Motor skills through Team Sports :
3rd quarter
In December, classes began a basketball unit highlighting:
- Instruction in and practice with ball handling skills of dribbling, passing and shooting.
- A variety of activities that foster a comfort with catching the ball when it comes from above (rebound) or from a teammate (pass).
- vocabulary and strategies of play - dribble, pass, shoot, lane, sideline, end line, basket, referee, double dribbling, traveling, back court (over and back) reaching in, tie ball, possession arrow, jump ball.
- developing cardio-respiratory (heart-lung) endurance training with dribbling practice as they do the fitnessgram PACER over a shortened distance but dribbling instead of just jogging.
Finally, a Rhythm/Dance Unit will round out our indoor, cold weather activities in physical education classes. This is generally a popular unit because students have the opportunity to experience Lummi sticks (rhythm sticks), tinikling (a modified version of the Philippine dance), jumping rope to a beat, and line dancing. It is so fun to see the students find their inner rhythm through these different musical movement activities.
4th quarter
Early in the fourth quarter we will start volleyball. Our Volleyball Unit will provide instruction in the game skills (bump, set, serve) and instruction/enforcement of modified game rules. Directing the hit and timing contact with the ball are two big challenges for this age. At Burrows, we will be using a “softee” volleyball which makes directing the hit much easier while it helps eliminate fear of being hit with the ball. Also in 4th quarter, students will retake fitness tests. The results of these are provided alongside the initial (fall) fitness test scores. We hope to see improved scores in the various fitness components (endurance, strength, flexibility, speed, agility).
Finally, the year will end with a kickball/baseball unit. After students develop an understanding of game play in kickball to include base running, fielding and how to put runners out, we transition to baseball. Most students are able to kick and field the large kickball. It is a bigger challenge to accurately throw or hit a rag baseball. Also new to many is learning how to catch the rag base ball using a mitt.
FITNESS
THE ACTIVE LIFESTYLE PROGRAM – Are you “moving?”
The students received information on the Active Lifestyle Program before Christmas. This program from the President’s Council on Fitness and Sport encourages students to build 60 minutes of activity into their day on a regular basis. Keeping children moving encourages a lifelong commitment to fitness. Students who log an hour of activity 5 days a week, for 6 out of 8 consecutive weeks will earn the Presidential Active Lifestyle Award and patch. Activity logs were given to the students with the information explaining the program. Hopefully students will be turning in their Activity Log soon. Remember - parents and student will need to sign the log. Last year 17 students earned this award. This year, we hope to increase that number.
Physical
Education
Recess Safety
Swimming and Water Safety
Football and fall Fitness Testing (to include emphasis on fitness goals)
Soccer
Basketball Rhythms to include line dancing
Volleyball
Kickball – Softball and Fitness Testing (to include emphasis on lifetime fitness)
Team sports support physical education standards related to:
- combining simple motor skills into larger movement patterns
- Applying combinations of fundamental motor skills and patterns in a simple lead-up game.
- independently maintaining on task behavior
- displaying a willingness to give and receive feedback
- Describe safety rules and safe practices.
- Describe how engaging in fitness activities can be fun
- Employ encouragement and praise for others' efforts consistently.
- Agree to cooperate in showing respect for authority.
- Participate in difficult challenges during physical activity.
- Participate in physical education cooperatively.
The physical education standards that are supported at recess are:
- perform cooperatively without direct supervision
- build cardio-respiratory endurance
- Exhibit self-discipline
- Exercise patience when taking turns.
- Apply rules and safety procedures.
- Contribute to the fun and enjoyment of participation in physical activities.
- Perform with courtesy, respect for others, and fair play.
At recess , the students will be able to participate in pick up games of football or soccer. Some choose to jump rope or play on the playground equipment.
Complete list of PHYSICAL EDUCATION STANDARDS
Grade 4
To a greater extent than in the core academic subjects, Physical Education teachers must infuse personal and social skill development in helping students meet and exceed the content standards. Consequently, the presentation of the Physical Education Standards is preceded by a list of complementary Personal and Social Development Skills (PESK). Including the PESK components in teaching the Physical Education standards is critical in promoting lifelong, healthy physical activity and in realizing the wide range of benefits associated with participation in dance, sports, games, and other physical activities.
Strand :
PESK Personal and The student applies responsible personal and social development skills
Social Development in a physical activity setting. In Grade 4 all students will:
Skills
Standards: PESK1: participate fully and communicate cooperatively with others;
PESK2: perform activities safely and follow rules of etiquette and ethical behavior;
PESK3: display age appropriate self-control and discipline;
PESK4: display a willingness to receive and use feedback to improve performance;
PESK5: accept the decisions of and respond positively to teachers/officials in charge of games/activities;
PESL6: choose healthful physical activities to experience fun, challenge, self-expression and/or social interaction;
PESK7: display an interest in and assist and encourage others' efforts;
PESK8: display behaviors that are supportive and inclusive;
PESK9: self-initiate behaviors that contribute to personal and partner/group effort;
PESK10: adjust behavior to prevent/reconcile conflicts.
Strand :
PE1 Motor Skills and Competency in motor skills and movement patterns is needed to perform a
Movement Patterns variety of physical activities. In Grade 4 all students will:
Standards: PE1a: demonstrate combinations of motor skills, adapting to the demands of a fluid, game-like situation (e.g., changes in speed during dynamic situations);
PE1b: demonstrate eye-hand and eye-foot coordination using a ball and other objects (e.g., batting off a tee, catching a pass on the run);
PE1c: demonstrate combinations of motor skills and patterns in a variety of rhythmic/dance-related activities (e.g., tinikling, step to ¾ time, electric slide);
PE1d: apply movement concepts to sequenced gymnastic routines with smooth transitions both alone and with others;
PE1e: recognize terminology that is used in a variety of sports/games and rhythmic/dance activities;
PE1f: demonstrate peer assessment;
PE1g: identify principles of practice and feedback to improve movement performance;
PE1h: compare rules and safety procedures of lead-up games; and
PE1i: select and use appropriate protective equipment for preventing injuries (e.g., helmets, elbow/kneepads, wrist guards, proper shoes, and clothing).
Strand :
PE2 Physical Activity A physically active lifestyle is essential to maintain a health-enhancing level of
and Fitness physical fitness. In Grade 4 all students will:
Standards:
PE2a: participate regularly in moderate-to-vigorous physical activities during physical education class and recess;
PE2b: engage in a variety of physical activities to develop and measure individual aerobic capacity using a heart-rate monitor to measure heart rate before, during, and after activity;
PE2c: perform warm-up before and cool-down after activity;
PE2d: use fitness activities to develop and measure body strength and muscular endurance (e.g., curl-ups, push-ups);
PE2e: use fitness activities to develop and measure flexibility;
PE2f: demonstrate diaphragmatic breathing and muscle tension and relaxation techniques;
PE2g: recognize how physically active lifestyles can promote health and inactive lifestyles can contribute to major lifestyle diseases;
PE2h: participate in simple, informal, self- and peer assessments of health- and skill-related physical fitness;
PE2i: monitor and begin to adapt individual level of physical activity and hydration based on changes in the body occurring during moderate-to-vigorous physical activity.
Grade 5
To a greater extent than in the core academic subjects, Physical Education teachers must infuse personal and social skill development in helping students meet and exceed the content standards. Consequently, the presentation of the Physical Education Standards is preceded by a list of complementary Personal and Social Development Skills (PESK). Including the PESK components in teaching the Physical Education standards is critical in promoting lifelong, healthy physical activity and in realizing the wide range of benefits associated with participation in dance, sports, games, and other physical activities.
Strand :
PESK Personal and The student applies responsible personal and social development skills
Social Development in a physical activity setting. In Grade 5 all students will:
Skills
Standards:
PESK1: participate fully and communicate cooperatively with others;
PESK2: perform activities safely and follow rules of etiquette and ethical behavior;
PESK3: display age appropriate self-control and discipline;
PESK4: display a willingness to receive and use feedback to improve performance;
PESK5: accept the decisions of and respond positively to teachers/officials in charge of games/activities;
PESL6: choose healthful physical activities to experience fun, challenge, self-expression and/or social interaction;
PESK7: display an interest in and assist and encourage others' efforts;
PESK8: display behaviors that are supportive and inclusive;
PESK9: self-initiate behaviors that contribute to personal and partner/group effort;
PESK10: adjust behavior to prevent/reconcile conflicts.
Strand :
PE1 Motor Skills and Competency in motor skills and movement patterns is needed to perform a
Movement Patterns variety of physical activities. In Grade 5 all students will:
Standards:
PE1a: demonstrate combinations of motor skills, adapting to the demands of fluid, game-like situations (e.g., changing speed during dynamic situations);
PE1b: demonstrate eye-hand and eye-foot coordination using a ball and other objects (e.g., batting off a tee, catching a pass on the run);
PE1c: demonstrate combinations of motor skills and patterns in a variety of rhythmic/dance-related activities (e.g., creative, folk, and line dances);
PE1d: create and perform a simple gymnastic sequence, including travel, roll, balance, and weight transfer, with smooth transitions and changes of direction, speed, and flow;
PE1e: identify common phases of a movement pattern (e.g., preparation, movement, follow-through, or recovery) in a variety of movement skills (e.g., tennis serve, handstand, and free throw);
PE1f: use simple cues to improve personal performance and provide feedback to others in selected specialized motor skills (e.g., making a triangle to set a volleyball);
PE1g: distinguish between sufficient and insufficient practice when learning skills;
PE1h: compare and contrast rules and safety procedures of lead-up games; and
PE1i: select and use appropriate protective equipment for preventing injuries (e.g., helmets, elbow/kneepads, wrist guards, proper shoes, and clothing).
Strand :
PE2 Physical Activity A physically active lifestyle is essential to maintain a health-enhancing level of
and Fitness physical fitness. In Grade 5 all students will:
Standards:
PE2a: participate regularly in moderate-to-vigorous physical activities during physical education class and recess;
PE2b: set personal health-related fitness goals based upon participation in a formal assessment using the adopted DoDEA Physical Fitness Assessment Program;
PE2c: engage in physical activities directly related to a personal goal for aerobic capacity development using a heart-rate monitor to stay within one's target heart-rate zone;
PE2d: explain the benefits of and demonstrate proper warm-up and cool-down activities;
PE2e: engage in physical activities directly related to personal strength and muscular endurance development goals and explain their importance to physical activity participation;
PE2f: engage in physical activities directly related to a personal goal for flexibility and explain the importance of flexibility/range of motion in relation to injury prevention;
PE2g: demonstrate diaphragmatic breathing and progressive muscular relaxation;
PE2h: identify leisure-time fitness-related activities available for youth in the community; and
PE2i: adapt individual level of physical activity and hydration based on changes in the body occurring during moderate-to-vigorous physical activity.
MILE CLUB
We will be posting a Mile Club chart on our bulletin board with the distances that the children complete. Remember that students may earn distance miles at home. They can walk or jog with a parent or other adult, use a tread mill, or play in sports that involve running. For soccer, football, lacrosse, or basketball students earn 1/2 mile for each practice and 1/2 mile for each game. In the spring, they can earn 1/4 mile per baseball practice and 1/4 mile for each baseball game. Simply write a note with the distance and they will be added to the child's distance total. These can also be emailed to me at BurrowsPE@am.dodea.edu . If you are using a treadmill, please be sure that the parent reads the distance. Sometimes interpreting the decimals in distance can be tricky for children. Also, many haven't yet gotten a sense of how far a mile is in terms of time.
It's nice to have a Mile Club goal.
In the spring, students will be allowed to purchase tee shirts reflecting their distance accomplishments. The shirts have the following distances: 25 miles, 50 miles, 75 miles, 100 miles, 150 miles, 200 miles, 250 miles, 300 miles. Fifth graders have their 4 th grade totals added to their final distance for tee shirt orders. Tee shirts will be sold at our cost. It is not a money making venture, but we continue to offer them because of their past popularity.
Our ultimate goal is that all of our students will enjoy being active. Of course, we always hope to see improved endurance, when we post test fitness in the spring.
FITNESS OPPORTUNITIES ON BASE
If you have questions about the Youth Sports program, please call or e-mail the Youth Sports office: 703.784.5637/9756 . wyantls@usmc-mccs.org
Get information about registration deadlines for:
Youth League Soccer (played September - October)
Youth League Basketball (played January - March)
Youth League Baseball (played April - May)
- Semper Fit usually sponsors a run in May which has categories for children. We are still awaiting information on this walk/run. This will be updated when that information is available. You can also check their website (below).
* MCCS runs are sponsored by Semper Fit at Barber gym. Applications can be obtained from there or by downloading them. http://www.quantico.usmc-mccs.org/Semper_Fit/Races.htm
We are still waiting for the first Active Lifestyle Log to be turned in. Who will that fit person be?