The physical education program is designed for each student to experience joy and success engaging in physical activity. Using movement exploration, motor learning activities, cooperative sports and games, competitive athletics, goal-setting, peer-teaching, and problem-solving challenges, teachers aim to deepen understanding of how students can develop, promote, and engage in safe, considerate, creative, collaborative, purposeful, healthy and inspirational physical endeavors.

PHYSICAL EDUCATION BY GRADE

OVERVIEW

The four and five year old preschool classes engage in physical education twice a week for 30 minutes. The lower school classes engage in physical education twice a week for 45 minutes. The middle school classes engage in physical education three times a week for 45 minutes.

The main goals forming the core of the physical education program are:

Physical Activity: For the student to derive pleasure from focused physical activity and to spark interest in further opportunities to acquire, improve, and utilize increasingly effective motor skills, which are the foundation for a healthy and active lifestyle. For each student to understand the fundamentals of movement by practicing and analyzing purposeful movement.
Physical Fitness and Wellness: For the student to develop and maintain the highest possible level of physical fitness. In addition, for the student to understand why physical fitness is important, what the components of physical fitness are, and what strategies exist to improve their overall health and physical performance. Individual records are maintained from the second through eighth grade so students can track their progress, set new goals, and strive for achievement.
Social Development and Interaction: For the student to develop appropriate social behaviors by working independently and with others during planned physical activity. Students are consistently encouraged to give positive feedback and to support to each other. Class discussions are conducted to enhance sensitivity and understanding in the areas of participation, commentary, competition, respect, fair play, and leadership. Teachers consistently guide students toward expressing themselves clearly and confidently, advocating courageously for others, and mediating, negotiating, and compromising to solve dilemmas.
Self-Awareness and Self-Management: For the student to understand who they are and how they appear to others, and to develop the tools to adjust behaviors to make those images congruent. By taking opportunities that arise in games and processing the issues, teachers help students learn to approach challenge, change, stress, competition, conflict, and feelings of success and failure in constructive ways. Time management, self-discipline, and individual responsibility for their own actions and decisions are also consistent themes in physical education.
Individual Excellence: For the student to achieve the highest level of physical performance through setting challenging, yet realistic goals. For the student to demonstrate understanding of initiative, integrity, commitment, perseverance, and courage.

Students are expected to dress comfortably for movement (e.g. sweatpants or shorts and a tee shirt) and wear sneakers on days they have Physical Education. P.E. is usually outdoors and the weather can vary considerably so a sweatshirt is recommended too. On swimming days, students need swim suits, towels, comb or brush, and a bag to hold their gear in. Most students are also more comfortable wearing goggles and some prefer nose plugs.

Most classes begin with light movement to warm the muscles up followed by light stretching. The theme of the class is introduced and activities which support that theme ensue. Classes end with discussion time regarding the theme, and time to re-hydrate and locate personal belongings before lining up to return to class.

Students have ample opportunity to experiment with the skills and understandings covered in physical education during the laboratory called recess. All activities are open to all students and students are trained in the proper way to join activities that are already in progress. Recess activities are structured by the students, not the adults, so that they experience the challenges of sharing space, equipment, and control of activities. Additionally, they experience satisfaction and competence through creatively and collaboratively developing solutions that include consideration for the emotional and physical safety of all participants. Yard supervisors observe from the periphery and directly facilitate interactions when students ask or are in obvious need of assistance in choosing activities, selecting teams, sharing space, refereeing games, observing rules, participating safely, and demonstrating exemplary sportsmanship.

Preschoolers have the choice of being in the yard for the majority of the day. Lower school students have a 20 minute morning recess and a 25 minute afternoon recess. Middle School students have 12 minute morning recess and a 25 minute afternoon recess.

Students enrolled in extended care in the morning or afternoon also have opportunities for yard play and loosely structured games. In the afternoons, yard play and intramural sports are offered to lower school students, and interscholastic sports activities are offered to grades four through eight.

Preschool Physical Education

“What is P.E.?”

After one four year old enthusiastically called out to her physical education teacher, “Hi P.E.!”, the description of P.E. was permanently placed in this grade! The four year old context of Physical Education might be appropriately stated as, “What’s in it for me?”. The answer is simply, “Fun and games”. Physical education is a time to learn how to use one’s body better to move around and to have fun doing it. Exciting games and challenges are utilized to guide the students toward capably meeting the class management standards below:

Responding to teachers signals and directions promptly (Red Light, Green Light; Simon Says)
Efficiently and safely forming as a group (timed games of Circle Up)
Identifying the proper names for body parts (Yarn balls with partners, Head & Shoulders)
Using Rochambeau to solve disagreements (Rock, Paper, Scissors)
Hearing and remembering instructions (Rotating to stations in obstacle courses)
Following basic rules (Fire, Ice & Water)

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Kindergarten Physical Education

“How can I move safely?”

Students begin the year analyzing how to avoid bumping into others and how to let someone know you care if you do bump by accident. Double Bubble promotes awareness of others while floating (running, skipping, hopping, galloping) and trying to avoid others lest you POP! Fox and Squirrel focuses on the importance of calling someone’s name and making eye contact before throwing a ball to them. Games, activities, and obstacle courses are structured to set the stage to answer the following questions:

How can I…

land safely when jumping?

move safely in a group?
stop quickly?
perform a somersault safely?
be safe on or around the tumbling mats?
be safe while in line waiting to get a drink of water?
climb a tree safely?
use the play structure safely?
use balls safely in a crowd?
catch a ball without letting it hit me?

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First Grade Physical Education

“Can I perform this skill better?”

First grade physical education is a wonderfully challenging time when all students are encouraged to acquire and refine a variety of manipulative, as well as fine and gross motor coordination skills. Understanding that there is a correct technique for skill performance and that they can learn it is the constant theme of the year. If students experience delayed success, they are buoyed by the concept that they may not be able to do it yet. The following skills are introduced and explored:

Jump Rope: Skipping, jumping, solo tricks
Shoe Lace Tying: Personal and group safety
Throwing: Underhand and overhand with various sized and shaped objects (e.g. playground balls, Frisbees, tennis balls)
Catching: Stationary and on the move
Dribbling: Basic foot and hand dribbling techniques
Tumbling: Somersaults and cartwheels
Batting: Stance, swing, follow through, bunting
Games: Various tag games centering on use of space and considering safety at all times
Obstacle Courses: Holiday-themed or curriculum integrated

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Second Grade Physical Education

“Why have rules?”

“What is physical fitness?”

In second grade, students learn many cooperative and simple games to apply their new and improved skills. Students also create games and activities that incorporate their classroom learning (e.g. elf games). Rules are explored for their impact on making a game safe and inclusive. Students are also introduced to the concept of physical fitness and methods for improving aspects of fitness. The following skills are revisited and explored:

Jump Rope: Crossover skill and partner routines
Throwing: Distance and accuracy
Catching: On the move and overhead
Dribbling: Refining the ability to dribble (with feet or hands) while looking for open teammates
Tumbling: Somersault variations, cartwheels, headstands, mini-routines
Whiffle ball: Running the bases, force outs and tag plays, a run vs. a homerun
Physical Fitness: Goal setting and training for muscular and cardiovascular endurance; strength, agility, and flexibility
Racquets: Table tennis rules and basic serving

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Third Grade Physical Education

“How can I communicate in an encouraging manner?”

In third grade, students begin transferring their basic skills to more intricate pursuits (e.g. overhead throw becomes a lacrosse pass). More structured sports are introduced via modified games. Team communications that contribute to success in these sports are explored. The following activities support the goals throughout the year:

Balloon Volleyball: Rotating, backing up teammates, calling for the ball, bump-set-spike
Bowling: How to keep score
Juggling: Scarf juggling cascade style
Lacrosse: Modified to encourage passing and catching skills (integrated with California Indian studies)
Basketball: Shooting basics, dribbling, chest pass, signaling that you are open
Whiffle ball: Positions, tagging up, anticipating a defensive play and calling it out
Tumbling: Pyramids and partner stunts (establishing and sharing responsibilities)
Racquets: Badminton serving and basic rules

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Fourth Grade Physical Education

“How can I help create and implement solutions to challenges?”

We strive for an independent study approach for students by more frequently offering choice of activities. While the teacher focuses more on one group, the other group(s) will be expected to conduct their activity independently and successfully. Partner and team problem-solving challenges set the stage for exploring a variety of standards the group can develop so they are better prepared to face dilemmas when they arise.

Establishing how one gets to share their views (e.g. who leads, who gets to speak, and when)
Expressing oneself clearly, asserting oneself, and advocating for others
Sharing space and equipment
Choosing teams and positions
Refereeing games and adjusting rules for safety or participation at appropriate times
Responding to injuries (emotional and physical safety)
Being gracious winners or losers

The following activities support the learning goals:

Problem Solving Challenges: Trust falls, lava journey, spider web
Tumbling: Choreographing, rehearsing and performing solo routines set to music
Basketball: Team offense, team defense, crossover and spin moves
Racquets: Choice of table tennis, badminton, or pickle ball
Field Games: Choice of Football, Soccer, Lacrosse, Sardines or Camouflage
Physical Fitness: Goal-setting and achievement of standards

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Fifth Grade Physical Education

“How can I demonstrate leadership?”

As the elders of the lower school, fifth graders receive training in leadership and conflict mediation. Once trained, students rotate roles as the “Yard Mediators” who help younger students or peers work through solutions to the dilemmas that have created conflict. Fifth graders are expected to demonstrate leadership and mediation skills with each other as they continue to engage in “choice activities” during physical education. The following skills are revisited and explored:

Peace Process: Conflict mediation skills
Swimming: Front crawl (freestyle), sidestroke, elementary backstroke, basic diving
Basketball: Shooting refinement, setting screens, inbounding plays
Juggling or Tumbling: Choreographing, rehearsing, and performing solo or group routines
Racquets: Choice of table tennis, badminton, pickle ball, or tennis
Sports & Games: Choice of activities played from preschool to the present
Physical Fitness: Goal-setting and achievement of standards

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Sixth Grade Physical Education

“What are my responsibilities on a team?”

As an group of new students enters the sixth grade, Physical Education class revisits and explores group dynamics. There are now two instructional groups per grade and each student has a responsibility for their instructional group’s success in Physical Education (and in school in general) so this class helps the “team” experience dilemmas, develop strategies and standards, and get to know one another under increasingly challenging situations. The norms the class develops will be applied and refined throughout the year as the class engages in a variety of team games and sports. Responsibility for personal achievement is explored and understanding why each person has a responsibility for knowing the team plan and being able to execute it is expected.

Team Building
Developing effective and encouraging communications skills; sharing space and resources; establishing a safe environment that all students are willing to take risks in; accepting humility; and respecting rotating leadership roles are all examined.

Team Sports
Students are introduced to team sports by focusing first on acquiring and refining individual skills. Skill development proceeds along with understanding of the basic rules and scoring methods. Demonstrations, chalk-talks, and videos help develop understanding of team offenses, defenses, and basic strategies for success.

Volleyball

Underhand serve: weight transfer, proper hand positioning, and serving mechanics. Passing: passing platform, proper stance, and execution.
Setting: feet positioning, spacing, loaded hips, and proper spacing of the hands.
Spiking: introduction of footwork; proper arm swing broken down into steps.

Basketball

Dribbling: proper posture and learning to protect with the off-hand.
Passing: utilizing the right pass for the situation (bounce, chest, overhead, baseball).
Shooting: form is broken down from the basic stance to the follow through.
Defensive positioning: being between the person and the basket, and seeing the person and the ball simultaneously.

Lacrosse

Cradling, catching, throwing, scooping, and shooting skills; using space and elusive moves to get free to pass or to receive a pass.

Soccer

Passing: inside of the foot to increase accuracy, two-touch passing, outside of the foot, one-touch pass to a target.
Ball handling: inside-outside, scissors, step-over, and chop move.
Trapping: using a variety of body parts including the instep, laces, thigh, chest, shoulder, and head.

Wrestling

Students are introduced to the difference between freestyle, Greco-roman, and sumo wrestling. The point systems are explained. Freestyle is studied more in-depth with exposure to four different take down moves from single leg to double leg. Students learn how to escape from the bottom position and how to hold hips and position while in the top position.

Hockey

The students are introduced to passing, stick handling, and defensive strategies. The students are taught a wrist shot in order to keep the sticks low and provide greater safety to all the students.

Stickball/ Kickball

The students learn the basic rules of the game. Students learn how to swing in a slightly upward manner to match the path of the ball. They learn how to generate power from the legs all the way to the bat. They learn the difference between tagging someone out and tagging the base for a force out.

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Seventh Grade Physical Education

“How do I become a leader?”

Students are refining basic, intermediate, and/or advanced skills in a variety of activities and sports. Classes are scheduled concurrently with younger grades and seventh graders have opportunities to reinforce their own learning by teaching younger students skills one-on-one. These sessions inspire further questions on the part of the seventh graders about skill performance and about teaching or leadership approaches. Teachers rotate among pairs, offering assistance and answering queries. Once teams are selected, students apply team-building skills to discussing the types of offenses or defenses they will employ and who will fulfill each role. Substitution plans are devised when necessary. Students assign refereeing, scorekeeping, and coaching duties to peers who are ill or injured.

Volleyball

Serving: Mastery of the underhand and introduction to the overhand float serve.
Team Goal: Understanding that the pass, set, spike sequence is sought on each return.
Setting: Understanding why no spin on the ball is important and why setters aim for specific areas. Spiking with a setter is introduced and drilled.
Leadership: Teaching lower school students basics of serving, setting, and passing.

Basketball

Dribbling: Review or learn spin move and crossover. Introduction to through-the-leg and around-the-back dribbling.
Shooting: Right and left-hand layups with an emphasis on jumping off the correct foot.
Team play: Zone and man-to-man defense in mini and regulation games.

Lacrosse

Students try to cradle on both sides and shoot with both hands. They learn to position their hands to the butt and middle of the stick rather than near the neck. They catch the ball ready to shoot and cradle when running around the field. The students will be introduced to shooting overhand, side arm, and over-the-shoulder.

Wrestling

Students begin to learn leverage and balance. They are going to learn moves to flip over an opponent and try to score points with a near fall or finish the match with a pin. The takedown moves begin to increase and they learn to trip or throw opponents to the mat. Everything is done in a safe manner and the floor is completely padded. Students are taught to compete against but not harm their partner and all wrestling is done with mutual consent.

Soccer

Trapping: Mastering trapping the ball with the inside, outside, sole, and laces of the foot.
Chipping: Using both feet.
Shooting: Using both feet and coordinating with the arms to generate more torque.
Passing: Using both feet, controlling the location and speed of the pass.

Rock Climbing

The school has made it a tradition to take the 7th grade class to Mission Cliffs for an end of the year event. Students experience climbing and the facilities allow challenges for the beginner to the advanced climber. Students are divided into smaller groups to experience maximal climbing time. It is an exhilarating time for peers to cheer one another on while endeavoring to achieve the climb!

Olympics Day

The school year wraps up with an Olympics Day at Palega Park. As a preview to the leadership skills they will be called on to hone and demonstrate next year, Seventh Graders learn to organize an event by designing each station, creating their station’s logo for the Olympics Day Certificate, and organizing the equipment and beverages, for the entire afternoon. Seventh graders supervise first through fifth graders during the Mile Run, parachute games, obstacle courses, limbo and tug-o-four, and earnestly attempt to keep track of students and equipment during spirited rounds of Clean Up Your Room!

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Eighth Grade Physical Education

“What is mastery and how can I achieve it?”

Students are asked to analyze skill performances and to determine prescriptions for improvement. Demonstrations and self and peer assessments are utilized to guide students toward recognizing proper technique for masterful skill performance. Eighth graders continue to teach younger students basic skills as additional reinforcement of their own understanding. Students rotate in and out of games in order to spend time focusing on achieving their own goals for skill performance while still having ample opportunity to apply skills and understandings in actual game situations.

Ropes Course

Students start off the year with an exhilarating trip to Fort Mason and participate in a full day of team building on both low and high ropes elements. Students start with fun games, partner stretching and ground activities to build unity. Next, blind trust walks and trust fall activities prepare them to trust their peers and to understand the importance of earning this trust. At the low elements, students don safety gear and participate in low ropes challenges and more trust activities. After lunch students head to the high ropes elements, where the risk is considerably greater (challenges take place 20 feet off the ground). A leap toward a rubber chicken or a zip line across the woods is the reward for risking success or failure, placing trust in ropes course leaders, and an entire day of encouraging one’s peers!

Volleyball

Serving: Mastery of overhand float and underhand serve, introduction to overhand top spin and jump serves
Passing: flat platform mastery
Setting: minimal spin
Spiking: mastery with proper arm swing to contact ball at its highest point

Basketball

Shooting: mastery of right and left handed lay-ups; proper form for set shots
Passing: refinement in a variety of games and drills
Offensive strategies: pick and roll, give and go, backdoor

Lacrosse

Mastery of cradling, passing, shooting, scooping, and trick shots

Wrestling

Students are now in control of their body and are asked to execute controlled takedowns. Students will try to compete with their classmates from a standing, top, and bottom position for 1-3 minute period. The students are taught the point system and asked to ref some of their own matches.

Hockey

Students learn how to backhand and control the ball all around their body. Stick control is increasing and students begin to play a full 3 period game.

Soccer

Students master trapping, shielding, chipping, shooting, passing, heading and getting open. Accuracy and control are reinforced as well as knowledge of when to pass and shoot.

Stickball/ Kickball

Reinforcing and deepening understanding of the force out and tag up rule.
Anticipating where to throw the ball before the pitch is delivered.
Knowing when to run or stay tagged up with 0, 1, and 2 outs.
Reminding teammates of the running situations and coaching them throughout the play.

Recreational games

Bocce ball, Horseshoes, and Tennis are introduced.

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