PHYSICAL EDUCATION :

Physical Education Division Officers

Vice President for Physical Education

Dr. Bret Everhart
Lock Haven University
609 Robinson
Teacher Education Office
Lock Haven, PA 17745
beverhar@lhup.edu
(570) 786-7726

Vice President-elect for Physical Education

 

259 Beverky Road, Apt 8
Pittsburgh, PA 15216
(412) 653-9255

310 Old Clairton Road
Jefferson Hills, PA 15025
(412) 655-8610 X6292

jessica.peconi@yahoo.com

 

Past Vice President for Physical Education

Dr. Christine Brett
East Stroudsburg University
Zimbar 218
East Stroudsburg, PA 18301
cbrett@po-box.esu.edu
(570) 422-3582

 

Physical Education Sites of Interest

Position Papers

Surgeon General's Report on Physical Activity

Helpful Links

PE Standards PDF file:
http://www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/SandyHealth.pdf  

PE Standards Word Document
http://www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/SandyHealth.doc  

Early Childhood Standards for Physical Education:
http://www.pde.state.pa.us/early_childhood/cwp/view.asp?a=323&q=124729&early_childhoodNav=|10744|&early_childhoodNav=| 
 

Teaching Standards for the delivery of quality Health and Physical Education: http://www.teaching.state.pa.us/teaching/lib/teaching/HealthandPhysicalEducation.pdf 

AAHPERD
www.aahperd.org 

NASPE
http://www.aahperd.org/naspe/template.cfm 

Learning Activity Cards

Adventure Education LAC's

Adventure education can be used at all levels K-12. Students never seem to tire of the endless ways that adventure can contribute to personal growth through skill enhancement, problem solving, self efficacy, group cooperation, fitness, and just plain fun.

Thread the Needle
Unit: Adventure
Lesson: Working individually within a group
Activity: Thread the Needle
Level: Intermediate ice-breaker
Time: 5 minutes
Objective: SWBAT work successfully toward a group goal by cooperating with someone else.
Equipment: 2 hula hoops of different sizes per group
Materials: Scarfs (1 per student)
Facility: Any large, open area approx. 20' X 20'
Directions: * Divide the class into groups of 7-8 students
* Each group will form a circle holding hands about arms length apart
* T suspends a hula hoop from the wrist of one student in each group. Students are directed to pass the hula hoops around the circles without letting go of their grips.
* Once the tasks have been completed in one direction, the groups are challenged to repeat the task in reverse order.
* Once the groups are comfortable passing the hula hoops in both directions, the T will suspend two hula hoops (one from each wrist of a student) and direct the groups to send each hula hoop in a different direction until they meet and then have them both return to the beginning.
Safety: Watch for over aggressiveness and students pulling on each others' arms.
Closure: T debriefs:
* Were you successful in this activity?
* What defined success?
* How did you achieve success?
* Did anyone get frustrated with this activity?
* Why were you frustrated and how might we prevent this in the future?
Variations: * Remediation:
-Have the Ss hold scarfs instead of each others' hands
* Enrichment:
-Use two different size hula hoops and have the students pass the hula hoops around the circles in different directions so that the two hula hoops pass through each other
Group Juggle
Unit: Adventure
Lesson: Working individually within a group
Activity: Group Juggle
Level: Ice-breaker
Time: 5 minutes
Objective: SWBAT work successfully toward a group goal through individual contributions.
Equipment: Various soft objects for throwing/catching (e.g. sponge/fleece balls, bean bags, etc.)
Materials: NONE
Facility: Any large, open area approx. 20' X 20'
Directions: * Divide the class into groups of 7-8 students
* Each group will form a circle about arms length apart
* T gives one student in each group an object and tells all other students to stand with their hands folded in front of them. Ss with objects are directed to call out their names and then toss the objects to anyone with their hands folded in front of them. After tossing the objects, they are directed to fold their hands behind them so not to be tossed the object. The student with the object is to continue in the same manner until all names have been called and everyone has tossed and caught the object. The last person tosses to the first person to complete the cycle. T tells students to remember the name of the person to whom they tossed the object by paying attention to the names as they are called out.
* Once the cycle has been completed, the groups are challenged to repeat the cycle in the same order as the original pattern, only this time everyone must call out the names of the persons to whom they are tossing BEFORE tossing them the balls.
* Once the groups are successful in this endeavor, challenge them to complete the cycle as quickly as possible.
(Hint** no one said they had to stay in the same formations).
Safety: Watch for improper tossing that might lead to someone getting hit with an object.
Closure: T debriefs:
* Were you successful in this activity?
* What defined success?
* How did you achieve success?
* Did anyone get frustrated with this activity?
* Why were you frustrated and how might we prevent this in the future?
Variations: * Remediation:
-Use smaller groups to simplify order
* Enrichment:
-Have the Ss do it in reverse order
-Combine groups to make circle bigger and more chaotic
-Inject additional objects to see how many they can keep going

 

Willow In the Wind
Unit: Adventure
Lesson: Group Cooperation
Activity: Willow in the Wind
Level: Advanced ice-breaker
Time: 5 minutes
Objective: SWBAT exhibit trust in their fellow student by working together to ensure each other's safety and success.
Equipment: NONE
Materials: NONE
Facility: Any large, open area approx. 30' X 30'
Directions: Ss sit in semi-circle on the floor
* T.L. "Today's activity involves a lot of trust everyone. You will be asked to help each other in order to succeed in the activity. You must concentrate and look out for your classmates. Once someone loses trust in another, it is extremely difficult to ever earn it back, so please don't lose it. The activity that is going to take place is called Willow in the Wind."
* Divide the class into groups of 7-8 students.
* Each group will form a circle (standing shoulder to shoulder) with one member standing in the center of the circle.
* The students in the middle (willows) will close their eyes and fold their arms across their chests putting their hands on their shoulders.
* The students in the circle (wind) will stand with one foot forward and one foot back while placing their hands up and out in front at about shoulder height ready to support the "willow".
* When the "willows" are ready, they will say, "what a beautiful summer day", and begin to sway off balance in any direction, keeping their bodies tight while allowing the wind to GENTLY guide them back and forth and side to side.
* Give each student about 30 - 45 seconds to experience the support and trust from their classmates.
Safety: Watch for proper positioning by winds and willows.
* Maintain gentle nature of swaying. "Breeze not a tornado"
* Bring Ss back into semi-circle on the floor
Closure: T debriefs:
* How did the Ss in the middle feel about letting go and trusting your classmates?
* How did the Ss in the circle feel about their role in supporting their classmates?
Variations: * Remediation:
-Use smaller groups to shrink circles
* Enrichment:
-Use larger groups to enlarge circles

 

Scale the Mountain
Unit: Adventure
Lesson: Dealing with others invading our personal space
Activity: Scale the Mountain
Level: Advanced ice-breaker
Time: 5 minutes
Objective: SWBAT display a willingness to participate in an activity that involves others encroaching in their personal space.
Equipment: NONE
Materials: Scarfs or blindfolds (1 per student)
Facility: Any large, open area approx. 40' X 40'
Directions: * T explains to the class that the object of this activity is to place themselves in order from tallest to shortest.
* Furthermore, they are to do so without talking.
* And by the way, without seeing, they will be blindfolded.
* Remind students to walk with hands up in front of themselves palms out about chest high.
* Once the students are blindfolded, give them ample time to arrange themselves from tallest to shortest.
* If need be, help verbally direct students who may withdraw from activity, or allow students who are uncomfortable to sit out, but don't encourage to do so.
Safety: Watch for over aggressiveness and students being insensitive to encroaching on each others' space.
Closure: T debriefs:
* Were you successful in this activity?
* What defined success?
* How did you achieve success?
* Did anyone get frustrated with this activity?
* Why were you frustrated and how might we prevent this in the future?
Variations: * Remediation:
- Allow students to "BEEP" to make it easier to find each other
* Enrichment:
-Give the students a time limit in which to succeed

 

Volleyball LAC's

Volleyball is an activity that can be enjoyed by all ages in both recreational and competitive settings. It can be played with numerous modifications using beachballs, different size courts, and even played in a racquetball court allowing rebounds and other fun adjustments. Tracking skills, hand-eye coordination, striking skills, as well as group cooperation, inclusive participation, and just plain fun are many of the benefits realized through learning how to play the game of volleyball.

Lead-Up to Overhead Pass
Unit: Volleyball
Lesson: Passing
Activity: Lead-up to Overhead Pass
Level: Grade 4 thru 7
Time: 4 - 6 minutes
Objective: SWBAT demonstrate the correct movement for the overhead pass.
Equipment: None
Materials: None
Facility: Any open area, at least 9 square feet per person.
Directions: * Scatter students in an open formation so everyone can see and hear teacher and have at least 9 square feet of space each.
* Tell-Show-Do (describe/demo/students mimic) each of the following nine steps of the overhead pass.
-Starting Position
1. Feet shoulder width apart, one foot slightly ahead of the other.
2. Bend slightly at knees and waist.
3. Arms stretched overhead, bent slightly.
4. Hands form triangle (thumbs and index fingers almost touching) above forehead.
5. Look through triangle at approaching ball (imagine).
- Contact with ball
6. Contact ball with finger pads (imagine).
7. Ball is contacted underneath and slightly to the rear (imagine).
- Extension
8. Extend legs, waist, arms, and hands in direction of pass.
9. Step with rear foot in direction of pass.
* Repeat several times using following cues.
- Feet apart, staggered.
- Soft knees and waist.
- Arms up, triangle.
- Look at ball and wait.
- Contact ball, extend, and step.
* Have students recite the above phrase as they go through movement pattern several more times.
* Teacher circulates giving individual feedback.
Safety: Watch for proper spacing so students don't band into each other.
Closure: Teacher may ask any or all the following questions:
* What is the name of the pass we just learned?
* Why is this passed called the overhead pass?
* When would one use the overhead pass?
* What are three critical elements of the overhead pass?
Variations: * Remediation:
-Work one on one with a student and manually position arms
* Enrichment:
-Using suspended volleyballs, have students take turns practicing positioning for the overhead pass

 

Self Efficacy.pdf