UPSHD-LP-ADM-SAP-01

18-05-2015-01

 
www. perpetualdalta.edu.ph

GRADUATE SCHOOL
Course Code : MAPEH 404
Course Title : CURRICULUM AND MATERIALS
DEVELOPMENT IN PE ANS SPORTS
Name : ELPIDIO B. ROGUEL JR.
Course/Major : MAED- PE
Professional Lecturer : DR. RODERICK C. TOBIAS
Topic/s : Identifying Level- Appropriate Sports
and Recreational Activities
Term : 1st Semester AY 2019-2020

OBJECTIVES:
At the end of the Unit you will be able to;

 Enable children to develop and explore physical skills with increasing control
and co-ordination
 Encourage children to work and play with others in a range of group situations
 Develop the children’s enjoyment of physical activity through creativity and
imagination
 Develop an understanding in children of how to succeed in a range of physical
activities and how to evaluate their own success

I. INTRODUCTION
Who doesn't love playing sports or participating in recreational activities?
That's all well and good, but remember that certain sports and activities are better
and more level-appropriate for elementary students, others are better for middle
school students, and still others are best suited for high school.
However, to compound matters, not all students grow and develop at the same rate,
and thus different students in the same grade may be at different levels of
development. Therefore, make sure children of different ages and abilities are
steered toward the right sports and activities for their musculature and skill level.

Nevertheless, certain activities tend to be lifetime sports and are appropriate for

students of all ages. They include cycling, dancing, hiking, roller-skating, swimming,
and walking.

II DISCUSSION

Activities by Grade Level

Did you know that the physical education standards for our nation are
overseen by SHAPE America, and that it dictates grade-level outcomes as well?
Note that while SHAPE America sets the federal guidelines for physical education,
which are not laws, different states and even various school districts can implement
their own set of standards. Let's look at a breakdown of the grade levels.

Ages 1-5

Children up to five tend to lack the advanced motor skills necessary to play
organized sports. However, they can still play movement games such as hide-and-
seek, freeze tag, and red rover.

Kindergarten
Children at this age need to only demonstrate basic locomotor skills, and can
perform fun activities such as:

 Galloping
 Hopping
 Jogging
 Playground
 Running
 Sliding
 Skipping
 Walking

Kindergarten students can also participate in creative dance led by the educator,
and can jump rope one time with a short rope. They can toss a ball underhand while
stepping with the opposite foot. They can also kick a ball without running up to it,
catch a large ball, and dribble a ball with one hand.

Grades 1-5
First through fifth graders can slowly advance their skills they built on in
kindergarten. First graders may add the ability to throw underhand, but in a more
mature pattern. They may also dribble a basketball continuously, and a soccer ball
while walking. A first grader can use a long jump rope and do several revolutions.

As they advance to second grade, overhand throws may be added, as well as

performing basic dance and gymnastics moves. Consider hand-only catching,
walking while dribbling, striking a ball on a tee, running with a soccer ball, and
jumping rope backwards.

Third graders may throw underhand to targets and overhand for distance,
may dribble while jogging, and may pass a soccer ball back-and-forth with the feet.
They may also hit balls with sticks and perform jump rope tricks.

Fourth graders may start distance running, perform more advanced

gymnastics and dance moves, and catch a thrown ball with the arms above the
head. They may also advance to creating their own jump rope routines with either
length rope.

Fifth graders can run various distances and pace themselves accordingly.
They can actually use gymnastics equipment to create a sequence. They can also
strike a ball from a pitcher using a bat.

Grades 6-8
At the middle school level students are much better adapted to play
competitive sports, especially ones that involve power, coordination, and agility.
These students also begin to employ more advanced strategies and tactics as their
mental abilities improve as well. At this stage there is also an increased emphasis on
weight transfer movement patterns, and proper body positions.

Participation in Sport and Recreational Activities, Tasmania

 This once-only survey was conducted to obtain information about participation
in sport and physical recreational activities in Tasmania by the usually resident
civilian population aged 15 and over (living in private dwellings).

The aim of the survey is to overcome the lack of comprehensive statistics relating to
people's participation in sporting and physical recreational activities. The lack of
information on Tasmanians' sporting and recreational activities has hampered State
Government and local sporting bodies in their attempts to formulate and implement
more appropriate policies for the promotion and development of sport and physical
recreation activities throughout Tasmania.

III. CONCLUSION

Teachers should assess children’s work in PE by making assessments as

they observe them working during lessons. They record the progress made by
children against the learning objectives for their lessons. At the end of a unit of work,
teachers make a judgement as to whether the child has met, exceeded or is working
towards expectations. Teachers report to parents in the end of year report and pass
on assessments to the next teacher.

IV LOCAL AND GLOBAL IMPLICATION

We use a variety of teaching and learning styles in PE lessons. Our principal

aim is to develop the children’s knowledge, skills and understanding and we do this
through a mixture of whole-class teaching and individual/group activities. Teachers
draw attention to good examples of individual performance as models for the other
children and we encourage the children to evaluate their own work as well as the
work of other children. Within lessons we give the children the opportunity both to
collaborate and to compete with each other, and they have the opportunity to use a
wide range of resources.

In all classes there are children of differing physical ability. Whilst recognising
this fact, we provide suitable learning opportunities for all children by matching the
challenge of the task to the ability of the child. We achieve this through a range of
strategies:

V. LITERATURE CITED

1. SIKSZENTMIHALYI, MIHALY. 1982. "The Value of Sports." In Sport in

Perspective, ed. John T. Partington, Terry Orlick, and John H. Salmela. Ottawa,
Ontario, Canada: Coaching Association of Canada.

2. GREENDORFER, SUSAN L. 1978. "Social Class Influence on Female Sport

Involvement." Sex Roles 4:619–625.

3. MORGAN, WILLIAM P., and GOLDSTON, STEPHEN E., eds. 1987. Exercise and

Mental Health. Washington, DC: Hemisphere.

4. NATIONAL COLLEGIATE ATHLETIC ASSOCIATION. 1981. The Sports and

Recreational Programs of the Nation's Universities and Colleges. Mission, KS:
National Collegiate Athletic Association.