P.E. at C.E.C. West
The goal of our class is to develop physically literate students who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. We will enhance skills and techniques related to various games, sports, and wellness activities that build on the understanding of physical activity and fitness, giving you various ways to maintain a healthy lifestyle. These activities will be based on the 5 current standards for Physical Education which include:
Physical Literacy: The physically literate individual demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Movement Knowledge: The physically literate individual demonstrates understanding of concepts, principles, strategies and tactics related to movement and to the performance of physical activities.
Health Enhancing Personal Fitness: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical fitness.
Personal and Social Responsibility: The physically literate individual exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Valuing a Physically Active Lifestyle: The physically literate individual participates daily in physical activity and recognizes its value for health, enjoyment, challenge, self-expression, and/or social interaction.
We will follow the school’s common grading policy. You will receive 20% of your grade from formative assessment, and 80% from summative learning. You will be graded on several different areas within these, including but not limited to:
Social Responsibility (Teamwork, attitude, safety, following rules etc.)
Participation (In class, active, working hard)
Formative Assessments (Skill checklist, peer/self-evaluation, etc.)
Summative Assessments and Benchmarks
(Fitnessgram, unit evaluations, etc.)
Skill Development (Learning new techniques, content knowledge)
In addition to this policy if a student misses a day of class for an excused absence they will have 1 week from the day of the absence to complete a physical activity make-up form available in the gym. It is the students’ responsibility to obtain the form and return it filled out.
Units covered in this class (Subject to change based on facility use etc.)
Track and Field
Each student needs to bring a pair of non-marking tennis shoes. The recommendation is that students have a pair of tennis shoes that can been worn inside for all P.E. classes. P.E. shoes may be left with Mrs. Johnson.
Stick Deodorant (no spray please)
If for some reason a student is ill or has a minor injury during class a note will go home to the parents. If it is something more severe an accident report will be filled out and a parent will be notified right away. Students will be expected to participate during class time unless there is an extenuating circumstance in which a note is sent by a parent. If a student cannot participate in PE because of an injury that has been seen by a doctor, a doctor’s note explaining how long they may not participate, and in what capacity, as well as when they may return to class activity must be given.
Athletic Wear Shoes
Proper footwear is essential for physical activity. Sometimes children’s footwear is chosen based upon what is aesthetically pleasing rather than what is best for safety and efficient movement. Style is often the major reason a particular pair of shoes is purchased (French, Kinnison, & Silliman-French, 2009).
Many times children or adults will wear shoes to engage in physical activity that are not athletic wear shoes. Shoes used for physical activity may cause foot disorders. Injuries could occur when the foot is allowed to move excessively in the shoe or come out of the shoe. f the foot moves abnormally in the shoe, the shoe will not absorb shock. Shoes worn in sports require a tightly laced strap or strings to provide the best stability. Shoes do not provide support and stability to engage in physical activities. Shoes worn with heels, i.e.. boots, snowboots, will cause a turned ankle. (French, Kinnison, & Silliman-French, 2009).
Shoes are simply designed to protect the foot against harmful surfaces and injury. When selecting footwear for physical activity, consider the basic parts of the shoe: the sole, uppers, heel counter, midsole, and toe box. The sole, for example, provides stability and the base of support. It should be flexible and provide a cushion for the foot. A higher sole decreases stability and increases the probability of injury through turning of the ankle.
The upper materials should cover the entire foot. The heel counter, the back area of the shoe, should lock around the foot to cushion and support the heel. The heel counter, width of the base of the shoe, and height of the sole are related to the stability given to the foot. The firm heel counter controls motion or movement. A proper fitting sneakers should be firm to support the heel and Achilles tendon.
The toe box is the front tip of the shoe that protects and provides an area so that the toes do not become too crowded. The width and height should permit full motion of the toes including flexion, extension, and some spreading. In some sneakers the toe box is stiff or semi-hard to protect the toes from undue weight that may cause injury.
Physical education classes incorporate a large number of activities with forward and lateral movements. Here, an all purpose or cross trainer type sneaker is best (Corbin et al, 2003). The essential characteristics of the all purpose sneaker include:
- Support – The heel counter and the heel stabilizer provide stability and control foot movement. The heel protects the Achilles tendon from trauma. Sufficient width is the heel provides stability and protects against ankle turns.
- Cushioning – Sneakers should have adequate cushioning in the heel and midsole.
- Performance – A lightweight sneaker requires less energy output over long periods of physical activity. Good traction is also important. The sneaker’s material should “breathe”. This means material such as nylon mesh promotes perspiration evaporation and decreases shoe weight gain.
Cross trainers, tennis or court shoes are recommended for physical education activities (French, Kinnison, & Silliman-French, 2009). Elementary age children do not need shoes specific to the activity/sport they are participating in unless they are training for long periods of time. Basketball shoes are also a good choice for general physical education activities because they provide for lateral stability with a wide and low sole, and traction on wooden floors.
Always Wear Socks with Sneakers
Socks need to be worn at all times when participating in a physical activity. They should be clean, dry, and without holes. Selection of correct size is according to shoe length. When socks are too long they can wrinkle and cause skin irritations. A proper fitting sock will have the seam at the end of the toes, not on top or under the toes. Composition and thickness of the sock should also be considered. Cotton socks can be too bulky. A combination of materials such as cotton and polyester are less bulky and dry faster.
SELECTING FOOTWEAR FOR PHYSICAL ACTIVITY
The selection and purchase of a pair of sneakers for your child is an important process. The purpose for which the sneaker is purchased and the fit are the most important elements. This month’s issue will offer guidelines for selecting sneakers for children. The following guidelines come from a synthesis of expert recommendations from Corbin et al, 2003; Frank, 2009; French, Kinnison, Silliman-French, 2009; Volpe, 2005.
- Children’s feet grow in spurts and they will require a size change in their footwear every three to four months. On average, Four- to 8-year-olds outgrow shoes every six months. When it comes to kids who range in age from 9 to 12, they may experience size changes anywhere between six months to a year.
- Have the child move around in the store as he/she would during physical activity when trying on sneakers. Identify the length and width of the child's foot. There should be about 3/8-1/2 inch between the front of your big toe and the end of the shoe. Feel for length with the child standing upright with the shoe tied. Determine the proper shoe width with the child standing upright with the shoe tied. The shoe is improperly fit if there are creases at the sides. The heel should fit relatively tightly; your heel should not slip out when you walk. If the heel moves up and down more than 1/8th of an inch, the shoe does not fit properly. and there is room the size of a pencil or little finger between the top of the heel of the shoe and the child’s foot. The upper part of the shoe -- which goes over the top of your foot -- should be snug and secure, and not too tight. You should be able to freely wiggly all of your toes when the shoe is on.
- When tying the shoe, make sure the tongue is not creased nor is the shoe tied too tight. This avoids neuritis, which is a numbing of the nerves that makes the feet susceptible to injury.
- Fit girls into shoes specifically for girls. Their feet are generally narrower and the overall bone structure in the lower extremity is different than boys.
- Consider Velcro closures for children that have problems tying their shoelaces. This will guarantee snug closure. Many shoes also come with long laces that are potentially dangerous because children may trip on them. This will not occur with Velcro closures.
- Choose appropriate support for children with flat feet or high arches. Insoles may be needed, since many sneakers are not designed to accommodate these foot types. In addition, podiatrists generally need to evaluate these children to determine any modifications. The insole of the athletic shoe should be made of absorbent material and offer some cushioning.
- Outer sole materials should offer traction, cushioning and flexibility, especially across the metatarsal break in the ball of the foot.
- Flat bottom “skater” shoes do not support students in Physical Education during the quick stop and start activities.
*** We do ask that your student please wear non-marking athletic wear shoes to Physical Education.
Corbin, C. B., Welk, G. J., Lindsey, R., & Corbin, W. R. (2003). Concepts of physical fitness: Active lifestyles for wellness (11th ed.). New York: McGraw-Hill.
Frank, C. (2009). 10 tips for choosing athletic shoes. Retrieved June 22 from http://www.webmd.com/fitness-exercise/features/how-choose-athletic-shoes
French, R., Kinnison, L., & Silliman-French, L. M. (2009). Special education articles: Arts and leisure articles: How to choose the correct shoes. Retrieved June 22 from http://www.parentpals.com/gossamer/pages/Detailed/883.html
Volpe, R. G. (2005). Athletic Footwear For Children. Podiatry Today, 18(8), 74-80.