Physical Education

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PHYSICAL EDUCATION

The Healthy and Balanced Living Curriculum develops physical, mental, emotional, social attitudes and skills. Health and physical education are critical components of a comprehensive educational program; their purpose is to empower students to evaluate opportunities and challenges, choose appropriate behaviors and develop positive attitudes that promote lifelong wellness.

All students at Jared Eliot Middle School take Physical Education twice a week focusing on topics including the development of sportsmanship, sports skills, game rules and game play, cooperative games and Project Adventure climbing.  Students also complete the CPFA, which is the Connecticut fitness test. Current Eliot Middle School physical education units include Ultimate Frisbee, basketball, volleyball, soccer, floor hockey, Omnikin, adventure climbing, cooperative team games, Wiffle ball, badminton, lawn games, golf, kickball, rhythmic movement (step aerobics, Zumba), Topple Ball, and Tchoukball.

Fifth and Sixth Grade

Grade five and six students are in the stage of motor development where they are applying fundamental movement skills to sports activities. This includes the refinement of body awareness, balance, locomotor skills (i.e. running/jumping), non-locomotor skills (i.e. twisting, turning, stretching, bending) and manipulative movement skills (i.e. throwing/kicking). The primary stimulus during this phase of motor development is isolated sports skills and then combining and adapting them into practice settings.  Students meet two to three times per week for 40 minutes in a rotation schedule with health education.

Seventh and Eighth

Grade seven and eight students are in the refinement stage of motor development. in which changes in physical growth, body structure and physiological development combine to improve performance ability. These adolescents are exploring newly acquired motor skills which can be asserted to refined motor behavior in all areas including perceptual motor awareness, muscle memory, force, speed and agility.  Each physical education unit is designed developmentally to move students along their individual continuum of learning, with sensitivity to the unique learning styles and the need for differentiated instruction.

Philosophy of Healthy and Balanced Living - Physical Education

The Healthy and Balanced Living Curriculum will develop physical, mental, emotional and social attitudes and skills, through a comprehensive, integrated and sequenced program in health and physical education. The purpose of health and physical education is to empower students to become informed about health and fitness, evaluate opportunities and challenges, choose appropriate behaviors and develop positive attitudes that promote lifelong wellness.

We further believe that:

  • Integrated and congruent health and physical education programs advance an understanding and commitment to ongoing fitness and wellness.
  • The health and well-being of students significantly influences learning and academic achievement.
  • Students who are able to identify and develop their own attitudes and values associated with leading a healthy lifestyle are better equipped to make personal and socially responsible decisions.
  • Knowledge and decision-making are two critical factors that affect the achievement and maintenance of a healthy and active lifestyle.
  • Students who are able to demonstrate respect for themselves and for others are well placed to contribute effectively to home, school, work and community life.
  • Experience in fundamental movement skills in the early years of schooling supports the development of more specific skills in later childhood and participation in sport and recreation as lifelong pursuits.
  • Students who participate in physical activity, games, sport, dance and outdoor recreation develop confidence, self-esteem, leadership and emotional maturity.
  • Effective interpersonal and communication skills are essential for participation in society.

Goals of Healthy and Balanced Living

As a result of this preK-12 Healthy and Balanced Living Program, students will:

1. Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
2. Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
3. Participate regularly in physical activity.
4. Use fitness concepts to achieve and maintain a health-enhancing level of physical fitness.
5. Exhibit responsible personal and social behavior that respects self and differences among others in physical activity settings.
6. Understand the value of how physical activity provides for health, personal enjoyment, challenge, self-expression and social interaction.
7. Demonstrate the ability to use decision-making skills to enhance health.
8. Demonstrate the ability to use goal-setting skills to enhance health.
9. Comprehend concepts related to health promotion and disease prevention.
10. Demonstrate the ability to access valid information, products, and services to enhance health.
11. Demonstrate the ability to practice health-enhancing behaviors to reduce health risks.
12. Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
13. Demonstrate the ability to use interpersonal communication skills to enhance health and help to reduce health risks.
14. Demonstrate the ability to advocate for personal, family and community health.

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