Physical Education

Glenn Horowitz

Physical Education Teacher
physical education

In the elementary schools, students explore movement through a series of guided experiences, which allow for divergent responses to meet individual developmental levels. The major movement concepts explored include body (what the body does), space (where the body moves), effort (how the body moves), and relationships (how the body moves in relation to others and to the environment). An integral part of this approach involves guiding students toward mastery of the key  elements of immature and mature forms of the basic locomotor skills (walking, running, jumping, hopping, galloping, skipping, sliding and leaping), non-locomotor skills, including educational gymnastics (curling, stretching, twisting, balancing, climbing, vaulting, hanging, swinging and supporting), and manipulative skills (throwing, catching, striking, kicking, dribbling, and volleying). As a result of this strong movement foundation, students are able to refine and apply their broad base of movement skills successfully to specialized skills in dance, gymnastics, adventure education and sports (team, individual, and dual) in the upper grades.

PE and Health Curriculum for Kindergarten - Grade 5

Mission Statement

The West Hartford Physical Education Program is based on helping students develop healthy, active lifestyles by experiencing a balance of activities in a positive, responsible, and cooperative environment. These activities include the movement areas of body management, manipulatives, educational gymnastics, dance, fitness, and adventure/cooperative education. These activities are appropriate for each child’s developmental stage and ability level. Furthermore, these experiences are designed to create opportunities for our students that inspire confidence, honesty, creativity, teamwork, and a persistent drive to excel.

West Hartford Physical Education Mission

To inspire and prepare students to live a healthy and balanced life to achieve their potential and enhance our global community

West Hartford Health Education Mission

To inspire and prepare students to live a healthy and balanced life to achieve their potential and enhance our global community 

Standards

Standard 1- Movement Skill Performance
The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2- Application of Concepts and Strategies
The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3 – Physical Activity and Fitness
The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4- Responsible Behavior
The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5- Benefits of Physical Activity
The physically literate individual recognizes the value of physical activity for Health, enjoyment, challenge, self-expression and /or social interaction.

Elementary Physical Education Content Definitions

Body Management
Students execute locomotor movements (e.g. run, skip, jump), non-locomotor skills (e.g. twist, rock, balance), and various combinations of these skills. These are colored with the elements of space (e.g. direction, level), effort (e.g. speed, force), and relationship (e.g. mirror, match). In the upper elementary grades basic movement skills and concepts are refined into traditional sport skills (e.g. high jump in track, dribbling in soccer).

Manipulatives Skills
Students execute a variety of skills that show dexterity and coordination by handling small and large equipment, such as balls, hoops, ropes, paddles, and wands. Examples of manipulative skills include throwing, catching, striking, volleying, and dribbling.

Educational Gymnastics
Students used their body management skills in relationship to large apparatus. Skills include climbing, balancing, and supporting.

Dance
Dance is an opportunity to use functional movement skills in expressive ways. We emphasize two types at dance at the elementary level - creative and cultural. Creative dance stretches students to express ideas, feelings, stories, and ideas through movement. Cultural dance allows students to experience the richness of various parts of the world as reflected in music, rhythm, and movement. Folk dances from various countries, including American square, are included in cultural dance.

Physical Fitness
Students gain an understanding of the major components of fitness through activity. The major components of fitness include flexibility, muscular strength, muscular endurance, and cardiovascular endurance. Individual improvement is emphasized through goal setting.

Adventure/Cooperative Education
Students practice team building, problem solving, communication skills, and cooperation through group activities. These experiences are often integrated into the other activity units.

Grade Rubric

M = Masters and applies skills independently in most situations; Completes all assigned work at mastery level; Demonstrates active participation in all learning activities;

P = Progressing consistently towards mastering grade level objectives; Applies skills in some situations; Completes assigned tasks with limited mastery; Particpates in most learning activities.

L = Limited progress in skill and concept development; Learning concept, but further practice needed; Skill is developing with support; Evidence of inconsistent progress towards mastering grade level objectives; Behavior may be interfering with progress; Participates inconsistently in learning activities;

E = Exceeds grade level expectation; exceptional; Initiates completion of enrichment/independent activity; Work is consistently above grade level expectations; Independently applies and extends their own learning.

Demonstrates Effort

1 = Excels
2 = Satisfactory
3 = Needs improvement

Shading = Shaded or dashed areas indicate that objective is not being formally assessed at this point in the year.

Marking System – A student could be marked down on a particular objective from a Mastery(M) one marking to a Progressing(P) the next marking period. This will be based on the material covered and the ability of the student to meet the objective that marking period.

Kindergarten

PE Curriculum

  • Demonstrates good body control when performing locomotor and non-locomotor skills
  • Demonstrates developmentally appropriate manipulative skills using a variety of implements and different body parts
  • Applies movement concepts (i.e. space, speed) to movements
  • Performs simple rhythmic patterns involving creative or cultural dance movement
  • Participates in a variety of moderate to vigorous physical activities that promote fitness
  • Performs movement tasks (both on the floor and on the apparatus) that require creative or critical thinking
  • Demonstrates the physical, cognitive, and affective skills to participate in cooperative adventure activities

Grade 1

PE Curriculum

  • Demonstrates efficiency and good body control when performing locomotor and nonlocomotor skills and movement sequences
  • Demonstrates developmentally appropriate manipulative skills (i.e. throwing, catching, kicking) using a variety of implements and different body parts
  • Applies movement concepts (i.e. space, force) to movements
  • Performs simple rhythmic patterns involving creative or cultural dance movement
  • Participates in a variety of moderate to vigorous physical activities that promote fitness
  • Performs movement tasks (both on the floor and on the apparatus) that require creative or critical thinking
  • Demonstrates the physical, cognitive, and affective skills to participate in cooperative adventure activities.

Health Education Curriculum

  • Demonstrates how to respond to emergency or unsafe situations, including how and when to dial 9-1-1.
  • Identifies trusted adults who can help them.
  • Role plays situations about potential dangers of touching, playing with, ingesting, or smelling any substance, including medicines.
  • Discusses how to use the internet safely. Recognizes and respects differences and similarities in ways people and families think, act, learn, look, and live.
  • Makes healthy eating choices, including eating enough fruits and vegetables daily.
  • Recognizes their own feelings and others’ feelings, including impulsive behaviors.
  • Practices effective communication skills, including ways to interrupt conversations politely and ways to share and take-turns.
  • Practices ways to deal with name-calling and teasing.
  • Demonstrates calming-down techniques.

Scope and Sequence

September - November
Healthy Relationships-Respectful and Responsible Behaviors: Second Step: Empathy Unit I

October
Nutrition (HEART or Healthy Eating, Activity, and Reading Together)

November
Internet Safety

December - February
Healthy Relationships- Respectful and Responsible Behaviors Second Step: Problem Solving and Impulse Control Unit II

February - March
Healthy Relationships-Respectful and Responsible Behaviors Second Step: Anger Management Unit III

March - May
Substance Abuse Prevention

The health education curriculum includes 2 presentations by the West Hartford Community Relations Police Officers.

1. Pedestrian Safety – Crossing the Street and Playing Safely 
2. Stranger Danger II- Including “ Run, Remember, Report”

Grade 2

PE Curriculum

  • Demonstrates efficiency and good body control when performing locomotor and nonlocomotor skills through partner activities, group games, and movement tasks.
  • Demonstrates developmentally appropriate manipulative skills (i.e. striking) using a variety of implements and different body parts
  • Combines locomotor and non-locomotor skills with manipulatives activities
  • Applies movement concepts (i.e. space, speed, force) to movements
  • Performs simple rhythmic patterns involving creative or cultural dance movement
  • Participates in a variety of moderate to vigorous physical activities that promote fitness.
  • Performs movement tasks (both on the floor as well as on the apparatus) that require creative or critical thinking
  • Demonstrates effective interpersonal skills to participate in cooperative adventure and group activity

Health Curriculum

  • Defines and practices good personal hygiene to promote healthy living.
  • Makes healthy eating choices, including eating a variety of food daily including fruits and vegetables.
  • Recognizes feelings and is able to sort them by small, medium and large.
  • Practices effective communication skills, including verbalizing feelings and assuming others’ perspectives.
  • Demonstrates calming-down techniques.
  • Discusses how to use the Internet safely with an emphasis on privacy.
  • Names trusted adults who can help them.
  • Explains safe practices when taking medicines.
  • Explains potential dangers of touching, playing with, ingesting, smelling or inhaling any substance.

Scope and Sequence

September - November
Healthy Relationships-Respectful and Responsible Behaviors:
Second Step: Empathy Unit I

October
Nutrition (HEART or Healthy Eating, Activity, and Reading Together)

November
Internet Safety

December - February
Healthy Relationships- Respectful and Responsible Behaviors
Second Step: Problem Solving and Impulse Control Unit II

February-March
Healthy Relationships-Respectful and Responsible Behaviors
Second Step: Anger Management Unit III

March-May
Substance Abuse Prevention

The health education curriculum includes 2 presentations by the West Hartford Community Relations Police Officers.

1. Building Character-healthy relationships with family and friends
2. Bicycle Safety 1

Grade 3

PE Curriculum

  • Efficiently performs more complex locomotor and non-locomotor skills and combinations while maintaining good body control
  • Demonstrates more complex combinations of manipulative skills (i.e. striking) using a variety of implements and different body parts
  • Applies movement concepts (i.e. flow, force) to movements
  • Performs rhythmic patterns through creative or cultural dance movement, as well as through movement activities using manipulatives
  • Participates in a variety of moderate to vigorous physical activities that promote fitness and an understanding of the components as defined by the Connecticut Physical Fitness Assessment
  • Participates movement tasks (both on the floor and on the apparatus) that require creative or critical thinking
  • Participates in cooperative adventure and group activities that require teamwork to achieve success

Health Curriculum

  • Makes healthy eating choices, including eating a variety of foods that are lower in added sugar, fat and sodium.
  • Explains safe practices of using medicines, including over the counter medicines and prescriptions.
  • Identifies similarities and differences between one’s thinking, actions, appearance and lifestyles and those of others.
  • Develops conflict resolution strategies.
  • Practices effective communication skills, including how to make conversations and ways to use assertive strategies when necessary.
  • Practices using problem-solving strategies in social situations, such as resisting peer pressure and resisting the impulse to steal or lie.
  • Demonstrates calming-down techniques in a variety of situations, including times when they are stressed.
  • Identifies ways to access help or support when needed from trusted adults, including if on the internet.
  • Practices using the internet safely with an emphasis on netiquette

Scope and Sequence

September - November
Healthy Relationships-Respectful and Responsible Behaviors:
Second Step: Empathy Unit I

October
Nutrition (HEART or Healthy Eating, Activity, and Reading Together)

November
Internet Safety DecemberFebruary Healthy Relationships- Respectful and Responsible Behaviors
Second Step: Problem Solving and Impulse Control Unit II

February - March
Healthy Relationships-Respectful and Responsible Behaviors
Second Step: Anger Management Unit III

March - May
Substance Abuse Prevention

The health education curriculum includes 2 presentations by the West Hartford Community Relations Police Officers.

1. Substance Abuse I
2. Child Abuse and Discipline-safe and unsafe touch

Grade 4

PE Curriculum

  • Performs combinations of locomotor, non-locomotor, and manipulative skills, including an introduction to specific sport skills and sequences on the educational gymnastic apparatus
  • Applies movement concepts (i.e. space, force, acceleration) to a variety of activities and games
  • Performs rhythmic patterns involving creative or cultural dance movement
  • Develops a working understanding of the components as defined by the Connecticut Physical Fitness Assessment and ways to improve their own fitness level
  • Participates in games, activities, and tasks that require creative or critical thinking/problem solving
  • Participates in cooperative adventure and group activities that require teamwork to achieve success

Health Curriculum

  • Describes the harmful effects of using tobacco and other harmful substances.
  • Practices refusal and decision-making skills.
  • Determines the necessary procedures for basic first aid.
  • Makes healthy eating choices, particularly at lunch.
  • Sets goals to improve eating choices.
  • Practices effective communication skills, including how to express concern and appreciation and ways to deal with criticism.
  • Practices using problem-solving strategies in social situations, including the ability to see different points of views.
  • Demonstrates calming-down techniques in a variety of situations, including times when they are angry or fearful.
  • Identifies ways to access help or support when needed from trusted adults, including if on the internet.

Scope and Sequence

September - November
Healthy Relationships-Respectful and Responsible Behaviors:
Second Step: Empathy Unit I

October
Nutrition (HEART or Healthy Eating, Activity, and Reading Together)

November
Internet Safety and Cyber bullying

December - February
Healthy Relationships- Respectful and Responsible Behaviors
Second Step: Problem Solving and Impulse Control Unit II

February - March
Healthy Relationships-Respectful and Responsible Behaviors
Second Step: Anger Management Unit III

March - May
Substance Abuse Prevention

The health education curriculum includes 2 presentations by the West Hartford Community Relations Police Officers.

1. Responsibility and Home Safety
2. Bicycle Safety II

Grade 5

PE Curriculum

  • Performs more complex combinations of locomotor, non-locomotor, and manipulative skills, including specific sport skills and educational gymnastic routines
  • Applies movement concepts (i.e. space, force, acceleration) to a variety of activities and games
  • Performs more complex rhythmic patterns involving creative or cultural dance movement
  • Participates in and develops strategies for improvement of selected fitness components from the Connecticut Physical Fitness Assessment.
  • Participates in games and activities and solves tasks that require creative or critical thinking
  • Participates in competitive and cooperative activities that require effective interpersonal communication, individual skills, and teamwork to achieve success.

Health Curriculum

  • Describes physical, social and emotional changes that occur during puberty.
  • Identifies cognitive, emotional and physical effects of alcohol, drug use or misuse.
  • Practices refusal skills to ensure healthy lifestyles.
  • Works cooperatively to develop positive attitudes, problem solving and coping skills while respecting the differences, similarities and the rights of others.
  • Makes healthy eating choices, particularly at breakfast.
  • Analyzes techniques the media uses to influence our choices.
  • Practices effective communications skills, including how to start conversations, ways to use assertive strategies when necessary, and how to use netiquette when on the internet.
  • Practices using problem-solving strategies in social situations, such as dealing with gossip; resisting impulses to cheat, steal or lie; or dealing with peer pressure.
  • Demonstrates calming-down techniques and anger management strategies in a variety of situations, including resisting revenge and dealing with consequences.
  • Identifies ways to access help or support when needed from trusted adults, including when on the internet.
  • Explains what to do if cyberbullying occurs.

Scope and Sequence

September- November
Healthy Relationships-Respectful and Responsible Behaviors:
Second Step: Empathy Unit I

October
Nutrition (HEART or Healthy Eating, Activity, and Reading Together)

November
Internet Safety and Cyber bullying

December - February
Healthy Relationships- Respectful and Responsible Behaviors
Second Step: Problem Solving and Impulse Control Unit II

February - March
Healthy Relationships-Respectful and Responsible Behaviors
Second Step: Anger Management Unit III

March - May
Substance Abuse Prevention

The health education curriculum includes 2 presentations by the West Hartford Community Relations Police Officers.

1. Internet Safety
2. Substance Abuse II

Internet Safety

West Hartford Public Schools is committed to helping students and their families become safe users of the Internet and other digital tools. One of these supportive resources is Cyber Compass, a web site that includes numerous tools for parents, students, families, and educators.

The K-12 health education program is part of these efforts to help our children become safe, responsible consumers. Below you will find an overview of the health education outcomes, as well as links to the elementary lessons.

Blueprint for Internet Awareness and Safety 

Guiding Principles:

  • The Internet has the potential to be a powerful learning tool. Inherent in this tool is the need to teach personal responsibility and to make students aware of the possible dangers.
  • Internet awareness and safety needs to be explicitly taught.
  • Internet safety should be integrated by all teachers at all grade levels throughout the year. 

Essential Questions:

  • How do I stay safe when using the Internet?

  • How do I communicate effectively on the Internet?

  • What do I do if I am feeling uncomfortable or unsafe on the Internet?

Enduring Understandings

  • K-3

    • We should have adult permission and assistance when using the Internet.

    • Cyberspace is a community with rules.   “Do not talk to strangers” helps keep us safe.

    • If you feel unsafe or uncomfortable when on the Internet, tell a trusted adult.

  • K-5

    • There are basic rules of netiquette that help us communicate positively and effectively on the Internet.

    •  If you or a friend is bullied online, report cyberbullying to a trusted adult.

In November elementary classroom teachers present a lesson about Internet Safety.

Connecticut Fitness Testing

Physical fitness is an essential component of a physical education curriculum and a child’s total education program. It is expected that by the end of Grade 12 students will recognize the importance of and choose to participate regularly in physical activities designed to maintain and enhance healthy lifestyles. The Connecticut Physical Fitness Assessment (CPFA) provides a snapshot into a child’s fitness level by measuring cardiovascular endurance, muscular strength and endurance, and flexibility. Physical fitness should be a result of the balance of activities that are provided in the physical education programs at school and continued by the family and in other community activities. This assessment should not be the focus of the entire physical education curriculum or program. The assessment should be a part of the ongoing process of helping children understand and improve and/or maintain their physical health and well-being.

How to Dress for Physical Education

Sneakers and loose clothing that allow your child to move freely, comfortably and safely are appropriate for physical education classes. Some additional hints that willhelp your children enjoy their time in physical education classes include:

  • Empty pockets before coming to class,
  • Tie back long hair,
  • Refrain from wearing jewelry, and
  • Remember that skirts, dresses and tight clothing can restrict movement

Class Frequency

Students in kindergarten, grade 1, grade 2, and grade 3 attend two thirty minute physical education sessions each week. Students in grade 4 and grade 5 attend two forty five minute physical education sessions