculum Consultant Joshua R. Wheeler Jercme Davis Superintendent Assistant Superintendent in Instructional Services Towson, Maryland 1970 a Current Listing of Board of Education 1970-71 WARD OF EDUCATIOj CF IALTIAORE COUNTY Towson, :Maryland 21204 T. 9ayard Williams, Jr. President Mrs. John M. Crocker Alvin Loreck Vice President H. Ems lie Parks Mrs. Robert L. 9erney Richard W. Tracey, D.V.M, Eugene C. Hess Mrs. Richard K. Wuerfel H. Russell Knust Joshua R. Wheeler Secretary-Treasurer and Superintendent of Schools r\VNII.P.t31.F. B,S1CO?`( Foreword The elementary school physical education program in the Baltimore County schools has continued to expand over the years to meet the needs of the pupils it serves. More physical educa- tion teachers have been employed; facilities have been improved and more equipment provided. Over the last few years, the scope of the elementary school program has been enlarged through the professional contributions of many elementary school physical ed- ucation teachers and curriculum committees. A GUIDE FOR ELIIENTARY SCHOOL PHYSICAL EDUCATION TEACHERS sets forth the point of view underlying the program, explains a number of administrative and procedural details, and offers an abundance of teaching suggestions. Although the guide reflects increased knowledge of children and new ideas in program and ac- tivities, it cannot be regarded as a complete, definitive guide to physical education instruction. It must be remembered that curriculum development is a constant ongoing process. Tomorrow's ideas should be better than today's, new thinking should stimu- late new ways of working with children, and new activities should lead to an enriched program for the children in the Baltimore County elementary schools. It is to this end that this guide has been prepared for the use of elementary school physical education teachers. A copy will also be available in each elementary school curriculum library, since it provides helpful information and suggestions to school administrators and classroom teachers. Joshua R. Itheeler Superintendent of Schools July, 1970 CONTE!TT3 to 'NE TEACHER 1 POI,:T OF VIEW 2 SCIE,TTIFIC BASIS OF PHYSIGAL EDUCATION ADMIi'ISTRATION SECTION I: GENERAL PROCEDURES* 13 ADMINISTRATION SECTION II: PROGRAM GUIDELINES AND POLICIES* 25 BASE PROGRAM 37 Explanation of the ease Program 39 Sample Yearly Physical Education Program 40 Safety in Physical Education 42 September Check List for Teachers 43 Teaching Hints for Physical Education 43 Sample Sequences of Eight Lessons L4 Characteristics of Children 53 Curriculum Materials 61 Basic Movement* 61 Hand Equipment* 81 Rhythms and Dance* 167 Self-Testing* 121 Indoor Apparatus 199 Outdoor Apparatus* 227 Games* 237 Low Organization 239 Team Sports 261 INTEREST MOTIVATORS* 295 ORGANIZING OD CONDUCTING SPECIAL PROGRAMS 343 APPENDIX* 377 INDEX 379 * More detailed listing of contents appear at the beginning of these sections TO THE TEACHER Over the years many elementary school physical education teachers have made contributions in the development of the K-6 physical education program. This accumulated knowledge has been used to develop the present "Guide for the Elementary School Physical Education Program." A new concept of a "Base Program" has been incorporated into the program. As devisedothe Base Program will provide guidance in the organization of a sequential program of physical education designed to meet the needs of the children in your school. The Base Program might be considered as a minimum amount of material to he included in a yearly program. The guide also provides materials which can be used to further challenge and aid the children. Assistance in the use of the Base Program and the planning required can be secured from your sehbol administrators, elementary school physical education supervisor and the area helping physical education teacher. This guide has been designed to facilitate additions or reorganiza- tion of its content. All teachers are sincerely encouraged to add to the guide at their discretion. The guide is the property of the Board of Education. Upon termina- tion of employment the teacher may retain the contents but must return the binder to the Office of Physical Education of the Board of Education of Baltimore County. 1 POI YT Of VIE',1 Physical education is an integral and vital part of the total educa- tional program, It :iris for the same goal that gives purpose to all the other learning experiences of the school - the development of the whole child. Because of the nature of its activities, physical education has unique opportunities to help develop the objectives and beliefs of the educational program of Baltimore County schools.1Therefore: WE BELIEVE that a sound physical education program should: . beoffered daily and in a sequential manner. be planned to meet a wide range of mental, physical, and social abilities of children. be flexible to allow for different community needs, school facilities and staff abilities. be based on the conviction that success breeds success. be vigorous enough to contribute to the improved fitness of all children, . contribute to the understanding and improving of relationships between boys and girls. help children to understand and accept their own limitations and abilities. help children to be tolerant of the limitations and abilities of others. provide experiences that help children to adhere to acceptable cedes of behavior. help provide physical experiences that are lacking in today's society. provide a constructive outlet to help relieve the emotional tensions of children, . provide children with the knowledge and skills which will help promote life-long habits of physical activity. instill in children an appreciation for physical activity and help them know the joy of movement. 1 The Teaching of Physical Education in the Elementary Schocl, of 7;:lic,nion of :3a177-1N)F7-773/71ty. Toeson, n-r7,71=-1-577-- WE ALSO BELIEVE that . the young child's motor ability greatly influences his self - 411 concept. play is the child's natural world of work. efficient use of the body can help each child approach his maximum potential. children learn through a variety of experiences involving all the senses. each child is individually important. undue tension and frustration impedes the child's ability to learn. programs which meet the needs of children help to promote self-discipline and self-direction. EASIS CF PHYSICAL EDUCATIM Physical. Growth The human organism has an inherent urge and need for activity.As Gardner Murphy (12) states,"activity needs are indeed as fundamental as the nutritive need.We are provided with a set of complex organic equipment and if it is not Allowed to function something happens to us, just as in using it we find joy." Children satisfy this need through play. Adults are find- ing they cannot satisfy this need through work and normal daily routines but must plan for active recreational pursuits, Heredity determines the limits of physique and basic body build but the contribution of movement and exercise to the development of tissues, bones, and organs is well documented.Espenchade (4) summarizes research in this area, "Desirable changes in bones, connective tissue, fat and