Lynn Public Schools
 

Lynn Business/Education Foundation

Physical Education

Curriculum

Click here if you want to see the Lynn Public School Philosophy of Physical Education and Learning Standards.

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Connecting Sites

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Homework

Fitness can not be achieved by participating in one physical education class a week. Spend some quality time with your child and help them develop a healthy lifestyle by walking, playing a game, or some other fitness activity. Help your child exercise both their mind and body.

 

Philosophy of Physical Education

Physical well being and the acquisition of effective motor skills are essential needs for every individual. The well educated person appreciates the importance of exercise, understands how to achieve health-related fitness, and has developed sufficient skills to enjoy participating In lifetime sports and activities. Physical education performs

a unique function in the curriculum by providing a safe environment where students learn basic concepts about movement and sports, and are exposed to numerous opportunities to develop psychomotor skills.

Because the interest and abilities of students vary, offerings in physical education must be diversified enough to meet individual needs of students. In the elementary

grades, students need sufficient time to develop basic skills in a wide variety of activities and find success and enjoyment in movement. In the secondary schools, students broaden their repertoire of motor skills, increase their understanding of health-related fitness and effectively apply social skills developed through sports and other activities. The ultimate goal of a quality physical education program is to prepare and motivate all students to engage in lifetime activities, which promote health and physical well being.

DOE Frameworks
Learning Standards: Physical Activity and Fitness

PreK-12 Standard 2: Physical Activity and Fitness: Students will, by repeated

practice, acquire and refine a variety of manipulative, locomotor, and non-locomotor movement skills, and will utilize the principles of training and conditioning, will learn biomechanics and exercise physiology, and will apply the concept of wellness to their lives.

By the end of Grade 5

Through the study of Body Systems students will :

1.1 Name the external and internal parts of the body and the body systems (nervous, muscular, skeletal, circulatory, respiratory, digestive, endocrine, and excretory systems)

1.2 Identify behaviors and environmental factors that influence functioning of body systems.

Through the study of Motor Skill Development students will :

2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and improve physical performance

2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and non- locomotor (twisting, balancing, extending) skills as individuals and in teams

2.3 Perform rhythm routines, including dancing, to demonstrate fundamental movement skills

Through the study of Fitness students will :

2.4 Identify physical and psychological changes that result from participation in a variety of physical activities

2.5 Explain the benefits of physical fitness to good health and increased active lifestyle

2.6 Identify the major behaviors that contribute to wellness (exercise, nutrition, hygiene, rest, and recreation, refraining from using tobacco, alcohol, and other substances)

Through the study of Personal and Social Codependency students will:

2.7 Demonstrate responsible personal and social conduct used in physical activity settings.

Through the study of Hazard Prevention students will :

9.3 Describe personal responsibility for reducing hazards and avoiding accidents

Through the study of Emergency Intervention students will :

9.6 Follow universal precautions for all first aid involving any blood and other body fluids

9.7 Apply appropriate first aid for cuts and bruises, including observing universal precautions

By the end of Grade 8

Through the study of Motor Skill Development students will :

2.8 Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others

2.9 Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing an opponent from challenging, and accurate striking proficiency

2.10 Perform a rhythm routine that combines traveling, rolling, balancing, and weight transfer into smooth flowing sequences with intentional changes in direction, speed, and flow

Through the study of Fitness students will :

2.11 Apply basic principles of training and appropriate guidelines of exercise to improve immediate and long-term physical fitness

2.12 Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension

2.13 Explain the personal benefits of making positive health decisions and monitor progress towards personal wellness

Through the study of Personal and Social Codependency students will :

2.14 Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance

2.15 Demonstrate strategies for inclusion of all students in physical activity settings related to strength and speed

2.16 Describe the purpose and benefits of sports, games, and dance in modem society Through the study of Self Protection students will

9.8 List safety rules for recreational activities, including the use of helmets, pads, and the proper use of equipment

Through the study of Emergency Intervention students will :

9.11 Distinguish among symptoms of bleeding, choking, shock, poisoning, bums, broken bones and cardiac arrest

9.12 Apply appropriate first aid for bleeding, choking, and bums

By the end of Grade 12

Through the study of Motors Skill Development students will:

2.17 Demonstrate developmentally appropriate competence (basic skills, strategies, and rules) in many and proficiency in a few movement forms and motor skills (team sports, aquatics, individual/dual sports, outdoor pursuits, self-defense, dance, and gymnastics)

2.18 Demonstrate activities for warming up and cooling down before and after aerobic exercise

2.19 Apply concepts about sequential motor learning and development, biomechanics, exercise physiology, and sports psychology

Through the study of Fitness students will :

2.20 Demonstrate exercises in strength training, cardiovascular activities, and flexibility training.

2.21 Identify the components of physical fitness and the factors involved in planning and evaluating fitness programs for individuals at different stages of the life cycle

2.22 Conduct a personally developed physical activity program

2.23 Meet developmentally appropriate health-related fitness benchmarks Through the study of Personal and Social Competency students will

2.24 Identify life-management skills and protective factors that contribute to achieving personal wellness health goals, including researching, evaluating, and implementing strategies to manage personal wellness, monitor progress, and revise plans

2.25 Understand how activity participation patterns are likely to change throughout life and identify strategies to deal with those changes, including a plan for life-long wellness

2.26 Apply safe practices, rules, procedures, and sportsmanship etiquette in physical activity settings, including how to anticipate potentially dangerous consequences and outcomes of participation in physical activity

2.27 Define the functions of leadership in team sports (increasing motivation, efficiency, and satisfaction)

Students participate in an adventure activity in which they must work together to accomplish a group goal. At completion, based upon observations and student performance, self-report on contributions

Through the study of Emergency Intervention students will :

9.19 Demonstrate appropriate first aid for stings, bites, broken bones, bleeding, choking, shock, poisoning, bums, and cardiac arrest (cardiopulmonary resuscitation - CPR)

 

Connections

www.pecentral.com - lesson plans

www.lessonplanz.com - lesson plans

www.aahperd.com national association www.12edigest.coni activities and links

www.v,eocities.com/sissio/physical education,.hnti-mnli - lessons and activities

www.kidshealth.org - fitness ideas and articles www.keepkidshealthy.com/welconie/treatmentguides/exercise.hti-ni - pediatric guide for child

Health and Safety

members.aol.com/acesday/aces.htmi - fitness ideas and articles

 aboutchildrenshealth.com - articles and ideas

school.discovery.com/schrockguide - links for PE

 members.tripod.com/-pazz/lesson.htmi - lesson plans

schools.eastnet.ecu/pitt/ayden/physed8.htm - lessons

 

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