Dear Parent and/or Guardian:
My name is Lynn Laing. I will be your son or daughter's physical education
teacher this year. In this letter I want to briefly describe the physical
education program at Warren Elementary School and what your child can expect
to learn over the next few years. Let me begin, however, by briefly
describing my professional background.
My degree is in physical education. The core courses for this degree
included work in english, history, math and science. General education
courses included work in educational psychology, child development and
educational philosophy. The specialized courses included work in
understanding children's physical development and how they learn motor
skills, gross motor anatomy, kinesiology (muscle connections within the body
and what muscle works each part during a movement pattern) physiology,
scientific aspects of physical fitness and sports, as well as effective
teaching techniques and progressions for a variety of lifetime sports and
fitness activities.
I also have teaching certification in Health Education which included
courses in first aid, CPR with AED, personal health, nutrition and wellness.
A degree in Safety, Adapted Physical Education which modifies skills for
disabled individuals, and Drivers Education. In addition to my college
course work, I played competitive softball, teach fast pitch softball
pitching hitting and fielding lessons, scuba dive, bike riding and serve as
the Local Tournament Director for the Professional Fastpitch X-Treme Tour, a
program bringing professional fast pitch softball players to the area for
clinics, tournaments, and college skills reviews.
As a result of taking these university courses, attending one or more
professional conferences each year, and twenty seven years of full time
teaching, I have designed a program for children that helps them develop the
physical competence that lead to confidence and participation in physical
activity for a lifetime. My goal is to help children find a variety of ways
to enjoy being physically active so that they will be able to get all of the
physical, emotional, intellectual and social benefits that come to someone
who is physically active
At Warren Elementary, your child will have physical education once or twice
a week for 35-45 minutes depending on grade level and the specials rotation.
The program has been designed to focus on three major areas that are
contribute to one's physical health and well being:
· Movement concepts. In the early grades, for example, the program
emphasizes the variety of ways we travel (e.g. running, skipping, hopping),
changes of directions and speeds, and different ways to balance, jump and
land. Here is an example of a skills rubrics:
· Responsible Personal and Social Behavior. Learning to be
competitive and show sportsmanship. This also includes being responsible for
own actions.
· Values Physical Activity for Health. Students will be encourages
to transfer learning from class activities to daily living skills. How can
they be more healthy with food choices, free time activities, self
expression, an social interaction.
Unit: Chasing, Fleeing, and Dodging
By the end of sixth grade students should be able to:
· Purposefully use general space to create or deny space when
developing or using game strategies.
· Cooperatively play a designed or given small-group game with
opponents that involves throwing, catching with dodging, chasing, and
fleeing.
By the end of fifth grade students should be able to:
· Purposefully use general space to create or deny space when
developing or using game strategies.
· Cooperatively devise strategies to keep opponents from reaching a
specified area, person, or object.
By the end of fourth grade students should be able to:
· Use dodging skills in a small group situation to avoid a thrown
soft, lightweight object.
By the end of third grade students should be able to:
· Travel and dodge stationary opponents.
· Change directions and pathways as they move through general space,
in order to not collide with others.
· Move in a variety of ways that focus on accelerating and
decelerating their speed.
By the end of second grade students should be able to:
· Purposefully keep out of others’ self-space as they travel with or
without an object.
· Change from a leading to a following position in relation to a
partner.
· Quickly perform dodging skills at a signal.
By the end of first grade students should be able to:
· Flee from a partner as quickly as possible at a signal.
· Travel and change pathways as quickly as possible at a signal.
· Travel and change directions as quickly as possible at a signal.
· Safely change from one speed to another when traveling.
By the end of kindergarten students should be able to:
· Travel and make straight, curved, and zig-zag pathways.
· Travel around stationary obstacles without touching them.
· Follow the pathway that their partner makes.
· Make fast and slow movements with various body parts.
Unit: Dribbling with the Hands
By the end of sixth grade students should be able to:
· Travel, dribble, and pivot on one foot to begin dribbling in
another direction.
· Shoot toward an appropriate-height goal from different distances.
· Dribble and keep the ball away from an opponent in a 1-on-1
situation.
· Dribble and pass in a small-group keep-away game.
· Cooperate and play a small-group game using passing, receiving, and
shooting toward an appropriate-height goal.
By the end of fifth grade students should be able to:
· Dribble while traveling in a group (in a large boundaried area)
without touching others or stationary objects.
· Dribble and smoothly change from one direction to another without
stopping.
· Dribble and change from one speed to another without stopping.
· Dribble and then throw a leading pass to a moving partner using a
chest or bounce pass.
· Use a variety of relationships with others to play or design a
small group game.
By the end of fourth grade students should be able to:
· Dribble continuously while stopping and starting traveling at the
signal.
· Dribble while keeping the ball away from stationary opponents.
· Travel, dribble, and chest- and bounce-pass the ball to a
stationary partner.
By the end of third grade students should be able to:
· Dribble a ball in self-space using one, then the other hand.
· Dribble while moving to the right or left.
· Dribble and change direction at the signal.
· Dribble and change from one speed to another at the signal.
· Dribble and change from one pathway, moving on at the signal.
By the end of second grade students should be able to:
· Dribble a ball in self-space at different levels.
· Dribble while slowly traveling in different directions.
· Dribble while slowly traveling on different pathways.
By the end of first grade students should be able to:
· Dribble a ball in self-space using one, then the other, hand.
· Dribble a ball in self-space while switching from one hand to the
other.
By the end of kindergarten students should be able to:
· Use two hands to bounce and catch a large playground ball.
· Use two hands to bounce and catch a ball while slowly traveling
forward
· Unit: Educational Dance
By the end of sixth grade students should be able to:
· Follow (solo, with a partner or with a group) given simple patterns
of locomotor skills to 3/4 and 4/4 music from various cultures.
· Design, refine, and perform small-group sequences comprised of even
and uneven rhythmic patterns of locomotor movements, body movements, and the
use of an object to groups of three or four beats (3/4 or 4/4 time).
By the end of fifth grade students should be able to:
· Use the qualities of force, flow, and speed to creatively express
feelings, ideas, and actions of the self, others, or groups of others
through the use of body shapes.
· Design, refine, and perform dance sequences in a small group
focusing on using different body shapes and body movements.
By the end of fourth grade students should be able to:
· Combine two or more even locomotor movements into a pattern that
can be repeated to music with 3- or 4- beat groupings e.g., 1, 2, 3, (4); 1,
2, 3, and (4).
· Combine two or more movement patterns based on sets of either 3 or
4 beats into repeatable sequences of traveling, manipulating an object, and
space awareness concepts (levels and pathways) to a counted out beat or
music.
· Use specific qualities of force, flow, or speed to creatively
express feelings, ideas, and actions through dance and other expressive
movement sequences.
· Design, refine, and perform group dance and gymnastics sequences
that focus on using symmetrical or asymmetrical body shapes.
By the end of third grade students should be able to:
· Travel and smoothly change directions or movements to music with
sets (measures) of three to four beats.
· Move in various ways using definite contrasts of bound and free-
flowing movements.
· Use matching or mirroring and meeting or parting to design and
perform dance sequences with a partner or small group.
· Use different body shapes and body movements to creatively express
the various qualities of effort (force, flow, speed).
· Design, refine, and perform a repeatable sequence with a partner in
which the movements of an object (scarf, wand) are matched as clearly as
possible.
By the end of second grade students should be able to:
· Perform different body movements to a series of beats of varying
tempos (fast or slow).
· Design and perform simple sequences that focus on body shapes or
body movements.
· Express the qualities of light and strong force through a variety
of creative dance sequences.
· Express the qualities of fast and slow speed through a variety of
creative dance sequences.
· Follow given simple sequences that combine locomotor and body
movements to counted out groups of 3, 4, or 8 beats.
By the end of first grade students should be able to:
· Make the different body shapes with or without a partner.
· Manipulate an object in time to a signal or music of varying
tempos, or speeds.
· Move in various ways showing definite contrasts of light and strong
force.
· Move and put a variety of body parts and objects into different
levels.
· Travel to a signal or music with an even rhythm (walk, run, hop,
jump, march, slide, gallop, skip).
By the end of kindergarten students should be able to:
· March in step to a rhythmical (even) beat.
· Gallop forward using a basic or rhythmical galloping pattern.
· Slide forward using a basic or rhythmical sliding pattern.
· Skip forward using a basic or rhythmical skipping pattern.
· Travel while moving in a variety of body shapes.
Unit: Jumping and Landing
By the end of sixth grade students should be able to:
· Run and leap as far and as high as possible using plyometrics
skills.
· Run and leap a succession of medium-level obstacles without
stopping between.
· Use a variety of relationships with a partner or group when
designing, refining, and performing repeatable rope-jumping sequences (e.g.,
behind, beside, mirroring, matching)
By the end of fifth grade students should be able to:
· Jump a self-turned rope using as many different types of jumps as
possible (skier, bell)
· Perform jumping skills in 3/4 or 4/4 time, using ropes.
· Design and refine a repeatable routine with a partner or a small
group using various jumping skills, other movements, and objects to 3/4 or
4/4 time.
By the end of fourth grade students should be able to:
· Jump for distance
· Jump for height
· Jump a self-turned rope using at least five different types of
jumps (e.g., hop, skip, jump, and skier)
By the end of third grade students should be able to:
· Jump a self-turned rope using buoyant landings.
· Jump into and out of a turning long rope.
By the end of second grade students should be able to:
· Jump a self-turned rope both forward and backward with yielding
landings.
· Jump a self-turned rope in at least three different ways (e.g.,
forward, backward, skip step, fast (buoyant), running-skip step).
· Make the different body shapes in the air when jumping off the
ground or low level equipment.
By the end of first grade students should be able to:
· Jump and land using a variety of takeoffs and landings in relation
to various equipment (hoops, low hurdles, rope shapes, carpet squares)
· Jump a swinging rope with yielding landings.
By the end of kindergarten students should be able to:
· Jump and land using a variety of takeoff and landing patterns (2-2,
2-1, 1-2, 1-1, 1-other).
· Jump a slowly swinging long rope using two feet to two feet pattern.
Unit: Kicking and Punting
By the end of sixth grade students should be able to:
· Punt a ball using a 2 or 3 step approach.
· Punt a ball to targets at varying distances.
· Collect a thrown or kicked ball using the thigh and chest.
· Defend a goal by catching or deflecting balls kicked to them with
appropriate force.
· Cooperate to play a designed or given small group game involving
dribbling, passing, kicking, or punting to keep the ball away from opponents
and to reach a goal area.
By the end of fifth grade students should be able to:
· Dribble and change speeds at the signal.
· Dribble with a group in a boundaried area, without losing control
of the ball and while avoiding contact with others or opponents.
· Use the inside of the foot to dribble and kick a leading pass to a
moving partner.
· Dribble and pass in a small-game keep-away situation
· Manipulate objects using varied amounts of force, flow, and speed
appropriate to the given situation.
By the end of fourth grade students should be able to:
· Dribble and then kick the ball to a large target area from a
distance of choice, using the instep.
· Dribble and then kick the ball to a target or stationary partner
while using the inside of the foot.
· Use the inside of the foot to collect a ball coming toward them.
· Punt a ball as high and as far as possible.
· Manipulate objects using varied amounts of force and speed.
By the end of third grade students should be able to:
· Run and kick a ball that is moving slowly toward and away from
them, using the instep.
· Use the insides or outsides of the feet to slowly dribble the ball.
· Dribble while changing pathways and directions at the signal.
· Dribble in a group in a boundaried area without losing control of
the ball or colliding with others.
· Dribble around stationary opponents and avoid losing the ball.
By the end of second grade students should be able to:
· Dribble and slowly jog while using the inside of either foot.
· Dribble and slowly jog around stationary obstacles while using the
insides of each foot.
· Trap a slowly moving ball rolling toward and away from them,
contacting the ball with the ball of the foot.
· Punt a ball into the air using the instep.
By the end of first grade students should be able to:
· Kick a slowly rolling ball by using the instep.
· Run up to and kick a stationary ball as far as possible with the
instep.
· Kick a stationary ball along the ground toward a stationary partner
or target while using the inside of the foot.
By the end of kindergarten students should be able to:
· Walk and “roll” the ball forward, using the inside of either foot.
· From a stationary position kick a stationary large playground ball,
using any part of the foot.
· Move up to and kick a stationary ball, using any part of the foot.
· Move different objects in a variety of relationships to the self.
Unit: Locomotor Movements & Movement Concepts
By the end of second grade students should be able to:
· Show an understanding of class rules.
· Travel and change from one pathway to another at the signal.
· Travel in different ways while using large and small extensions.
· Move in a variety of ways in relation to a stationary partner or
object.
· Mirror the shape and movements of a stationary partner.
By the end of first grade students should be able to:
· Show an understanding of class rules.
· Find a self-space in a boundaried area.
· Stop and start traveling at a given signal, showing the ability to
stop and travel in their own self-space.
· Travel and change from one direction to another at the signal.
· Travel and change from one locomotor movement to another at the
signal.
By the end of kindergarten students should be able to
· Show an understanding of class rules.
· Show the boundaries or limits to their self-space, when alone and
when using equipment.
· Find self-space on their own in a large boundaried area.
· Stop and start traveling in different directions using a variety of
locomotor movements in response to a signal showing the ability to stop and
start in self-space.
· Move on straight, curved, and zig-zag pathways using a variety of
locomotor movements.
Unit: Rolling
By the end of sixth grade students should be able to:
· Travel, jump, land, and roll over low equipment (starting the roll
with or without hands on the floor).
· Jump off the ground or low equipment to catch an object thrown
directly to them, land, and roll.
· Design, refine, and perform repeatable sequences (with a partner or
in a small group) involving rolling and other skills (such as traveling,
balancing, and weight transfers).
By the end of fifth grade students should be able to:
· Roll smoothly in a forward and backward direction.
· Use different shapes to begin and end rolls when rolling in
different directions.
· Balance in a variety of upright or inverted positions, move
slightly into a roll, then balance again.
· Travel, jump over low equipment, land, and roll.
By the end of fourth grade students should be able to:
· Jump off low equipment, land, and roll.
· Design, refine, and perform (alone or with a partner) simple
sequences involving rolling, weight transfers, balances, and concepts
(levels, shapes, directions, speed).
By the end of third grade students should be able to:
· Roll, starting and ending in different shapes and using different
speeds.
· Roll forward over a low hurdle, starting with hands on or off the
floor.
By the end of second grade students should be able to:
· Roll in at least two different directions.
· Starting from a squatting position, rock backward, placing hands in
the appropriate position behind.
· Jump, land, and roll in any direction.
By the end of first grade students should be able to:
· Roll forward smoothly.
· Roll smoothly and consecutively in a sideways direction.
· Rock smoothly and repeatedly back and forth on the back.
By the end of kindergarten students should be able to:
· Roll sideways consecutively.
· Demonstrate early progressions of a forward roll.
· On the back, rock back and forth and side to side.
Unit: Striking with Long-Handled Implements
By the end of sixth grade students should be able to:
· Strike a ball toward large target areas from an appropriate
distance using a golf club or hockey stick.
· Design and play small-group keep-away games involving dribbling and
shooting with a hockey stick toward a goal area.
· Manipulate objects using varied amounts of force, flow, and speed
appropriate to the given situation.
· Use a variety of relationships with others in order to play or
design a small-group game.
By the end of fifth grade students should be able to:
· Strike a gently tossed ball using a bat.
· In a large group, use a hockey stick to control dribble a ball so
as to not collide with others or obstacles.
· Use a hockey stick to dribble a ball around stationary obstacles
without losing control of the ball.
· Dribble and then strike a ball to a stationary target or partner,
using a hockey stick.
By the end of fourth grade students should be able to:
· Strike a softly pitched ball with a bat as far as possible.
· Strike a wiffle-type ball in the air using a golf club or hockey
stick.
· Manipulate objects using varied amounts of force and speed.
By the end of third grade students should be able to:
· Dribble a wiffle-type ball with a hockey stick and change
directions and pathways at the signal.
· Strike a wiffle-type ball along the ground to a stationary partner
using a hockey stick.
· Strike a ball off a tee with a bat to different areas.
By the end of second grade students should be able to:
· Travel slowly in different directions and dribble a wiffle-type
ball with a hockey stick.
By the end of first grade students should be able to:
· Strike a wiffle-type ball off a tee with a bat.
· Use an underhand swing to strike a wiffle-type ball with a hockey
stick or golf club.
By the end of kindergarten students should be able to:
· Strike a small playground ball off a tee or cone using the hand.
· Strike objects of different sizes with a hockey stick.
Unit: Striking with Short-Handled Implements
By the end of sixth grade students should be able to:
· Repeatedly strike a rebounding ball from a wall using forehand or
backhand strokes, moving back to a ready position in between strokes.
· Strike a gently tossed ball from a partner, using a backhand motion.
· Manipulate objects using varied amounts of force, flow, and speed
appropriate to the given situation.
By the end of fifth grade students should be able to:
· Strike a self-dropped ball with a racket over a low-level line or
net to various designated areas, using a forehand stroke.
· Strike a rebounding ball with a paddle or lightweight racket from a
wall using a forehand stroke.
· Use a variety of relationships with others in order to play or
design a small-group game.
By the end of fourth grade students should be able to:
· Strike a small object with a forehand motion using both strong and
light force
· Bounce and then strike a small object using a backhand motion with
a lightweight paddle or racket.
By the end of third grade students should be able to:
· Bounce and then strike a small object to a wall or across a low net
using an underhand motion with a lightweight paddle or racket.
· Bounce and then strike a small object using a forehand motion with
a lightweight paddle or racket.
By the end of the second grade students should be able to:
· Continuously strike a small, lightweight ball upward using a hand
or lightweight paddle.
· Continuously strike a suspended ball using a forehand motion, with
either a hand or lightweight paddle.
By the end of first grade students should be able to:
· Strike a small, lightweight ball upward with a hand or lightweight
paddle, letting it bounce between strikes (bounce, strike, bounce).
· Bounce then strike a small, lightweight ball using a hand or other
paddle.
By the end of kindergarten students should be able to:
· Repeatedly strike a balloon upward using a hand or lightweight
paddle.
· Repeatedly strike a small suspended ball with a hand or other
lightweight paddle.
Unit: Throwing and Catching
By the end of sixth grade students should be able to:
· Use a variety of relationships with others in order to play or
design a small-group game.
· Move in order to throw to a stationary partner while being guarded
in a small-group keep-away situation.
· Manipulate objects using varied amounts of force, flow, and speed
appropriate to the given situation.
By the end of fifth grade students should be able to:
· Throw to a partner or target, using varying degrees of force and
speed.
· Using a variety of objects, throw a leading pass overhand to a
moving partner.
· Catch objects of different sizes and weights while moving toward a
specified area.
· Throw and catch in a self-designed or given small-group game to
keep the ball away from opponents or to reach a goal area.
By the end of fourth grade students should be able to:
· Throw balls of various sizes and weights to an appropriate target
or partner using a smooth overhand motion.
· Throw, using an overhand throw, so that the ball travels in
different pathways in the air and covers different distances.
· Move in different directions to catch a ball thrown by a partner
· Move to catch an object in a small group (2-on-1) keep-away
situation.
By the end of third grade students should be able to:
· Throw a variety of objects to target areas using a smooth underhand
motion.
· Throw as far as possible using a smooth overhand motion.
· Throw overhand using varied amounts of force and speed.
· Catch a ball, tossed by themselves or by others, at different
levels.
By the end of second grade students should be able to:
· Throw as far as possible using an overhand motion.
· Throw (underhand) to themselves and catch, using a scoop or other
implement.
· Catch a softly thrown ball at different levels.
By the end of first grade students should be able to:
· Throw a variety of objects using and underhand motion.
· Throw a variety of objects using an overhand motion.
· Catch a self-tossed yarn or other soft ball.
· Catch a ball thrown softly to different places around the body.
By the end of kindergarten students should be able to:
· Throw to a variety of large targets using an underhand throwing
motion.
· Throw a yarn or other soft ball using an overhand arm motion.
· Catch a softly rolled large ball.
· Catch a self-tossed yarn or other soft ball.
Unit: Volleying
By the end of sixth grade students should be able to:
· Move to forearm pass or overhead pass a lightweight ball back to a
partner.
· Forearm pass a lightly tossed ball back to a partner across a
medium-level rope or net.
· Use underhand and overhead volleys and forearm passes to
cooperatively keep a ball in play over a medium-level net or rope with a
partner or a small group.
· Use a variety of relationships with others in order to play or
design a small-group game.
By the end of fifth grade students should be able to:
· Cooperate in a group to strike a lightweight ball with various body
parts while keeping it off the ground.
· Underhand strike a lightweight ball over a medium level net or rope
(from an appropriate distance).
· Overhead volley a lightweight ball back and forth with a partner
across a medium level net or rope.
· Forearm pass a lightweight ball to an area different from where the
ball was tossed from.
· Use underhand and overhead volleys and forearm passes in a given or
self-designed small-group game.
By the end of fourth grade students should be able to:
· Underhand strike a lightweight ball back and forth across a line or
low net to a partner after one bounce.
· Overhead volley a self-tossed lightweight ball to a wall or partner
(to an appropriate height, if desired).
· Forearm pass a lightly tossed lightweight ball back to a partner.
By the end of third grade students should be able to:
· Strike a lightweight ball in succession using at least two
different body parts, keeping it in self-space.
· Strike a lightly tossed lightweight ball back to a partner using a
variety of body parts.
By the end of second grade students should be able to:
· Underhand strike a soft, lightweight ball or balloon upward with
the hand, keeping it in self-space.
· Travel slowly and underhand strike a soft, lightweight ball or
balloon upward with the hand or other body parts.
By the end of first grade students should be able to:
· Strike a lightweight ball with at least three different body parts
(e.g., knee, foot, elbow) keeping it in self space.
By the end of kindergarten students should be able to:
· Using both right and left hands, continuously push a balloon upward
with the hands, keeping it off the ground.
· Using the palm, strike a balloon underhand (upward) continuously.
· Move different objects in a variety of relationships to the self.
Unit: Weight Transfer & Balance
By the end of sixth grade students should be able to:
· Transfer weight off low apparatus (beam or bench) using a variety
of body actions, starting with hands and feet stationary on the apparatus
(e.g., stretching, twisting, turning).
· Balance with partners using principles of counter-balance (pushing)
and counter-tension (pulling).
· Design, refine, and perform gymnastics and dance sequences that
show smooth transitions between movements varying in force, flow, and speed.
By the end of fifth grade students should be able to:
· Travel and smoothly move into transfers of weight from feet-to-
hands.
· Purposefully use pathways, levels, directions, and extensions to
change the continuity or flow and add variety to a gymnastics or dance
sequence.
· Balance on low equipment (beam or bench) in positions using a
variety of bases of support.
By the end of fourth grade students should be able to:
· Use safe methods to recover from unstable feet-to-hands transfers
of weight.
· Transfer weight in various ways off low equipment or apparatus
(beam, bench, box) onto floor level, starting with hands on the floor.
· Balance in inverted positions using the least number of bases of
support possible.
· Cooperatively balance as part of a small group by connecting with
or supporting each other’s body weight.
· Design, refine, and perform gymnastics sequences that focus on
changes in force, flow and speed.
By the end of third grade students should be able to:
· Transfer weight from one body part to another (hands, feet, knees)
in a variety of ways.
· Use a variety of body actions to move into and out of a variety of
transfers of weight from feet-to-hands with large extensions (e.g.,
stretching legs wide, torso twisting, rolling, curving feet over to land on
one or two feet).
· Step into transfers of weight from feet-to-hands over low equipment
or apparatus (e.g., beam, bench, box, crate).
· Use balances to move smoothly into and out of different transfers
of weight.
· Define, refine and perform gymnastics sequences that focus on
changes in directions, levels, pathways, and extensions (using one or a
combination of two at a time).
By the end of second grade students should be able to:
· Transfer weight from feet-to-hands, making the legs land in
different places around the body.
· Transfer weight across a mat in as many ways as possible.
· Transfer weight by traveling into a spring takeoff.
· Balance using a variety of inverted symmetrical and asymmetrical
body shapes, either with or without a partner.
· Design and perform simple sequences involving balancing along with
other skills (weight transfers, rolling) or concepts (levels, shapes).
By the end of first grade students should be able to:
· Transfer weight from one set of body parts to another in a variety
of ways (e.g., twist, turn, etc.)
· Transfer weight over low equipment (e.g., hurdles, hoops, mats) in
a variety of ways, beginning with hands on the opposite side of the hurdle.
· Transfer weight from feet to hands in a variety of ways.
· Balance on different numbers of bases of support.
· Balance on different bases of support on low equipment (beam, box,
bench, crate).
By the end of kindergarten students should be able to:
· Transfer weight from one body part to another in a variety of ways,
using rocking, rolling, and feet-to-hand actions with small extensions.
· Take weight momentarily onto the hands by transferring weight from
feet-to-hands with large extensions.
· Travel and stop in balanced positions.
· Follow different pathways while moving forward and sideways on the
ground or on low equipment.
· Skill themes. Basic motor skills such as throwing, kicking, volleying,
and striking with a racket are taught in the grades. In the upper grades the
children are taught how to use these fundamental skills in games and sports,
fitness and various forms of rhythmical movement
· Wellness concepts are taught throughout the program. They include, for
example, healthy and unhealthy foods, and ways to improve cardiovascular
endurance and flexibility.
As a teacher I recognize that children are at different developmental
levels, A junior High Students will be able to apply these skills into
activity/game situations with a variety of needs and interests. For this
reason in every class I attempt to provide all of the children with teaming
experiences that are both beneficial and enjoyable. Each lesson is also
adjusted to take into account the wide range of skill and fitness levels
that characterizes children in elementary and middle school.
In closing I want to invite you to come to the PTA meeting showcasing
Physical Education Activities, usually the April Meeting. If you look at our
syllabus, you will quickly see that your child's physical education classes
are very different from the old "gym classes" that consisted of running
laps, jumping jacks, captains picking teams, and competitive team sports.
I am very proud of the physical education program at Warren Elementary
School and looking forward to being your child's physical education teacher
this year.
Sincerely,
Lynn Laing, B.S./ M.S.
Physical Education Teacher
Warren Elementary School
Go to http://www.marietta.edu/~ll002/ This is my webpage that will challenge
you to move at home.
