PE CONTENT
Movement Education Content Chart

MY BODY...

MOVES...

IN SPACE
& TIME...

WITH FORCE...

WITH FLOW.

BODY PARTS
        head
neck
shoulders
waist
stomach
hips
legs
arms
back
spine
upper arm
elbow
lower arm
wrist
fingers
thumb
hands
toes
feet
heels
ankles
shins
knees
thighs
        
        BODY
SURFACES
        front
back
sides
        
        BODY SHAPES
        curved
straight
narrow
wide
twisted
        
           
        
        
        
        
        
BODY
RELATIONSHIPS:
BODY PART TO
BODY PART
           
           near to each other
 (curled)
        
far from each other
 (stretched)
        
rotated with one part
 fixed (twisted)
        
        RELATIONSHIP OF
BODY PARTS TO
OBJECTS
        on, off
over, under
around, through
near to, far from
        
        MANIPULATING
        balls
  bouncing
  catching
  tossing
  pushing
ropes, hoops, etc.
        
        RELATIONSHIP OF
ONE PERSON TO
ANOTHER OR
OTHERS
        near to
far from
meeting
parting
facing
side by side
shadowing
mirroring
leading
following
        
BY TRANSFER
OF WEIGHT
        steplike actions
rocking
rolling
sliding
flight
        
        BY
BALANCING
        dynamic balance
    (moving)
        
static balancing
    (still)
        
balancing weight
on different body
parts
        
balancing on
different numbers
of body parts
    (4,3,2)
        
           
           
        
        
        
        
        
        
        
        
        
        
        
        
        
        
        
        
        
        
DIVISIONS OF
SPACE SPACE
        self space
general space
        
        DIMENSIONS
OF SPACE
        directions
  forward
  backward
  to right side
  to left side
  up
  down
levels
  high
  medium
  low
ranges
  large
  medium
  small
planes
pathways
  (floor or air)
  straight
  curved
  zigzag
        
        TIME OF SPEED
        slow fast
medium
accelerating
deceleration
        
        TIME &
RHYTHM
        to pulse beats
to phrases
to rhythmic patterns
        
        
        
        
        
DEGREES OF
FORCE
        strong
medium
weak
        
        QUALITIES OF
FORCE
        sudden - explosive
sustained - smooth
        
        CREATING
FORCE
        quick starts
sustained
  powerful
     movements
  held balances
        
        ABSORBING
FORCE
        sudden stops on
  balance
        
gradual absorption
     (give)
        
        
        
        
        
        
        
        
        
        
        
        
        
        
        
        
        
        
DIMENSIONS
OF FLOW
        free flow
        
bound flow
        
movement
  sequences
        
smooth series of
  movements
        
beginning and
  ending
        
preparation, act and
  recovery
        
smoothly linked
        
transitions
        
        
        
        
        
      
        
        
           
           
           
        
        
        
        
        
        
        
        
        
        
        
        
        
        
  Assessment and Evaluation
Assessment is the systematic process of gathering information about students‚ learning in order to describe what they know, are able to do, and are working towards. The information collected from assessment allows teachers to describe each student's achievement in regards to learning and performance. This information is used for the following purposes:
* To provide students with information on their progress and status
* To motivate students to improve their performance
* To make a judgment about the effectiveness of teaching
* To provide the teacher information on the current status of students in relation to objectives
* To evaluate the curriculum
* To place students in the appropriate instructional group
* To provide the physical education teacher objective information on the students‚ status for grading purposes
Students in our Physical Education program are constantly being assessed by teacher, self, and other students. We stress the fact that assessment and evaluations are not to be thought of as negative stress tests. We (student and teacher) see evaluation and assessments as an excellent way for students and teachers to improve their performance.
Examples of How We Assess and Evaluate in Physical Education:
•   video-tape
•   partner and individual skill checklists
•   teacher observation
•   student surveys
•   pictorial analysis
•   short written test
•   motor screen (formal or through lesson design)
•   group discussion with report
•   written movement sequences (word or pictorial)
•   grade level goal charts
•   class goal charts
•   fitness - pre test, mid test, post test

            C..U..R..R..I..C..L..U..M

Phase I
Basic Movement
Phase II
Fundamental/Developmental Skills
Phase III
Specialized Movement Skills
Cognitive Development
A. Basic understanding about the human
    body in movement:
    1. movement vocabulary
    2. capabilities and limitations
    3. basic concepts related to
        biomechanical principles
        
B. Plan and order movement
        
C. Divergent thinking
A. Knowledge concerning efficient and
    effective human movement:
  1. principles of movement
  2. laws of motion
        
        
        
B. Movement vocabulary
        
C. Convergent  thinking
A. Transfer and application of concepts
    from Phases I and II to more complex
    movement skills.
     
  
        
        
B. Movement vocabulary
        
C. Reflective thinking
Psychomotor Development
Explore human movement:
1. to develop variety (quantity)
2. to develop control and kinesthesia
(quality)
3. to direct and connect movements
Develop and refine the
fundamental/developmental skills:
    1. locomotor
    2. nonlocomotor
    3. manipulative
Combine and refine
fundamental/developmental skills into
specialized movement skills:
    1. sport skills
    2. dance skills
    3. gymnastic skills
    4. leisure-time activities etc.
Affective Domain (Values)
Values related to self:
     1. self-directed
     2. self-inquiry
     3. self-confidence
     4. self-discipline
     5. self-acceptance
     6. self-determination
        
Values related to others:
     1. acceptance
     2. cooperation
     3. consideration
     4. appreciation

Continued development of items in
Phase I as movement tasks and personal
relations become more complex.
        

Continued development of items in
Phases I and II as tasks become more
specific and partner/group work
more involved.
        
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