Central Elementary School

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Central Elementary School Physical Education
Curriculum Grades 3-5
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TANDALAY CURRICULUM

• ALL OUT PLAY!!

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History of Tandalay

• Developed by Tami Phillips, M.S., Kinesiology
• Tandy a rare beautiful quality found in
  certain individuals represents strength
  courage
• Tandalay an opportunity to instill a sense of
  courage, a willingness to try new things, and a
  confidence that comes from within. Tandalay is
  perseverance, integrity, honor, and compassion.
  (Tandalay Curriculum LLC)

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PRINCIPLES FOR TEACHERS

• Make teaching PE FUN!!
• Minimize your preparation time
• Pre-screen games activities to ensure they meet
  standards
• Organized to ensure maximum skill development
  participation

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PRINCIPLES FOR KIDS

• Keep moving have FUN!!
• Movement getting more fit improving skills,
  coordination, and agility become better movers
• Fun developing a love for movement ability
  to accept fitness for a lifetime more inclined
  to be active while not in class

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Tandalay Principle Centered

• Physical Education should be an exciting,
  rewarding, positive movement experience for ALL
  children.
• Active play is an essential component of learning
  and development. It is through play that children
  become more fit, develop skills, learn to be and
  play fair, become creative thinkers, learn to be
  good teammates, and thrive as more responsible,
  motivated, self-driven citizens.

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Principles (cont.)

• All students should be actively engaged in EVERY
  activity in an emotionally and physically SAFE
  (non-threatening) environment.
• 4. If all players are moving and having fun, ALL
  physical education standards are being met.
  Through constant movement and purposeful play,
  students will become better, more skilled movers
  with increased fitness levels in every area.
  Through non-intimidating, success-enhancing,
  confidence-building activities that are FUN,
  rewarding, and enjoyable, students will value and
  pursue a lifetime of fitness, health, and
  wellbeing.

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Principles (cont.)

• All physical education standards are of EQUAL
  importance. Personal responsibility, cognitive
  awareness, and the value of social interaction
  are just as important to a successful physical
  experience as movement skills. Physical education
  is about respect for self and others,
  self-expression, trying new things, getting up
  when you fall down, being a motivator, and
  knowing you are a winner because you played
  fairly and did your best!

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Principles (cont)

• As physical educators we have a responsibility to
  the nation and to each and every child to do
  everything possible to prevent and reduce
  childhood obesity. It is our highest order to
  lead through example, provide abundant and SAFE
  (emotionally and physically) movement
  experiences, and to educate todays youth on
  nutrition, fitness principles, and why and how to
  be successful movers and shakers! Fit people move
  bigger mountains!

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Focus for grades 3-5

• Teamwork
• Refining Motor Skills

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Standard 1

• Demonstrate competency in motor skills and
  movement patterns needed to perform a variety of
  physical activities.

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Standard 2

• Demonstrates understanding of movement concepts,
  principles, strategies, and tactics as they apply
  to learning and performance of physical
  activities.

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Standard 3

• Exhibits responsible personal and social
  behavior that respects self and others in
  physical activity settings.

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Standard 4

• Values physical activity for health, enjoyment,
  challenge, self-expression, and/or social
  interaction.

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Standard 5

• Participates regularly in physical activity and
  achieves and maintains a health-enhancing level
  of physical fitness and demonstrates
  understanding of fitness principles and concepts.

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Unit 2 (Fitness Fun) Objectives

• Motor Skills Movement Patterns
• Hold basic stretches for an increasing period of
  time
• Perform increasing numbers of curl-ups
  (sit-ups), push-ups (traditional or modified),
  lunges (forward side)
• Demonstrate basic stretches using proper
  alignment
• Set short-term goals for aerobic endurance,
  muscular strength endurance, and flexibility
  then monitor progress by recording on a fitness
  chart

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Unit 2 Objectives (cont)

• Describe how heart rate is used to monitor
  exercise intensity
• Participate in activities that develop and
  maintain the components of physical fitness
• Choose to participate in physical activities

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Example of Lesson within Unit 2

• Warm Up
• Light group activity, followed by proper
  stretching
• Discuss heart rate with the students and have
  them signal to you their level of heart rate
• Circuit of Activity
• Labeled cards placed around the area with
  specific tasks on each (Ex. Push-up, crab walk,
  jump onto the boxes, jumping jacks, etc.)
• Everyone will work together in small groups of 3
  students
• Cool-Down
• Bring everyone back together and have the
  students describe their heart rate levels. Then
  stretch as a group, having students lead
  different stretches. Review with students the
  muscles being stretched during each stretch.
  Also, review with the students the importance of
  the activities that they participated in during
  that lesson.

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Unit 4 (Football Fun) Objectives

• Skills
• Transfer weight from the back leg to the front
  leg during actions that propel the body forward
• Punt a ball dropped from hands (towards a target)
• Throw and catch an object with a partner
  (standing, during movement, for distance)

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Unit 4 Objectives (cont)

• Analyze peers while catching and provide adequate
  feedback.
• Assist in teaching skills to peers.
• Accept responsibility for individual actions and
  performance.
• Respect others ability levels and include
  everyone in the activity.

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Example of Lesson within Unit 4

• Warm Up
• Leader Running
• Passing Review Activity
• Review the skill and then proceed into group
  passing activities
• Catching Receiving
• Demonstrate and Review proper techniques for the
  skills proceed into group catching/receiving
  activities
• Play a game incorporating all the skills
  practiced
• Ex. Interception (Keep-Away w/Defenders)
• Cool-Down
• Review session of the skills learned what the
  important aspects of the lesson were

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Specific Skills Addressed within Lesson

• Running
• Throwing
• Catching
• Receiving
• Teamwork

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Unit 5 Objectives

• Motor Skills Movement Patterns
• Leap
• Chase, flee, and move away from others within a
  given environment
• Avoid or catch an object while traveling
• Jump for a distance

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Unit 5 Objectives (cont)

• Recognize fundamental components and strategies
  within games and activities
• Interact with other during physical activity
  challenges
• Know game rules and what fair play is
• Demonstrate respect for individual differences in
  ability levels

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Example of Lesson within Unit 5

• Warm-Up
• Personal Space activities
• Hot Hoops
• Group passes hoop around circle
• Hula Hoop Shuttle
• One member inside hoop and all others attached.
  Run to given distance back then switch places
• Melting Icebergs
• Hula Hoops are icebergs students perform given
  locomotor tasks in order to not melt on a given
  iceberg
• Cool-Down
• Knots groups work to undue their created knot

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Assessments used through-out the Curriculum

• Skill Assessments Rubrics, Checklists Teacher
  Observation (Eyeballing Technological)
• Cognitive Assessments 2 or 3 written
  assessments assessing fitness and health
  knowledge that is age appropriate (different
  tests for different grade levels)
• Fitness Assessment Journal/Fitness Log (Self
  Parental Assessments)

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Example Skill Checklist

• Overhand Throwing and Catching
• Name _____________
• Check (v) and list the date to indicate which of
  the critical elements are PRESENT.
• Overhand Throw
• 1. Contra-lateral step.
• 2. Differential trunk rotation.
• 3. Elbow flexed, away from body, and extended on
  back swing.
• Catch
• 1. Elbows are flexed in preparation to catch.
• 2. Hands adjust to the flight of the ball.
• 3. Contact is made with hands and flexed
  elbows.
• 4. Force of the ball is absorbed by the hands
  and arms. ________
• Performance Definitions
• Present - Demonstrated in MORE than half of the
  student's attempts in individual skill
  drill/task.
• Absent - Demonstrated in LESS than half of the
  student's attempts in individual skill drill/task.

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Example Skill Rubric

• Jump Rope Grading Rubric

Jump Rope Skills 1 Forward Jumping 3 Jog
Step Jumping 5 Skier Jumping 2 Backward
Jumping 4 One Foot Jumping
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Equipment

• Limited Budget Therefore Limited Equipment
• Development Instruction of games that utilize
  the same equipment across the entire curriculum
• Ex. Balls (all shapes, sizes textures)
• Hula-Hoops Mats
• Paddles Index Cards
• Balloons Jump Ropes
• Scarves Cones

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Class Size

• 32 Students Grades 3 5
• Class meets 5 times every 3 weeks
• 30 Class Periods over 18 Weeks
• Implications
• All students will participate in the same
  activities with regards to the different levels
  of skill ability (vertical alignment)
• Students will be assessed upon their individual
  ability levels
• Goal is to keep all the students constantly
  participating in physical activity, while
  increasing their knowledge of both activities and
  health

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Achieving Maximum Participation

• There are no waiting lines. Activities allow
  for all individual students to be participating.
• There are no games in which elimination will
  occur.
• Students will work together in groups therefore
  the teacher will not be the only resource relied
  upon to help the students peer help will be
  encouraged
• Students are given freedom to participate at
  their individual ability levels and activities
  are appropriately developed to allow for multiple
  ability/skill levels to actively participate

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Resource

• Tandalay Curriculum LLC (2006 2008). Tandalay
  All Out Play. Retrieved October 1, 2008, from
  Tandalay Curriculum Website http//www.tandalay.c
  om/