xt7p2n4zkz3b https://exploreuk.uky.edu/dips/xt7p2n4zkz3b/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1968-09 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Physical Education in Kentucky Elementary Schools", vol. XXXVI, no. 9, September 1968 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Physical Education in Kentucky Elementary Schools", vol. XXXVI, no. 9, September 1968 1968 1968-09 2022 true xt7p2n4zkz3b section xt7p2n4zkz3b ky~

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PHYSICAL EDUCATION

IN
‘ KENTUCKY ELEMENTARY SCHOOLS

Published by

KENTUCKY DEPARTMENT OF EDUCATION

WENDELL P. BUTLER
Superintendent of Public Instruction

September, 1968 NO. 9

VOL. XXXVI

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FOREWORD

Physical Education is a significant part of the total educational
curriculum. it is a way of education through physical. activities that
are programmed with regard to values in human growth, develop—
ment, and behavior.

The habits and attitudes of life are formed early7 so it is im—
perative that these habits and attitudes he developed through de-
sirable and meaningful learning: experiences for the ehildren. It is
our desire that this guide will stimulate eontinued improvement in
the elementary physical edueation program by providing teaehers
and administrators with the guidance to meet the basic needs 01?
the, students.

\Vendell P. Butler
Superintendent of Public lnstruetion

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INTRGDUCTION

A well-organized program of physical education for Kentucky
elementary schools is a comparatively recent development. We now
believe that each school has responsibility to provide instruction
in all areas of personal development. A balanced program will then
include a clearly formulated program of physical education.

Since the elementary classroom teacher will, in many schools,
bear responsibility for a large portion of the physical education pro-
gram, and Since most elementary classroom teachers are not special—
ists in phySieal education, this guide is aimed primarily at assisting
The classroom teacher as he attempts to meet the needs of the
student.

in those situations in which a trained physical education
Specialist is available, he or she will work very closely with the
Classroom teacher in planning and implementing the total program.
This guide Should also be a useful resource for this cooperative
Planning between specialist and teacher. It is our sincere hope
That it will give impetus to a new enthusiasm for physical activity
HS an integral part of the total educational program.

Don C. Bale, Assistant
Superintendent for Instruction

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Robye
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ACKNQWLEDGMENTS

The Kentucky Department of Education expresses sincere ap—
preciation to the educators who contributed to this publication and
t0 the colleges, universities, and local school systems Who made their

staff members available.

Robye Anderson, Teacher

Western Ky. University Training
School

Dr. Lee Gentry, Assistant Professor

Eastern Kentucky University

Dr. 0. J. Helvey, Chairman

Health 8: Physical Education Dept.

Cumberland College

Tom Mahanes, Supervisor

Health 8: Physical Education

Fayette County Schools

DewDrop Rowlett, Assistant
Professor

Murray State University

Maxine Taylor, Teacher

McCreary County Schools

Dr. Jess White, Chairman

Health & Physical Education Dept.

Kentucky Southern College

We Wish also to express our gratitude to Mrs. Natalie Oliver, l
fArtist in the Division of Information and Publications, for the I I
1

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manuscript.

Health & Physical Education

Health & Physical Education I ;

Division of Elementary and Secondary Education
Kentucky Department of Education

Mr. Miller is new teaching and coaching at Paducah Tilghman High School.

61‘ design and graphic accents used throughout the book; and to
.Martha Ellison, Coordinator of Curriculum Development, for
er technical assistance in planning the format and editing the

COHIBY Manning, State Consultant Berny Miller,* State Consultant

John E. Miller, State Consultant
1
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Georgia Eveling, Teacher

Fayette County Schools

Larry Harper, Elementary Principal

McCracken County Schools

Dr. William Solley, Chairman

Dept. of Physical Education,
Health, and Recreation

Western Kentucky University

Owen B. Murphy, M.D., Chairman

KMA School Health Committee

Lexington, Kentucky

Minnie Maude Macaulay, Retired

Berea College

Lorna Taylor, General Supervisor

McCreary County Schools

Wilhelmina Zimmerman, Supervisor

Health & Physical Education

Louisville City Schools

President of KAHPER ; '

Safety & Driver Education

Forexw

Intr0d1

Ackno‘

CONTENTS

Page
Foreword ................................................ III
Introduction .............................................. V
Acknowledgments ........................................ VII
I. PROGRAM FOUNDATIONS ........................ 1
Changing Concepts ................................. 3
Meaning and Purpose ............................... 4
Goals and Objectives ............................... 4
State Requirements and Standards (KRS 156.160) ..... 5
II. ADMINISTRATION OF THE PROGRAM ............ 7
Scheduling ......................................... 9
Sharing of Individual Talent ........................ 9
Weather ........................................... 10
Attendance and Excuses ............................ 10
Dressing ........................................... 10
Recess ............................................. 10
Size of Classes ..................................... 10
Role of the Classroom Teacher ...................... 11
Role of the Specialist (Physical Education Teacher). . . . 12
Teacher Aides ...................................... 12
Safety ............................................. 13
Periodic Medical Examinations ...................... 13
Public Relations .................................... 13
III. FACILITIES, EQUIPMENT & SUPPLIES ............ 15
Importance ........................................ 17
Outdoor Facilities .................................. 17
Playground Apparatus .............................. 18
Outdoor Equipment ................................ 20
Indoor Areas ...................................... 20
Equipment Needed for a Good Program .............. 22
Purchasing Policies ................................. 24
Storage and Issue .................................. 24
IV- ORGANIZING THE PROGRAM ..................... 27

Child Growth and Development, Characteristics and

Needs as They Pertain to a Physical Education

Program ........................................... 29

“Wit-c; A

ere—1“;

VI.

VII.

VI H.

‘ " BITS (Continued)

Page
Classification of Activities .......................... 31
Factors to Be Considered in Selecting Activities ...... 33
Physical Education and Total Curriculum ............. 34
Types of Physical Education Activities and Suggested
Time Percentages for the Elementary Schools ..... 35
Suggested Seasonal Plan and Program ................ 36
llVIPLEMENTTNG THE PROGRAM .................. 37
General Teaching Instructions ....................... 41
How Pupils May Contribute ......................... 42
Suggested Techniques for Organizing and Teaching
Activities ...................................... 42
THE lNGREDIENTS—THE PROGRAM ............. 45

Suggested Activities and Schedule for the Kindergarten 47
Suggested Activities and Schedule for the First Grade . . 50
Suggested Activities and Schedule for the Second Grade. 53
Suggested Activities and Schedule for the Third Grade . 56
Suggested Activities and Schedule for the Fourth Grade. 59
Suggested Activities and Schedule for the Fifth Grade . . 6.
Suggested Activities and Schedule for the Sixth Grade . 60

EVALUATION .................................... 69
Methods ........................................... 71
Evaluation by Grades .............................. 79
Specific Skills for Pupils in Kindergarten and Grades 1,

2, and 3 ....................................... 73
Specific Skills for Pupils in Grades 4, 5, and 6 . . . . . . . . . 73
MOVEMENT EXPLORATION ...................... 75:
Movement Exploration (by Patricia Tanner) .......... 7‘
Movement Exploration Using Small Apparatus (by

Nora Chatwin) ................................ 79
Progression in Basic Movement ...................... 5'3
Qualities Involved in Movement ...................... S3
Imagery for Exploring Fundamental Movements .. . . . ~ ~ "
Suggested Creative Exercises ........................ 5“
PHYSICAL EDUCATION & RECREATION FOR
THE ATYPICAL ................................... 89

Appei
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8;)

GUJIEBTTS (Continued)

Page

School Responsibility ............................... 91

Highly Skilled ..................................... 91

Physically Handicapped ............................. 91

Mentally Retarded .................................. 92
Sample Letter to Parents on Adaptive Physical

Education ..................................... 93

X. SPECIAL EVENTS ................................ 95

Appendices ............................................... 100

Bibliography ............................................. 129

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CHAPTER 1

PROGRAM FOUNDATIONS

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Changing Concepts

Physical education is an extremely old form of education but
is relatively new to the curriculum of most schools. Probably the
first form of physical education was the parent instructing his child
to defend himself against, his enemies, to use his body to obtain food,
to make clothing, and to perform the many skills that were neces—
sary for survival in the tribal life of uncivilized man.

Discoveries of ancient drawings, sculpture, and writings have
shown that primitive man participated in various forms of physical
activities.

The values of and the need for physical education have been
stressed by the leaders in every historical era. ln 380 HO, Plato
stated, “The lack of activity destroys the good condition of every
human being, while n’iovenient and methmlical physical exercise
save it and preserve it.”

The first Olympic Games, 776 13.0., initiated the pursuit of
excellence in physical contests and gave recognition to successful
contestants.

In the early days of America, schools were established to teach
Children skills necessary to enable them to become responsible
members of society. The ove'—all. concept of our schools today is
Still the same, but the skills considered necessary have changed and
are Changing in relation to the world in which we live. It would
have seemed absurd to our pioneer ancestors to include physical
education among the subjects taught in school. Yet: as early as 1853
in BOSton, special physical training programs were introduced for
health reasons. Physicians believed that the health of children was
SUffering from long periods of enforced sitting, ot'ten in cramped
Positions. Exercises copied from similar programs in Europe,
“Specially in Sweden and Germany, were given dailyﬁusually in
The schoolroom.

In the first. quarter of the present century, a large percentage OF

The school population lived upon farms, where they performed tasks

that afforded them fairly adequate physical exercise. In addition,
they customarily walked to school. But today our population is
rapidly becoming urban or suburban. The daily chores are likely
to be few and light, and buses transport the children to school.

Recently many people, including those in high positions of the
federal government, have become aware of the serious lack of
exercise among our children. The need for more activity has given
greater recognition to the values received from a well-organized
physical education program. New concepts and opportunities have
been created to provide additional learning experiences for the
children.

Meaning and Purpose

Physical education is a way of education through physical
activities which are selected and carried on with full regard to
values in human growth, development and behavior. Because it is
a phase of the total educational program, physical education aims
for the same general goal that gives purpose to all the other learn—
ing experiences of the school—the well—rounded development of all
children and youth as responsible citizens in our democratic society.1

The main objective of physical education is to contribute in
every possible way to developing a fully functioning human being.
School personnel should be aware of more than the techniques of
teaching motor skills and games. To effectively plan the physical
education program to meet the needs of the individual child, they
must understand the development of the normal child throughout
his school life—not only his mental development, but also his
physical and social development.

Goals and Objectives

Because physical education is a part of general education,
teachers should help children learn—

—to explore movement and discover the varieties of ways 0f

moving,

—to become as skilled as possible,

—to progress in skills,

—to listen and to follow directions,
1Kentucky Department of Education, “Planning and Developing the

Elementary Physical Education Program”, Education Bulletin, XXV:
6 (1957).

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—to recognize and acknowledge their strengths and weaknesses,
—to do their best even though they do not win,
—to accept others,

—«to relate to others in an environment of acceptance, en—
couragement and praise,

—to understand the meaning of waiting turns,
—to be fair and honest,
—to feel good about themselves,

—'to recognize that everyone has a contribution to make to the
group and should feel free to do so without group censure or
ridicule,

—to see the relationships between what they do in physical edu—
cation and what they do in other subjects within the school,

—to relate skills (social and physical), knowledges, and learn-
ings in physical education to their life outside of school,

—to think for themselves and to be free to question,
—to find solutions to problems.2

State Requirements and Standards
KRS 156.160

“The Superintendent of Public Instruction shall prepare or
cause to be prepared and submit for approval and adoption by the
State Board of Education:

(6) Regulations governing medical inspection, physical educa-
tion and recreation, and other rules and regulations deemed
necessary or advisable for the protection of the physical
welfare and safety of public school children.”3

Elementary school pupils shall receive a minimum of 120
minutes a week of supervised physical education activities. This may
be given in two daily periods of approximately 15 minutes each
01‘ one daily period of 25 minutes—exclusive of “break periods.”

The class period must be devoted to actual instruction in physical
education.

zMadeline Haas Boyer, The Teaching of Elementary Physical Education
(NEW York: J. Lowell Pratt and Company, 1965), pp. 211-12.

3”School Health Code”; State Board of Education Regulation 48.011;
adopted March 28, 1961, under KRS Authority 156.160; supercedes
reglllation 48.010, formerly SBE 53-3. See also Appendix F, page 114.

.—

Physical Education in the elementary school should consist of
a planned program of organized and directed physical education
taught by the classroom teacher and/or a specialist in physical
education.4 \Vhen the program is taught by the classroom teacher,
the services of a consultant or specialist should be provided.5

hi the elementary physical education program, emphasis should
be placed upon the joyous participation in activities selected from
the following: rhythmical activities, story plays, games, mimetics,
relays, skills, stunts, and self-testing activities.

‘ISee “Scheduling,” Ch. 11, page 9.

5“Physical Education Requirements for the Extended Elementary School
Rating” can be obtained by writing the Kentucky Department of Educa-
tion, Division of Elementary & Secondary Education.

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CHAPTER II

ADMINISTRATION OF THE PROGRAM

Scheduling

An instructional period in physical education should be sched-
uled as an integral part of the daily program just as music, social
studies, or science are scheduled.

The physical education periods should be scheduled for various
rooms at different times during the school day so that all the
students in a school are not trying to use limited facilities simul-
taneously.

It may be possible for an administrator to provide a flexible
schedule so that the period may vary within the day and from day
to day to meet the needs of the students. Primary grades might
be free to use the playground and/or gymnasium anytime between
8:30 a.m. and 10:30 a.m., and between 1:00 pm. and 2:00 p.111.
Intermediate grades might occupy the playground and/or gymnas-
ium between 10:30 am. and 12:00 a.m., and between 2:00 p.m. and
3:00 p.111. A schedule of this type would provide for better utiliza—
tion of space and reduce safety hazards. Different age levels or
classes should not be scheduled at the same time in the same areas
or in adjoining areas.

A school that has the limited services of specialists would
l'eceiVe better results if the specialist were scheduled with the
intermediate and upper intermediate grades. This would enable
the primary children to take physical education under the leader-
ship of their classroom teacher. The specialist would assist the
Primary teacher in planning and carrying out the school’s physical
education program.

Sharing of Individual Talent

When scheduling permits, two teachers may desire to join
ClaSSes to teach activities for special programs, seasonal sports, or
rhythms.

11' 1s recommended that teachers exchange classes when one
teacher feels inadequate or when the exchange, will benefit the
children.

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If the school has the services of a specialist, he should be
consulted as to the total physical education program.

Weather

If the weather does not permit outside activities, the program
should not stop. Scheduling should be such that covered play area,—
classrooms, gymnasium, or hallways—may be fully utilized.

Attendance and Excuses

Regular attendance in the physical education program should
be required.

Close communication between school administrators and local
physicians should be such that a child may be permitted to partici-
pate in the physical education program as soon as possible after
an illness or injury.

Generally, if a child is well enough to attend school, he is Well
enough to take part in the physical education activities selected for
his needs.

Dressing

Non-slip rubber soled shoes are a must for elementary classes
which use a gymnasium or play room floor. A number of elementary
schools do not provide facilities for children to change clothes.
Girls may be encouraged to keep a pair of jeans or shorts in school
to use in some activities. Due to the small amount of class time at
the primary level, it is not advisable to require the children to
change to a uniform. If time and facilities permit, the classes at
the intermediate level would benefit from changing into a standard
uniform.

Recess

The value of the traditional recess period has long been
questioned. Too often. this period is used as a method of “letting Off
steam"~ rather than an instructional period. This does not discredit
free play as a means of self—expression. If recess periods are 1‘0-
tained. they should be so organized that the activities pl'OVide
pleasure. participation. and instruction for all students.

Size of Classes
The teaching load of a physical education teacher should not
be greater than that carried by other members of the faculty.

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Combining two large classes for physical education under the
supervision of one teacher does not provide for a good instructional
program.

Boys and girls should not generally be separated in their
physical education activities up to, and including, the fourth grade.
At the fifth and sixth grade level, rhythm activities and group play
may be planned to provide occasional coeducational experiences.

Role of the Classroom Teacher

N0 engineer or builder attempts to build a hospital or school
without blueprints. Similarly, no teacher should attempt to teach
physical education to elementary school children without plans.
Plans do not guarantee that errors will not be made, but they
reduce the chance of error to a minimum.

In planning, the teacher must keep in mind individual differ-
ences. She must know the needs, interests, and capabilities of the
children in her group. She should plan to meet them at their own
levels of ability and to assist them in reaching the educationally
desirable goals, As an example, for one child, hitting a home run
would be an accomplishment, while merely meeting the ball with
the bat might be just as much an accomplishment for another child.

Another role of the teacher is to create the proper habits and
attitudes. The teacher who requires her students to change to “gym”
Shoes for the physical education class period and then conducts the
class while wearing street shoes is teaching negatively by her own
example,

Children tend to imitate those whom they admire and respect.
The teacher needs to be certain that the personal example that
she sets forth to the children will not lay the basis for improper
habits or attitudes. The teacher should be concerned as to the
values of physical education in a child’s life. The teacher who is
eH‘Ehusiastic and well informed—

—tries to understand each individual child and his reaction
to different experiences;

—atte1npts to provide enjoyment for all;

~helps children develop useful skills;

—seeks to provide an environment free from accidents;
~0rganizes material and equipment for effective work;
—considers space, facilities and climatic conditions;

—plans and provides for a well-rounded, vigorous program;

—st0ps the activity when interest is lacking;

~has good discipline;

——is neat and clean in appearance;

—is willing to seek advice from the specialist;

—refrains from keeping pupils out of the physical education
class for disciplinary or other unapproved purposes;

—develops an overall plan for physical education for the
entire school year, reflecting day by day activities; and,

—understands the accumulated benefits to the student com-
pleting the year’s program.

Role of the Specialist (Physical Education Teacher)

The specialist helps to interpret the philosophy and objectives

of the program, to give services to the child, the teacher, the school,
and to improve the quality of instruction.

The specialist:

—provides the classroom teachers with specific assistance
in teaching the physical education class;

—knows the existing needs of the program;

—pr0vides the classroom teacher with the latest techniqueS,
activities, and equipment;

~assists the principal. in developing a program of physical
education that meets the needs of the children with the
facilities and equipment provided;

—eonfers with the principal and teachers about the use and
care of equipment and supplies;

—participates in community activities;
—is in attendance at all faculty meetings; and

—\vorks with the principal and teachers in evaluating the
physical education program.

Teacher Aides

Many local school districts throughout the state are using
teacher aides for the first time. This long-deserved assistance f01'
the classroom teacher, made possible through various federal
projects, can be valuable in carrying out certain phases of the
physical education program. However, it should be emphasized
that, while teacher aides augment the instructional program, the
legal responsibility of professional. certified personnel for the i11-
struction and for the safety of the pupils cannot be delegated to
teacher aides or to other non—certified personnel. Tn other “'OI‘dS-
the aide cannot conduct the instructional program.

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—pleasing personality and neat personal appearance
—good mental and physical health
—ability to work cooperatively with other adults
—~ability to work with and understand children
—industrious—should be an enthusiastic worker.6

Safety

Safety education is of utmost importance in the physical educa-
tion program. The environment of physical education classes
sometimes creates situations conducive to accidents. Although it
is doubtful that accidents can be eliminated entirely, their rate of
occurrence can be diminished through proper instruction and
supervision.

The use of an accident reporting system established as part
of a well-rounded safety program can decidedly help reduce the
number of accidents and injuries. Accident reporting is the key-
stone of all safety programming.7

Periodic Medical Examinations

Medical examinations should be given prior to admission to
School and subsequent medical examinations at least every fourth
year thereafter.

In the event of contagion or any deviation from the normal
health status, special attention of a physician should be sought.

Health records are valueless unless consulted by teachers who
need such information for individualized instruction.8

Public Relations

. The public should be informed as to the value of physical edu—
(‘ation as it relates to the total curriculum. \Vhen the public 0b-
Serves a well organized daily program that is carried over into

I'KéntUCkY Department of Education, “Teacher Education Circular #231,”
_D1Vision of Teacher Education and Certification, 1966.

See Appendix J for a sample Accident Report Form.

See Appendix J for Suggested Form.

the noon and after school hours, the attitude toward the total school
curriculum becomes more positive.

Many means are available to acquaint students and the public
with the aims and potential outcomes of a sound physical education
program—

—11ewspapers—local or school

—bulletins

——radio programs

~—pareuts’ night

ﬁrecognition awards

‘health drives

—posters, billboards

~demonstrations.

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be public ,
edue ation ;

CHAPTER III

FACILITIES, EQUIPMENT & SUPPLIES

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Importance

All programs of physical education are based on the availability
and proper selection and use of equipment, supplies and facilities. 1f
the objectives of physical education are to be achieved, there must
be sufficient equipment and supplies.

Children learn in proportion to their opportunity to participate.
One or two balls in a class of thirty give much less opportunity for
achievement than do four or eight or sixteen.

Outdoor Facilities

Schools without a gym 01 adequate ind001 space should put
forth every effo1t to develop o11tdoo1 play areas. Physical education
class periods, when possible. should be conducted outdoors in the
fresh air.

There are certain general principles which should be followed
in the improvement and development of playground facilities:

1. Playgrounds should be developed to allow for efficient
supervision. The areas requiring the most supervision are
the apparatus area and the multiple—use paved area. These
areas should be near the main building.

2. Playgrounds should provide maximum safety.

a. Play areas should be flee of holes 1uts, poison ivy or
poison oak, debris and other haza1ds which may lead
to accidents. Fractures, spiains, and bumps are less
likely if there are soft landing pits. shavings sawdust,
01 sand beneath all apparatus.

b. A fence is necessary to prevent trespassing and to pre—
vent child1en from running into the street.

0. Primaryg grades should have individual play areas which
are set apart from those provided for the older boys and
girls.

(l. Spaces for team games, fo1 the intermediate grades
should be away from the building area but easily ac-
cessible to it.

3- Each elementary school needs a hard-surfaced play area
of resilient-type bituminous. Space should be provided to
permit activities for two classes at the same time Without
hazard A suggested plan is included in Appendix B.

a Hard surfaced play areas should not be used for
parking.

It is convenient to make permanent game lines on the
hard-surfaced area. No paint containing oil should be
used.

c. Local engineers should be, consulted for properly drained
areas.

(1. By providing lighting facilities, this area could be used

for community recreation.

Playground Apparatus

Used under the proper instruction, playground equipment can
furnish children a valuable means of developing physically. The
arms, shoulder, abdominal and back muscles may be developed
through the use of some equipment items.

To contribute to the development of the children and to meet
the objectives of physical education, careful consideration should
be given in the selection of the outdoor equipment. For these
reasons, such items which involve only “sit and ride” experiences.
as swings and merry-go-rounds, are questionable. The slide is also
questionable but some feel that the slide is a challenge to overcome
fear and that there is value in the climbing.

It should be pointed out that the continual use of the play-
ground equipment does not. in itself constitute a physical education
program.

Safety is of primary importance in the use of the equipment.
Three items should be stressed: (1) how to use each piece of equip-
ment safely; (2) how to follow directions; (3) and how to cooperate
in protecting others.

Horizontal Bars—
Activities: Skinning the cat (forward, backward, over the WP)
Riding the bicycle
Pull-ups
Leg raises
Knee hangs
Safety Procedures: (a) use of correct grip
(b) proper height of bar
(c) inspection of equipment
(d) know how to drop, landing on the feet
with knees slightly bent.
Horizontal Ladder—
Aetivities: Pull-ups
Riding the bicycle
Leg raises
Traveling (forward with alternating hands, on The
side rail both hands on same rail, on the side 1‘31h
one hand on each rail).

Jung

Slide

Teete

Ropes

gSafet
Mich
l’Jlbid

es on the
should be

.y drained

d be used

)ment can
ally. The
developed

d to meet
on should
For these
:periences,
.de is also
overcome

the play—
e ducation

quipment
e of equip-
cooperate

r the top)

)n the feet

ds, on the
3 side rails

Safety Procedures; (a) use of correct grip

Jungle Gym—

Activities :

(b)
(C)

(d) no one permitted to sit or walk on

(e)

(f)

8:”?
Climbing

Skinning th