The following information
and each of the attachments are taken from the
found at: http://www.cde.ca.gov/ci/cr/cf/documents/2009peframework.pdf
This outlines the essential concepts, skills, and
activities of a comprehensive physical education system for children in
kindergarten through grade twelve. For each grade level the chapter presents
the following elements:
• The primary
emphasis of physical education for the grade level
• Background
information on developmental appropriateness and readiness
• Actions and
concepts to be highlighted in physical education instruction for each of the
three goals of physical education
• Sample
expectations for student performance (Note that these are only examples of
desired expectations and do not constitute a complete profile of expectations
for the grade level. The expectations for students should be based on the
previous curriculum offered and the students’ previous experiences, including
those of students with disabilities. Although developmental appropriateness
figures importantly in these guidelines, instructors should be aware that
students are likely to display some characteristics and skills appropriate to
groups above and below their age-mates. Instructors should also be aware of a
general progression from learning the basics to being a self-directed learner
that all students are capable of experiencing.
At the elementary level the
physical education curriculum needs to focus on basic skills by having students
participate in many types of age appropriate activities. As their skills
develop, students can begin to understand that correct practice will result in
improved learning and development of competency. In the upper elementary
grades, students can become involved in activities that will assist in their
own learning and help them begin to appreciate individual differences in their
peers. At the middle school level, students can benefit from experiences that
will assist them in evaluating and measuring their own performance. They can
begin to recognize and develop practice schedules for different skills
appropriate to their varying abilities. They can also be involved in activities
in which they design schedules with and give appropriate feedback to their
peers. Eventually, students can apply these concepts to new skills and thus
transfer learning. At the high school level, students may design their own
learning schedules based on their own choice of activities. Throughout, it is
important for planners and instructors to become aware of the total experience
of a comprehensive system across age groups. Even during the early stages, a
well-planned physical education program takes account of the long-term goals.
Teachers of primary students are aware, for example, that students are moving
toward the ultimate goal of making independent choices about physical activity
in their teenage years. In addition, the element of pleasure in physical
activity and an emphasis on pleasurable play should be a continual focus of
physical education.
More information for each grade
level can be found in the following links:
Fourth Grade Eleventh and Twelfth
Grades