由:
克里斯蒂娜·考特尼, 吉姆DeLine, 加布欧文, 水晶Gorwitz, 亚伦哈特, 安德里亚·哈特, Erik听到, 林恩Hefele, 布兰登Herwick, 罗莉的周, 尼克•克莱恩, 查拉特德Krahnke, 迈克尔·马丁内斯, 罗伊·米切尔, 维多利亚奥托, 本杰明Pirillo, 斯巴达罗维克多, 丹尼尔Tennessen, 丰富的诡计

设计:  亚伦哈特 & 詹妮弗Truong
特殊贡献:  Deedi布朗

这个模块的启动是为了应对2017年的飓风,飓风影响了佛罗里达州的体育教育项目, 休斯顿, 还有很多其他社区. im体育国家训练队想要为im体育的同事提供一些支持,他们正在努力保持他们的项目的质量. im体育的需求评估使im体育知道,设备库存已被毁坏或丢失, 类流离失所, 恢复工作需要规划期.

这导致im体育的培训师努力生成有限的设备活动内容,可以在各种设置中轻松实现,同时专注于学习结果. 第一轮开发产生了如下所示的活动. im体育收集了更多的活动和资源,这些活动和资源目前正在被格式化并转换成课程文件,供幼儿园到12年级的教师使用.

基本活动

合作健身

个人 & 社会责任

菲尔丁的游戏

团体游戏

链接到基本设备包

二次活动

Roundnet

最终

团体游戏

链接到基本设备包

辅助文件

辅助文件

有限设备活动的国家标准和成果重点

标准1.能够展示各种运动技能和运动模式的能力.

  • 1 (E1标准.K-2] 执行移动技能(跳跃, 飞驰的, 运行, 滑动, skipping) while maintaining balance (K); Hops, 骑马奔驰, 慢跑, 和 slides using a mature pattern (1); Skips using a mature pattern (2).
  • 标准1 [E16天.1-5] Catches various sizes of balls self-tossed/tossed by a skilled thrower (1b); Catches a self-tossed or well-thrown large ball with h和s, not trapping or cradling against the body (2); catches a gently tossed h和-sized ball from a partner, demonstrating four of the five critical elements of a mature pattern (3); Catches a thrown ball above the head, 在胸围/腰围水平, 而腰部以下则采用了成熟的非动态环境下的图案. (4); Catches with reasonable accuracy in dynamic, small-sided practice tasks (5c).
  • 标准1 [E21.K-2] 从一个固定的位置踢一个固定的球, demonstrating two of the five elements of a mature kicking pattern (K); Approaches a stationary ball 和 kicks it forward, demonstrating two of the five critical elements of a mature pattern (1); Uses a continuous 运行 approach 和 kicks a moving ball, demonstrating three of the five critical elements of a mature pattern (2); Uses a continuous 运行 approach 和 intentionally performs a kick along the ground 和 a kick in the air, 为每个成熟模式演示五个关键元素中的四个(3a).
  • 标准1 (M4.6] 在极限(6)等入侵类游戏中,配合奔跑、改变方向和速度的运动模式,用手传球接球。.
  • 标准1 [M13.6-8]: 在无动态的环境中,以成熟的过臂模式进行打击,如排球等net - wall游戏, 手球, 羽毛球, or tennis (6); Strikes with a mature overarm pattern in a dynamic environment for net/wall games such as volleyball, 手球, 羽毛球, or tennis (7); Strikes with a mature overarm pattern in a modified game for net/wall games such as volleyball, 手球, 羽毛球, 或网球(8).
  • 标准1 (H1.L1-L2]: 在两个或更多的终身活动(户外活动)中展示能力和/或细化活动特定的运动技能, 个人绩效活动, 水上运动, net/wall games or target games) (L1); Refines activity-specific movement skills in one or more lifetime activities (outdoor pursuits, 个人绩效活动, 水上运动, net/wall游戏或目标游戏(L2).

标准2.应用概念知识, 原则, 与运动和表现相关的策略和战术.

  • 2 (E1标准.K] 区分个人(自我空间)和一般空间(Ka)的运动.
  • 标准2 (M3.6-8] Creates open space by using the width 和 length of the field/court on offense (6); Creates open space by staying spread on offense, 和 切割 并通过快速 (7); Creates open space by staying spread on offense, 切割, 并通过快速, 使用无球假动作(8).
  • 标准2 (H2.L1-2] 使用运动的概念和原则.g., 力, 运动, rotation) to analyze 和 improve performance of self 和/or others in a selected skill (L1); Describes the speed/accuracy trade-off in throwing 和 striking skills (L2).

标准的3.展示知识和技能,以达到和保持健康的体育活动和健康水平.

  • 标准的3 (E2.K-2] Actively participates in physical education class (K); Actively engages in physical education class (1); Actively engages in physical education class in response to instruction 和 practice (2).
  • 标准的3 (E3.K-5] 当你快速行动时,你就会意识到这一点, your heart beats faster 和 you breathe faster (K); Identifies the heart as a muscle that grows stronger w/exercise, 玩 & physical activity (1); Uses own body as resistance (e.g., 拥有板位置, animal walks) for developing strength (2a); Identifies physical activities that contribute to fitness (2b); Describes the concept of fitness 和 provides examples of activity to enhance fitness (3); Identifies the components of health-related fitness (4); Differentiates between skill-related 和 health-related fitness (5).
  • 标准的3 [M7.6-8]: Identifies the components of skill-related fitness (6); Distinguishes between health-related 和 skill-related fitness (7); Compares 和 contrasts health-related fitness components (8).

标准4. 表现出尊重自己和他人的负责任的个人和社会行为.

  • 标准4 (E2.K-5] Acknowledges responsibility for behavior when prompted (K); Follows the rules/parameters of the learning environment (1); Accepts responsibility for class protocols with behavior 和 performance actions (2); Works independently for extended periods of time (3); Reflects on personal social behavior in physical activity (4); Participates with responsible personal behavior in a variety of physical activity contexts, 环境, 和 facilities (5a); Exhibits respect for self with appropriate behavior while engaging in physical activity (5b).
  • 标准4 [E4.K-5] Shares equipment 和 space with others (K); Works independently with others in a variety of class 环境 (e.g., small 和 large groups) (1); Works independently with others in partner 环境 (2); Works cooperatively with others (3a); Praises others for their success in movement performance (3b); Praises the movement performance of others both more 和 less-skilled (4a); Accepts “玩ers” of all skill levels into the physical activity (4b); Accepts, 认识到, 积极地让技能水平高或低的人参与体育活动和小组项目(5).
  • 标准4 (M4.6-8]: 接受同学之间在身体发育方面的差异, 成熟, 和 varying skill levels by providing encouragement 和 positive feedback (6); Demonstrates cooperation skills by establishing rules 和 guidelines for resolving conflicts (7); Responds appropriately to participants’ ethical 和 unethical behavior during physical activity by using rules 和 guidelines for resolving conflicts (8).
  • 标准4 (M6.6-8] Identifies the rules 和 etiquette for physical activities/games (6); Demonstrates knowledge of rules 和 etiquette by self-officiating modified physical activities/games (7); Applies rules 和 etiquette by acting as an official for modified physical activities/games (8).
  • 标准4 (H3.L1-2] Uses communication skills 和 strategies that promote team/group dynamics (L1); Assumes a leadership role (e.g.,任务或组长,裁判,教练)在体育活动环境(L2).
  • 标准4 (H2.L1] 展品的礼仪, 对他人的尊重, 在进行身体活动和/或交际舞时进行团队合作(L1).

标准5. 认识到体育活动对健康的价值, 享受, 挑战, 自我表现, 和/或社会互动.

  • 5 (E1标准.K-5] Recognizes that physical activity is important for good health (K); Identifies physical activity as a component of good health (1); Recognizes the value of “good health balance” (2); Discusses the relationship between physical activity 和 good health (3); Examines the health benefits of participating in physical activity (4); Compares the health benefits of participating in selected physical activities (5).