The following information and each of the attachments are taken from the
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: