Welcome to the K-2 Physical Education Open House Presentation

1. Welcome to the K-2 Physical Education Open House Presentation • Safety Rules! • Please be seated, the presentation is 10 minutes in length. • We will have five minutes at the conclusion of the presentation to greet you. • Please do not walk in front of the projector or up by the screen.

2. Meet the Coaches! • Greg Rafferty • P.E. Teacher for 31 year B.S.E. SUNY Cortland • M.S. Mount St. Mary’s College • Coach for Cross Country, and Track • Quintin Johnson • New P.E. Teacher to Red Hook • B.S. The College at Brockport, SUNY • Works part time for Boys and Girls Club of Kingston • Asst. Coach Varsity Football Team

3. K-2 P.E. Website • We are working on parts of a K-2 P.E. website where you can find valuable information about our program and helpful tips for health and fitness for your child. In addition, many resource links will be available. • Look for updates via Coaches Corner in Mrs. Gaynors newsletters.

4. Introduction to Primary P.E. • Children in Kindergarten will receive P.E. for 30 minutes-4 times a week. Children in Grades 1 and 2 will receive P.E. for 40 minutes-3 times a week • RHCSD is in alignment with the New York State Physical Education learning standards. • Units include manipulatives, gymnastics, rhythm & dance, physical fitness, and lead up games. • In this presentation you will see some of the units performed throughout the school year and the activities used to attain these goals.

5. Goals in P.E. • To work to the best of one’s ability. • To optimize each child’s fitness level • To acquire the knowledge of how to stay fit and play safely. • To have fun in the P.E. setting and optimize appropriate social interaction.

6. New York State Learning Standards for Physical Education • Standard 1 – Personal Health & Fitness - Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. • Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

7. New York State Learning Standards for Physical Education Standard 2 – A Safe and Healthy Environment - Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

8. New York State Learning Standards for Physical Education • Standard 3 – Resource Management – Students will understand and be able to manage their personal and community resources. • Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

9. Rules in the Gym Mr. Rafferty and Mr. Johnson both expect students to portray appropriate behavior and manners for participating in physical education class. Our classes are regularly structured to include not only individual practice of skills but also group interaction. Students are expected to be respectful of other student’s personal space and to respect the equipment they use Students are expected to follow the rules below: 1. Sneakers are required. 2. Quiet when entering and leaving. 5. When the whistle blows stop and listen. 3. No gum or candy in the mouth. 6. Play by the rules. 7. No sliding on knees. 4. Careful when in motion. 8. Stay within the safety boundary lines.

10. Sneaker Safety • Please work with your child so that they are able to tie their • own sneakers! This will make them feel more independent • and it will instill a greater sense of self! • New this year: Remember your sneakers chart! • We feel the best type of sneakers for children are either • Velcro • Sneakers with laces • Zip up sneakers • The following sneakers pose a safety threat to your child and others: • Heelies • Rubber soled bottom with shoe strap top • Slip ons or Sling-backs • Rubber Clogs • Platform or high heeled sneakers • Sneakers with no covering over the heel area

11. Class Management • Stop, look and listen in the ready position when the whistle blows! • Carrots! – students sit down to learn the rules or a concept.

12. Playground Safety Unit • Address all the safety rules in the School Handbook. • Review procedures for accidents, strangers, stray animals and other emergencies. • Discuss how to play fair and how to play safe.

13. Playground Safety Unit Review proper clothing and footwear for playing. Use equipment the way it is meant to be used.

14. Bean Bag Unit • This unit uses small manipulative objects to reinforce eye-hand/eye-foot coordination and basic body and spatial awareness concepts. • Students learn underhand, overhand and sidearm throwing techniques.

15. Slo-Mo Ball Unit • Develop fine and gross motor movement as well as refining eye-hand and eye-foot coordination. • Develop throwing and catching skills.

16. Hula Hoop Unit • To develop fine as well as gross motor coordination and body awareness skills. Students use hoops to jump and hula hoop in rhythm. Students explore the various ways to spin a hoop.

17. Parachute Unit • Develop large and small muscle strength along with cardiovascular fitness. • Develop teamwork and cooperation among students.

18. Soccer Unit • Develop skills of passing, shooting, dribbling in a developmentally appropriate program. • Develop eye-foot coordination, agility and motor planning.

19. Scooters Unit • Develop overall coordination, increase muscular strength, refine gross motor movements and contralateral coordination. • Increases appropriate peer interaction in the P.E. setting.

20. Basketball Unit • Develop basic skills of ball handling, passing, shooting and dribbling in a developmentally appropriate framework.

21. Jump Bands • Students learn a new form of fitness exercise using Jump Bands. Students develop cardiovascular fitness, muscular endurance, coordination, rhythmical dance choreography and cooperation.

22. Stations Unit • Students practice a variety of locomotor and sport skills such as agility running, skipping rope and batting practice! Other stations included shooting hoop, golf putting, jax, hula hooping, tennis drills and many others.

23. Bowling Unit Mrs. Boyd’s K Class • Students learn a recreational sport. Students develop gross and fine motor skills, accuracy and coordination while working cooperatively with others.

24. Square Dance Unit • Students learn teamwork and cooperation along with increasing their physical fitness. • Cultural aspects of dance are explored as they relate to the relevant topic.

25. Modern Dance Unit • Students perform choreographed popular dances. • Some of the dances students learn include La Macarena, Cotton Eyed Joe, The Bunny Hop, The Chicken Dance, The Twist and Hip Hop Dance.

26. Cultural Dance Unit • Students learn dances from other countries. • Some of these dances are from the Arts in Education program. • Some of the dances students learn include La Raspa, The Chinese Ribbon Dance, The Tarantella, The South African Boot Dance, The Samba (new this year!) and The Irish Jig.

27. Cultural Dances Unit • To develop rhythm, timing, cooperation and physical fitness while integrating cultural dance activities in the K-2 P.E. curriculum.

28. Gymnastics Unit • Develops overall muscular strength, physical fitness, and kinesthetic awareness. • Increases static and dynamic balance through the use of gymnastic apparatus.

29. Gymnastics Unit

30. Gymnastics Unit

31. Ropes & Climbing Wall • Build confidence, trust and self-esteem. • Develop contralateral coordination and body awareness.

32. Heart Power Unit • Students viewed an American Heart Association video for 4 minutes at the beginning of each class to learn about 3 important points – 1)Eat healthy foods; 2) Move around enough; 3) Live tobacco free. They learned about responding to emergencies such as choking and a heart attack and we played games to emphasize the information learned (Heimlich Hug Tag Game and Heart Alert Tag Game).

33. Circus Arts Unit • Students practice fine motor and manipulative skills by balancing, tossing, spinning and twirling a variety of objects.

34. Circus Arts Unit

35. Urban & Cultural Games • Students learn common city street games and cultural games such as Boxball, Hit the Penny & Chinese Handball. There are many opportunities for throwing, catching and throwing for accuracy.

36. Step Aerobics & Strength Training Students learn choreographed movements on the step to enhance their cardiovascular fitness. In addition to step aerobics, students also use resistance bands to strengthen major muscles.

37. Outdoor Games Unit • Activities developed and designed for application outdoors. • Develop all the parameters of physical fitness and refining all gross motor movements. • Some activities include frisbee, tennis, kickball, and t-ball games.

38. Indoor Games Unit • Students play a variety of running tag games. Some of their favorites are Snakes in the Grass, What time is it Mr. Fox, and Wallball.

39. Field Day Unit • Students participate in a variety of relays and activities designed to enhance their movement experience in a fun environment.

40. Partners in Health & Fitness P.A.P Relationship We look forward to seeing you on parent visitation days and at our dance festival this year. Please feel free to call us with any questions, concerns or comments. Mr. Rafferty- Ext 2148 Mr. Johnson-Ext 2149

41. Grading • Students’ grades are based on three categories and are graded for specials (Art, Music, Library & PE) similarly • Based on Learning Standards, effort and behavior • 4- Outstanding • 3- Proficient • 2-Developing • 1-Unsatisfactory

42. Thank you for your time!!