Chapter 3

PHYSICAL EDUCATION INSTRUCTIONAL

PROGRAMS

GUIDELINES FOR PHYSICAL EDUCATION PROGRAMS:

• TEACH SKILLS, STRATEGIES, CONCEPTS, AND BASIC KNOWLEDGE

• ADDRESS FITNESS, MOTOR-SKILL, COGNITIVE, & AFFECTIVE OBJECTIVES

• CHALLENGE, BUILD CONFIDENCE AND CREATIVITY, PROMOTE LIFETIME SKILLS

• BE SCIENTIFIC AND PROGRESSIVE

PHYSICAL EDUCATION PROGRAMS SHOULD ALSO:

• ESTABLISH PERFORMANCE OBJECTIVES

• BE MORE THAN PHYSICAL ACTIVITY

• USE TEXTBOOKS, HANDOUTS, AND OTHER RESOURCE MATERIALS

• KEEP RECORDS THAT FOLLOW A STUDENT FROM GRADE TO GRADE

• GRADE STUDENT PERFORMANCE

PHYSICAL EDUCATION MANAGEMENT LEVELS

• PRESCHOOL

• ELEMENTARY SCHOOL

• JUNIOR HIGH / MIDDLE SCHOOL

• SECONDARY SCHOOL

• COLLEGE AND UNIVERSITY

GUIDELINES FOR SELECTING INSTRUCTIONAL AIDS

• SELECT AND SCREEN CAREFULLY

• PREPARE MATERIALS PROPERLY

• PLAN INTEGRATION OF MATERIALS INTO THE LESSON

• PRESENT MATERIALS IN PROPER LEARNING ENVIRONMENT

• MATERIALS SHOULD BE VARIED

GUIDELINES FOR SELECTING MATERIALS [CONTINUED]

• SUPPLEMENTAL MATERIALS SHOULD BE REASONABLY LIMITED

• AVOID EXCESSIVE EXPENSES

• MAINTAIN RECORDS / EVALUATIONS ON SUPPLEMENTAL MATERIALS

CLASS MANAGEMENTGOOD ORGANIZATION -

• ENSURES STUDENT HEALTH / SAFETY

• MINIMIZES DISCIPLINE PROBLEMS

• ENSURES MEANING AND PURPOSE

• RESULTS IN EFFICIENT USE OF TIME

• ENSURES CONTINUITY / PROGRESSION

• PROVIDES FOR EVALUATION

• REDUCES ERRORS AND OMISSIONS

• CONSERVES TEACHER TIME / ENERGY

TITLE IX

• WHAT IS TITLE IX?

• REASONS FOR TITLE IX

• IMPLICATIONS FOR PHYSICAL EDUCATION TEACHERS

• INTERPRETATION OF REGULATIONS

• COMPLIANCE WITH TITLE IX

ADAPTED P.E. PROGRAM

• PERSONS WITH DISABILITIES

• FEDERAL LEGISLATION– P.L. 94-142 (1975)– P.L. 99-457 (1986)– IDEA (1990)– ADA (1992)

TERMS RELATED TO ADAPTED P.E. PROGRAM

• SPECIAL EDUCATION

• PHYSICAL EDUCATION

• INDIVIDUALIZED EDUCATION PROGRAM (IEP)

• LEAST RESTRICTIVE ENVIRONMENT

GOALS OF ADAPTED P.E.

• IDENTIFY STUDENT CAPACITIES, LIMITATIONS, AND POTENTIALS

• PROVIDE OPPORTUNITIES FOR:– PHYSICAL DEVELOPMENT– MOTOR SKILL DEVELOPMENT– COGNITIVE DEVELOPMENT– SOCIAL-EMOTIONAL DEVELOPMENT

PUBLIC LAW 94-142 /P.L. 101-476 (IDEA)

• EDUCATION FROM BIRTH TO AGE 21

• EDUCATION AT NO EXTRA CHARGE

• INDIVIDUALIZED EDUCATION PLANS

• LEAST RESTRICTIVE ENVIRONMENT

• DUE PROCESS FOR PARENTS/STUDENTS

• “DISABLED” REPLACES “HANDICAPPED”

THE I.E.P.

A WRITTEN DOCUMENT (REQUIRED)-

• ASSESSMENT OF PRESENT LEVEL

• STATEMENT OF GOALS / OBJECTIVES

• STATEMENT OF SERVICES PROVIDED

• PROJECTED DATE FOR INITIATION / DURATION OF THE SERVICES

• CRITERIA FOR EVALUATION (ON AT LEAST AN ANNUAL BASIS)

ADAPTED FACILITIES

AMERICANS WITH DISABILITIES ACT• RAMPS, HANDRAILS, WIDER DOORS• ELEVATORS WHEN NECESSARY• WATER FOUNTAINS, WASH BASINS,

TOILETS, SHOWERS, AND TELEPHONES• LOADING AND PARKING AREAS• AQUATIC FACILITIES

MANAGEMENT MATTERS FOR PHYSICAL EDUCATION

• SCHEDULING– PERIOD AND BLOCK

– FLEXIBLE/MODULAR

• DRESS FOR P.E.• TIME ALLOTMENT• CLASS SIZE• INSTRUCTIONAL

LOADS & STAFFING• TAKING ROLL

• DIFFERENTIATED STAFFING– PARAPROFESSIONALS

– UNDERGRAD INTERNS

– STUDENT TEACHERS

– TEACHING ASSISTANTS

• SELECTING ACTIVITIES• GROUPING STUDENTS• STUDENT LEADERS

USING THE STUDENT LEADER

• ASSISTING AS CLASS LEADER

• OFFICIALS, CAPTAINS, COACHES

• COMMITTEE MEMBERS

• SUPPLY AND EQUIPMENT MANAGER

• PROGRAM PLANNER

• RECORD KEEPER/OFFICE MANAGER

• SPECIAL EVENTS COORDINATOR

MANAGEMENT ISSUES IN P.E.• REQUIRED vs. ELECTIVE• SUBSTITUTIONS FOR PHYSICAL EDUCATION• CREDIT FOR PHYSICAL EDUCATION• CLASS ATTENDANCE POLICIES• EXCUSES FOR NON-PARTICIPATION• GRADING AND ASSESSMENT OF STUDENTS• INSTRUCTION OF ELEMENTARY PHY. EDUC.• DRESSING AND SHOWERING• RECORDS• SAFETY CONSIDERATIONS

EVALUATION OF PHYSICAL EDUCATION PROGRAMS

• MEETING PHYSICAL EDUCATION OBJECTIVES

• TEACHING / LEADERSHIP

• CLASS PROCEDURES AND METHODS

• STUDENT CONDUCT

• CLASS HEALTH AND SAFETY