After completing the various activities in this lesson, students will be able to understand the importance for a healthy body to be able to do an activity for 1 - 5 minutes.
This template is meant to be a guide for Nebraska Physical Education Teachers when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.
This is a quick and easy to implement active recovery/stretch series to use with a PE class that is sore from a few intense workout sessions. It could be used for a High School Aerobis Class, Lifetime Activities Class or even a Beginning/Advanced Strength Training Class.
This lesson is designed to be used in a fitness facility. It is aligned with the Nebraska State Physical Education Standards.
Students will use iPads to research and perform a workout that focuses on core strength. Students will evaluate the workout upon completion.
This lesson is designed to be used in a fitness facility. It is aligned with the Nebraska State Physical Education Standards.
This workout is designed to be used in a Fitness Facility. It is aligned with the Nebraska State Physical Education Standards
Fun Evasion game with students giving them the opportunity to use spacial awareness, evasion tactics, cardio exercise, and teamwork in a fast and fun paced game
In this lesson using commonly known animals such as a fox, dog and an inchworm, students enjoy learning about the movements of various animals. The teacher demonstrates how to move and be like that animal using various exercises and students follow along. Students are able to showcase their psychomotor skills in this lesson.
In this problem-based learning module, students will be asked to brainstorm ideas and think innovatively both independently and collaboratively in addressing a real-world problem that is relevant to their daily lives and health. Are students aware of their calorie intake and how it affects their overall health? Students will investigate the calories consumed in a typical day and how much physical activity is needed to stay healthy and fit. Students/teams will be encouraged to use the internet for research purposes in their design phase. Students will utilize various online platforms to design an infographic that can be shared with relevant individuals in the community and others in the school building
This open textbook was created with the support of an ALG Textbook Transformation Grant. Topics include art integration, music integration, physical education / dance integration, and the theoretical foundations of arts integration in education
Newly revised in 2012! This easy-to-read booklet is perfect for teachers, coaches, and families who want to help students with asthma take part in sports and physical activities. Discusses how to help students control their asthma and follow an asthma action plan. Also explains how to manage asthma triggers, ensure students have access to their asthma medicines, recognize worsening asthma symptoms and take action, and modify activities based on a childÂs asthma status. Includes sample asthma action plans and information about using a peak flow meter, metered-dose inhaler, and dry powder inhaler.
Video lesson intended for grades 3-5 with a mindfulness moment, warmup, instruction and practice of basic balance and transfer of weight movements, and a sequence of two movements. Video is 15:48 minutes in length.Video created by Virginia's Chief Movement Officers cadre in collaboration with Focused Fitness, Virginia Department of Health, and Virginia Department of Education.
In this lesson students will explore many challenges using beanbags. Locomotor as well as manipulatives and non-manipulatives are involved. Students will enhance their knowledge of physical fitness skills as well as related terminology.
This template is meant to be a guide for Nebraska Physical Education Teachers when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.
The following are a variety of activities you can do with your class to help them enjoy physical activity.
This tag related activity is for physical education classes in grades k-2. Students will be able to travel in different movement patterns, work together, and improve physical competency.
This template is meant to be a guide for Nebraska Physical Education Teachers when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.
This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:
"Regular physical activity is important for children’s physical and mental wellbeing and academic performance. Unfortunately, too many children are not moving enough. Globally, 50% of children don’t meet the internationally-recognized target of 60 minutes of daily moderate-to-vigorous physical activity. This rises to four out of five children in westernised, high-income countries. While schools systems and teachers can play a central role in providing high-quality physical activity, and transform this statistic. At present, little guidance exists on what a true whole-school physical activity approach should look like. Now, researchers, policymakers and practitioners from the UK have laid the groundwork for getting there. This is the Creating Active Schools Framework. Using experience-based co-design, fifty school experts recently gathered to co-create a comprehensive whole-school physical activity framework..."
The rest of the transcript, along with a link to the research itself, is available on the resource itself.
This task is tied to a part of our PBL unit. Students are to create a video tutorial of an exercise or movement related to a sport and explain the proper way of completing it.
Lesson Overview: Students will record each other performing a physical skill and analyze the video.
This template is meant to be a guide for Nebraska Physical Education Teachers when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.
Cyberchase: Step It Up! aims to inspire kids and educators to find small opportunities to work more steps into their regular day while enjoying the opportunity to learn related math. Over the course of five weeks, kids will add up to 400 more steps per day – for a total of more than 5,000 added steps. Teachers guide included in the PDF download. All these small increases can really add up! See digital Step Tracker for teachers in the support materials below.
Watch the clip, Bomba or Baseball, from Alma's Way to spark conversations about dancing and not getting things right on the first try. Then, introduce the activity to help students practice developing their coordination skills and work to strengthen their large muscles.
NOTE: The PDF document assets and Support Materials are also available in Spanish.
Students will analyze a photograph to learn about body image. They will also discuss how society views the human body in different cultures.
Description: Don’t be fooled by food messaging is a media literacy embedded health unit that takes the health goals of maintaining a healthy lifestyle and adds some critical thinking skills and communication skills. In food marketing young people are surrounded by persuasive claims meant to influence and manipulate their eating behavior. Students will explore some of the techniques and strategies food marketers use to influence their eating behavior to better understand how it impacts their own food choices. Within the PE program students will discuss how food choices, levels of consumption and physical activity levels influence health and wellness. Body image/healthy weight will be incorporated into this content. The culminating projects require students to work collaboratively to synthesize their new learning while using a variety of strategies to create their own healthy choices messaging production projects.
Description: Don’t be fooled by food messaging is a media literacy embedded health unit that takes the health goals of maintaining a healthy lifestyle and adds some critical thinking skills and communication skills. In food marketing young people are surrounded by persuasive claims meant to influence and manipulate their eating behavior. Students will explore some of the techniques and strategies food marketers use to influence their eating behavior to better understand how it impacts their own food choices. Within the PE program students will discuss how food choices, levels of consumption and physical activity levels influence health and wellness. Body image/healthy weight will be incorporated into this content. The culminating projects require students to work collaboratively to synthesize their new learning while using a variety of strategies to create their own healthy choices messaging production projects.
This lesson is intended to provide Outdoor Education or Physical Education students an opportunity to learn how to use a dutch oven while cooking in the outdoors.
This course was developed to satisfy the California Commission of Teaching credentialing requirements for teacher candidates. The class provides opportunities for candidates to learn how to teach the basic and essential fundamentals of physical education for K-6th grade students. The central knowledge is about children’s motor skill development along with the emotional and social aspects related to physical activity. Teachers will learn the key aspects of a physical education lesson, which include a warm-up activity, the lesson plan (skill development and game applications), and closure. As a total lesson, at least half the time is spent in moderate to vigorous activity.
The course also addresses classroom management techniques, safety and liability, kinesiology, and instructional techniques. It incorporates discussions of multicultural aspects and special needs populations, and concludes with ideas for integrating physical education with academic subjects such as mathematics, language, and natural and social sciences.
Overview:This unit is presented as a series of progressive task categories. Each category includes a variety of learning tasks suggested for meeting the applicable outcomes. Teachers are encouraged to select learning tasks that best fit their teaching style and students’ needs. Modifications, accommodations, and extensions specific to your learners are strongly recommended.The National Standards and Grade Level Outcomes in this unit are referenced from the "National Standards & Grade Level outcomes for K-12 Physical Education," book.
Overview:This unit is presented as a series of cooperation, team buidling, and problem solving learning tasks. Learning tasks should begin as partner to partner, and progress to small group, large group, and finally, whole class. Standards 4 and Standards 5 are addessed in this unit. Teachers are encouraged to select the learning tasks that best fit their teaching style and students’ needs. Learning Tasks can be implemented across grade levels using different extensions and refinements. Modifications and accomodations specific to your learners are strongly recommended.
Overview:This unit is presented as a series of cooperation, team buidling, and problem solving learning tasks. Learning tasks should begin as partner to partner, and progress to small group, large group, and finally, whole class. Standards 4 and Standards 5 are addessed in this unit. Teachers are encouraged to select the learning tasks that best fit their teaching style and students’ needs. Learning Tasks can be implemented across grade levels using different extensions and refinements. Modifications and accomodations specific to your learners are strongly recommended. The National Standards and Grade Level Outcomes in this unit are referenced from the "National Standards & Grade Level outcomes for K-12 Physical Education," book. SHAPE America Standards: Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.SHAPE Grade-Level Outcomes:KindergartenFollows directions in group settings (e.g., safe behaviors, following rules, taking turns). (S4.E1.K)Acknowledges responsibility for behavior when prompted. (S4.E2.K)Follows instruction and directions when prompted. (S4.E3.K)Shares equipment and space with others. (S4.E4.K)Follows teacher directions for safe participation and proper use of equipment with minimal reminders. (S4.E6.K)Acknowledges that some physical activities are challenging/difficult. (S2.E2.K)First GradeAccepts personal responsibility by using equipment and space appropriately. (S4.E1.1)Follows the rules and parameters of the learning environment. (S4.E2.1)Responds appropriately to general feedback from the teacher. (S4.E3.1)Works independently with others in a variety of class environments (e.g., small and large groups). (S4.E4.1)Exhibits the established protocols for class activities. (S4.E5.1)Follows teacher directions for safe participation and proper use of equipment without teacher reminders. (S4.E6.1)Recognizes that challenge in physical activity can lead to success (S5. E2.1)Describes positive feelings that result from participating in physical activities (S5. E3. 1a)Second GradeWorks independently with others in partner environments. (S4.E4.2)Recognizes the role of rules and etiquette in teacher-designed physical activities. (S4.E5.2)Works independently and safely in physical education. (S4.E6.2a)Works safely with physical education equipment. (S4.E6.2b)Compares physical activities that bring confidence and challenge. (S5.E2.1)Third GradeExhibits personal responsibility in teacher-directed activities. (S4.E1.3)Works independently for extended periods of time. (S4.E2.3)Accepts and implements specific corrective feedback from the teacher. (S4.E3.3)Works cooperatively with others. (S4.E4.3a)Praises others for their success in movement performance. (S4.E4.3b)Recognizes the role of rules and etiquette in physical activity with peers. (S4.E5.3)Works independently and safely in physical activity settings. (S4.E6.3)Reflects on the reasons for enjoying selected physical activities (S5. E3. 3)Describes the positive social interactions that come when engaged with others in physical activity. (S5.E4.3)Fourth GradeExhibits responsible behavior in independent group situations. (S4.E1.4)Reflects on personal social behavior in physical activity. (S4.E2.4)Listens respectfully to corrective feedback from others (e.g., peers, adults). (S4.E3.4)Praises the movement performance of others both more skilled and less skilled. (S4.E4.4a)Exhibits etiquette and adherence to rules in a variety of physical activities. (S4.E5.4)Works safely with peers and equipment in physical activity settings. (S4.E6.4)Rates the enjoyment of participating in challenging and mastered physical activities (S5. E2. 4)Describes and compares the positive social interactions when engaged in partner, small-group and large-group physical activities. (S5.E4.4)Fifth GradeEngages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher, student to referee). (S4.E1.5)Participates with responsible personal behavior in a variety of physical activity contexts, environments and facilities. (S4.E2.5a)Exhibits respect for self with appropriate behavior while engaging in physical activity. (S4.E2.5b)Gives corrective feedback respectfully to peers. (S4.E3.5)Accepts,recognizes and actively involves others with both higher and lower skill abilities into physical activities and group projects. (S4.E4.5)Applies safety principles with age appropriate physical activities. (S4.E6.5)SHAPE America - Society of Health and Physical Educators. National Standards & Grade-Level Outcomes for K-12 Physical Education. Human Kinetics Publishers, 2014, www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdf.Image source: "Colorful Cooperation" by OpenClipart-Vectors / 27439 images from Pixabay.com at https://pixabay.com/en/circle-colorful-cooperation-1300241/
Overview:This unit is presented as a series of cooperation, team buidling, and problem solving learning tasks. Learning tasks should begin as partner to partner, and progress to small group, large group, and finally, whole class. Standards 4 and Standards 5 are addessed in this unit. Teachers are encouraged to select the learning tasks that best fit their teaching style and students’ needs. Learning Tasks can be implemented across grade levels using different extensions and refinements. Modifications and accomodations specific to your learners are strongly recommended. The National Standards and Grade Level Outcomes in this unit are referenced from the "National Standards & Grade Level outcomes for K-12 Physical Education," book.
This unit is presented as a series of progressive task categories. Each category includes a variety of learning tasks suggested for meeting the applicable outcomes. Teachers are encouraged to select learning tasks that best fit their teaching style and students’ needs. Modifications, accommodations, and extensions specific to your learners are strongly recommended. Attributions:SHAPE America Standards: https://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdfVolleying Clip Art: https://pixabay.com/en/volleyball-player-silhouette-309628/Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education.9th ed. New York: McGraw-Hill.
This text represents the collaboration of more than 70 authors from multiple countries. Essentials of Exercise and Sport Psychology: An Open Access Textbook brings this diverse set of experts together to provide a free, open, accessible textbook for students studying exercise and sport psychology. Primarily directed at undergraduate students, this well-referenced book is also appropriate for graduate students.
Students' moral education appears increasingly necessary in our days, as the cultural and moral frame of modern life has compressed moral values like respect, personal and social responsibility, fairness, solidarity, tolerance, acceptance of diversity. The development of moral-active citizen is considered as main objective in policies of European Union and United Nations Organization, so that intense moral decline phenomena of our days could be faced. Socrates argued that “Virtue is teachable”, since parameters of moral character such as empathy, collaboration culture, problem solving skills are being developed throughout all our lifespam.
Sport engagement often emphasizes in cognitive and kinetic skills overlooking social, sentimental and psychological skills. Thus, just participating in sport does not necessarily promote moral development. Consequently, sport programs have to incorporate strategies directed at the development of moral values and moral reasoning.
Social scientists argue that, it is not possible to develop personal and social responsibility in students, just by oral instructions. Only “learn-by-doing” methods could help students transfer the developed skills, in different contexts of their lives.
Physical Education has been an outstanding setting for applying moral development strategies, due to the opportunities it provides for reflection, role playing, responsibility building, solidarity and collaboration culture. For this reason, over the past two decades, moral development programs were applied in Physical Education, such as Teaching Personal and Social Responsibility Model (T.P.S.R.) and the Sport Education Model (S.E.M.). Solidarity, honesty, fairness, responsibility, collaboration, respect of self and others, are moral values that should be strengthened during a school PE session.
“Evathlon” could be described as an educational program aiming in developing those moral values, in the context of school Physical Education. By triggering students’ critical thinking and critical judgment on earlier experiences, as well as by engaging them in specifically planned sport experiences, morality development is sought.
Program’s main objective is to have a positive impact on students’ social behavior during sport events, as well as in other contexts of their social life. Educative interventions in the setting of school football events have been planned to gradually develop K7 to K9 students’ morality.
Being based on social cognitive theory and on structural learning theory, the interventions combine above-mentioned theories to provide better social interaction and develop moral reasoning in an optimal way. Students are being inspired and motivated by their “sport role models" using interactive tools (e.g. videos, word
clouds, quizzes, comics) in asynchronous e-learning environment (LMS Edmodo) and then during school football events they experience in practice respect in rules, interact, develop social skills, confront moral dilemma situations and cultivate their moral reasoning.
Physical Education and school sport events constitute ideal environments for experiential and moral dilemma situations, under conditions of safe and moderate competition. Moreover, football is a sport of moderate bodily contact, offering lots of occasions for social interactions that increase the potential of positive, as well as antisocial and illegitimate behaviors.
'Evathlon' innovates, as by using blended learning techniques, gives students a central role in the educational process, developing their experiences and facilitating their team-based approach to knowledge. Sport role models and specially designed “learn-by-doing” experiences promote the adoption of desirable fair play
behaviors.
Decisive for fulfilling the aim of Evathlon sport program, is the carefully designed educational process, which actively involves students in all stages, thus strengthening their engagement in it, providing opportunities for critical reflection, role playing, problem solving and adoption of “desirable behaviors”.
At the same time, program planning permits its feasible adjustment in the context of any individual or team sport. Its positive effect in the improvement of student social behavior is expected to be significant, confirming the effectiveness of the intervention and prompting its extensive adaptation in other teaching areas that have been outlined for school Physical Education.
This lesson instills knowledge of 4 exercises that can build muscular strength and endurance needed for kayaking. Shoulder rotation, Dumbbell curl, Dumbbell twists, & Weighted side bends. After this lesson, the students will be performing these exercises 3 times a week.
This lesson provides simple activities for younger children to explore balance. Students will demonstrate spatial awareness and the ability to follow instructions. They will experience different movement forms.
K-1st lesson designed to develop class routines and procedures while providing students the opportunity to develop locomotor skills as well as build social emotional skills.
