Physical Education Framework for California Public Schools, Kindergarten Through Grade TwelveThis framework describes a developmental, sequential, age-appropriate physical education program designed to provide students of all ages with the knowledge and ability needed to maintain an active, healthy life-style. Three major goals of the curriculum are that students should: (1) develop effective motor skills and understand the fundamentals of movement by practicing and analyzing purposeful movement; (2) develop and maintain a positive self-image and strive to achieve personal excellence in planned physical activities; and (3) develop appropriate social behaviors by working independently and with others during planned physical activity. The guide, divided into six chapters, provides concepts and strategies that form the foundation of a comprehensive physical education system for kindergarten through grade 12. The chapter titles are: (1) "A Vision for Physical Education"; (2) "Goals and Disciplines for the Physical Education Curriculum"; (3) "Physical Education Guidelines for Kindergarten through Grade 12"; (4) "Environment Needed for a Quality Physical Education Program"; (5) "Quality Instruction in Physical Education"; and (6) "Criteria for Evaluating Instructional Resources." A definition and outcomes of the physically educated person, a program advisory clarifying adapted physical education program services, and a list of publications available from the California Department of Education are appended. (LL) |
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Page 19
... criteria for health - related fitness established in the California Physical and Health- related Fitness Test or other comparable tests . These criteria often identify the threshold level of fitness to be attained in each fitness ...
... criteria for health - related fitness established in the California Physical and Health- related Fitness Test or other comparable tests . These criteria often identify the threshold level of fitness to be attained in each fitness ...
Page 65
... criteria established by the teacher . The results can be communicated orally or through the use of a task card , rating scale , or checklist . Peer assessment can be done live or can be videotaped . Grades should bear a close ...
... criteria established by the teacher . The results can be communicated orally or through the use of a task card , rating scale , or checklist . Peer assessment can be done live or can be videotaped . Grades should bear a close ...
Page 70
... criteria found in this chapter represent elements of a physical education program closely aligned with the goals and vision of this framework . The criteria are suggested for use in the review and evalua- tion of instructional resources ...
... criteria found in this chapter represent elements of a physical education program closely aligned with the goals and vision of this framework . The criteria are suggested for use in the review and evalua- tion of instructional resources ...
Contents
Chapter TwoGoals and Disciplines for the Physical | 15 |
Chapter ThreePhysical Education Guidelines | 23 |
Chapter SixCriteria for Evaluating Instructional | 69 |
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5CCR ability able achieve adapted physical education appropriate assessment begin biomechanical body California Public Schools cardiorespiratory child concepts cooperative learning dance demonstrate designed physical education emphasis encouraged environment example exercise physiology experience feedback focus Framework for California grade levels grade twelve gymnastics healthy life-style High School History-Social Science IEP team individual individualized education program instructional aide instructional resources interaction involves Motor learning motor skills move Movement Knowledge movement skills participation in physical performance Personal Development physical activity physical education curriculum Physical Education Framework physical education program physical education services physical education specialist physical education teachers physical fitness physically educated person play quality physical education regular physical Sample Expectations Self-Image and Personal sheltered instruction Skills and Movement Social Development special education specially designed physical specific strategies students learn students with disabilities team sports tion understand Unified School District variety videocassette and guide