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Physical Education Curriculum
Physical Education - Grade 3 [Fall 2016]
Course Preface

 

THE GOAL OF PHYSICAL EDUCATION is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle. Research tells us that students who are physically active for 60 minutes a day have higher self-confidence and more active synapses in the brain, experience a decrease in chronic illnesses, and are less likely to be absent from school. Such students are ready for career and college success. Time given to physical activity in school must not only be incorporated, but of the highest quality. The Physical Education Core utilizes appropriate instructional practices to develop competence and confidence in a variety of lifetime activity and movement forms, including sports, dance, outdoor recreation, and physical fitness activities. The emphasis is on providing success and enjoyment for all students. Knowledge of the relationship between proper nutrition and consistent fitness regimen is the common thread running through the core. Students develop life skills through cooperative and competitive activity participation, and learn the value of a physically active life.

REQUIREMENTS FOR PHYSICAL EDUCATION COURSES

ALL PHYSICAL EDUCATION COURSES MUST BE:

RECOMMENDATIONS/GUIDELINES:

ASSESSMENT PRACTICES
A variety of assessment strategies are used to evaluate individual student achievement. Pre and post skills tests and knowledge tests reflect a student's progress or deficiencies. Scores on fitness tests should reflect improvement by students and should not be used in the grading process. Suggested assessment tools can be found on SHAPE America website.

Alternative assessment strategies such as observation, interview, activity journals, and portfolios using a rubric for all can measure student progress. Students have required reading and writing assignments relating to a healthy lifestyle to broaden the physical education experience. Topics on sports and recreation offer excellent opportunities to engage students to improve their literacy skills.

The assessment results may be incorporated by teachers into the Student Learning Objectives (SLOs).

TECHNOLOGY
Students utilize technology to assess fitness and nutrition with instruments or tools such as pedometers, heart-rate monitors, pulse sticks, and tracking apps. Technology tools can access the Internet to research written and oral reports, and using video technology to chart progress related to skill development and build portfolios.

SECONDARY CLASS OFFERINGS
Junior High/ Middle School: Two/Three separate classes with developmentally appropriate content are offered at the junior high level. The courses are different in content and should not be offered as one class.

SENIOR HIGH SCHOOL: GRADUATION REQUIREMENT—
1.5 credits of physical education taken during grades nine through twelve.

CREDIT FOR SPORTS PARTICIPATION
LEAs have the option of awarding a one-time .5 credit in physical education for:

OR

CURRICULUM MAPPING
Districts are encouraged to map the secondary physical education Core Curriculum, specifying the activities offered at each grade level in order to enhance communication among teachers and to avoid duplication of curriculum delivery.

INTRODUCTION TO GRADUATION COURSE DESCRIPTIONS

PARTICIPATION SKILLS AND TECHNIQUES
This semester class offers students instruction in lifetime activities and fulfills one P.E. requirement for high school graduation. Individual, dual, and team sports activities are included, with the emphasis on activities offering lifelong participation opportunities.

Participation Skills and Techniques is designed to develop competency in up to five different activities. Competency involves the ability to apply the basic skills, strategies, and rules using standardized guidelines or rubrics. Course activities present an extension of or newer content than that presented in previous classes, and the curriculum provides enough diverse offerings to meet the individual needs of all students. It is recommended that physical educators, grades 7–12, map the physical education curriculum offered at each level to avoid unnecessary repetition in the different physical education offerings.

Examples of activities that may be included, but not limited to, are golf, archery, bowling, weight training, aerobics, walking, jogging, social dance, rope jumping, disc golf, disc football, in-line skating, biking, fishing, martial arts, and aquatics. Physical fitness and proper nutrition are emphasized as necessary for maintaining good health throughout life, and physical activity is taught as a means of reducing stress. Students in this class develop activity journals illustrating their participation in and out of class

Measures are taken to ensure the physical and emotional safety of all students. Equipment is inspected and maintained in proper working condition, and facilities are kept clean and free from hazards. Activities offered are safe and developmentally appropriate. Enrollment numbers meet Northwest accreditation limiting standards so students are safely supervised, and the curriculum is effectively delivered. Students feel free to participate and explore without the fear of failure, harm, or ridicule. Students may earn credit for this course by passing the Participation Skills and Techniques Competency Test if offered by the district.

FITNESS FOR LIFE
Fitness for Life is an individualized, concepts-based, one-semester course designed to give students the knowledge and skills necessary to self-assess, create, conduct, evaluate, and redesign personal fitness programs. It is required of all students and there are no substitutions. Fitness for Life may be taken anytime during grades nine through twelve, but it is strongly recommended that students take the class in tenth grade year. The course is a combination of classroom and activity-based learning activities with a focus on proper nutrition and the mastery of skills and concepts necessary for students to become accomplished monitors of their personal lifetime fitness.

Teachers guide students to make individual decisions about their personal fitness programs and to develop positive attitudes and behaviors toward proper nutrition and fitness activities.

INDIVIDUAL LIFETIME ACTIVITIES
Improved fitness is a goal of each Individualized Lifetime Activities course. The curriculum provides diverse offerings to meet the individual needs of all students and to develop competency in specific activities. Competency is defined as the ability to apply basic skills, strategies, and rules using standardized guidelines or rubrics.

PILOT PROGRAM TO EXPAND STUDENT OPPORTUNITIES
With prior approval of the physical education department, lifetime activities courses may be offered and taught by individuals outside of the physical education department. Teachers of these activities must be certified specialists in the activities they teach, apply for a restricted license from Utah State Office of Education, and must have current cards for First Aid and CPR.


UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Jodi Kaufman and see the Physical Education website. For general questions about Utah's Core Standards contact the Director - DIANA SUDDRETH .  
Email:  diana.suddreth@schools.utah.gov

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.