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Mr. Mayhew

“Mr. Mayhew’s” Web Page 

Email – “mayhewc” 

@ woodstockschools.net 

Phone 860-963-6575

 

Make the most of everyday!!!!

 

Physical Education Grading Policy 

 

 

 

 All students have P.E. one class per week, while some students enjoy one extra class every fifth week during the schedule. All students in grades 6-8 are required to change for class. This includes changing their top and bottom. Students in grade 5 are encouraged to change, or at least wear sweats, wind pants or shorts on gym day. A final grade will be determined through teacher observation, students retention of knowledge, skill improvement, sportsmanship, social interaction, fitness improvement and conduct.  Students not prepared for class in 5th , 6th, 7th, and 8th grade will receive a zero for that class.   The required uniform for all students will consist of the following combinations:  shorts and a t-shirt, sweats and a sweat suit, wind suits, or any combination of these.  Sneakers and white socks are also required for all students.  All students are allowed time at the end of each class to change and freshen up.  Students should be using deodorant after each class

 

 

Implementation of Evaluation System

 

Over the course of nine years of Physical Education classes, students mastering objective expectations goals have met criterion referenced and norm referenced tests.  By utilizing the criterion and norm referenced evaluations, both student and teacher will gain feedback regarding performance in physical education classes.  The information gained by this feedback will give us answers to the following questions:

Is the child growing normally?

Is the child demonstrating an improvement in skills?

How does the child compare with other children in the class/grade?

How does the child compare with state norms?

In what specific areas does the child need to improve?

Is the child exhibiting acceptable behavior in class?

Is the child giving their best effort in class?

 

 

Criterion referenced expectations are adjusted to different levels of maturity and ability.  Observed improvement is evaluated upon personal achievement through participation in a variety of physical education activities.  The norm referenced expectations are based upon the Connecticut State Physical Fitness Assessment program which includes the following:

 

The flexibility sit and reach test.

The abdominal strength test ( curl ups)

The upper body strength test (push ups)

The cardiovascular endurance test (mile run)

 Physical Education Activities for all grades

 August, September, October;                                                      

 

As the students return back to school in August they will be introduced to the Connecticut Physical Fitness Assessment Program.  Other activities that the students will participate in during the fall months will be:  Soccer, both indoor and outdoor, flag football, and basketball.  All students will be evaluated on their fitness levels, which will include:  Upper body strength, cardiovascular endurance, lower back flexibility, and abdominal strength.  The students will be required to perform sit-ups, push-ups, sit and reach, and the one mile run to evaluate each of these fitness areas.  Before the snow fly’s, the 5th and 6th grade students will participate in a soccer unit while the 7th and 8th grade students enjoy a unit of flag football.

 

November, December, January

 

As the weather turns colder, indoor activities will begin with all students participating in a basketball unit.  Continuing inside all students will participate in a floor hockey unit to work on their team work skills and offensive and defensive skills in game situations.  Moving past the first of the year the students will enjoy more floor hockey and move into badminton and ping pong to develop their eye hand coordination. The unit will challenge students in tournament type activities such as coed partner ladder tournaments, as well as challenge students to accomplish the highest rally with a birdie.  A popular game called four square badminton will be the culminating activity for this unit. 

 

February, March, April, May & June

 

The badminton unit will be finishing up prior to vacation in February.  After the break all grades will be involved in volleyball type games, including a very popular game, four square volleyball.   Entering March all students will enjoy team handball and speedball. Two fast paced games challenging quickness and agility skills. With the arrival of tumbling equipment sometime in March, gymnastics and tumbling will take place for all grade levels.  This will include an obstacle course type activity and other challenging stations for all students. Along with this unit, older students will also participate in weight lifting programs on the stage.  The spring time will bring about track events as well as indoor and outdoor lacrosse for all students.  Also softball or whiffle ball, and field day will round out the years events.  Field day is an exciting day for all staff and students to enjoy competitive games such as: kickball, soccer, dodgeball, volleyball, hockey, basketball and running races. 

 

Program Goals

 

Our Physical Education program at the Woodstock Public schools is designed to promote the development of the whole individual. It enables each child to develop physically, socially, mentally, and emotionally through exercises and activities.  It strives to increase the appreciation of the value of fitness, the enjoyment of physical activity, and the importance of cooperation.

 The Physical Education program seeks to provide each child with different forms of physical activity.  This includes free play, structural activities, and activities planned by the specialist and classroom teacher.  The program promotes a positive attitude toward physical activity, which will lead to an active and healthy lifestyle.  Our program is also designed to promote positive self-concept and self-esteem, by increasing confidence, assertiveness, emotional stability, independence, self-control and cooperation.

 The Physical Education program, as a whole, develops all of the areas through two main categories, exercise and sports education.  These areas are taught in sub-categories which include: physical fitness, body management, manipulative skills, stunts and tumbling, cooperation and participation, lead up games, individual and dual activities, goal setting and team games.

 

Connecticut State Frameworks

 

 

  1. Physical      Activity:  Students will become competent in a      variety of, and proficient in a few, physical activities. Example:       Throw/strike a ball or object demonstrating both accuracy and distance.     

 

  

  1. Human      Movement:  Students will understand and apply      principles of human movement to the learning and development of motor      skills. Example:  Uses basic offensive and defensive      strategies in modified/adapted activities.

 

  

  1. Fitness:  Students will use fitness concepts to      achieve and maintain a health-enhancing level of physical fitness. Example:  Strive      to improve and/or maintain appropriate body compostion.

 

 

  1. Responsible      Behavior:  Students will exhibit      responsible personal and social behaviors in physical activity settings. Example:  Identify      and follow rules while playing sports and games.

 

 

 

  1. Respect      for Differences:  Students will exhibit an      understanding of and respect for differences among people in physical      activity settings. Example:  Respect physical and performance      limitations of self and others.

 

  

6.  Benefits of Physical Activity:  Students will identify and understand how physical activity provides personal enjoyment, challenge, self-expression and social interaction. Example:   Understand the importance of establishing a pattern of daily participation in different forms of physical activity.

 

                           Connecticut Physical Fitness Test

 

   

Partial Curl-Ups

Test Objective and Rationale
The partial curl-up measures abdominal strength and endurance. Abdominal fitness is important to good health because low levels are associated with bad posture and lower back pain in later years.

Test Description
Starting Position
* Lie on back with the knees flexed and the feet 12 inches from the buttocks.
* Feet cannot be held or rest against an object.
* The arms are extended and are resting on the thighs
* The head is in a neutral position. Keep the chin a fist's distance from the chest.

Test Performance
The correct curl-up is performed to a pace of one complete curl-up every three seconds (1.5 seconds up and 1.5 seconds down, with no hesitation). The student's shoulders should come off the mat 2 inches. There is no pause in the up or down position. The curl-ups should be continuous, with the abdominal muscles engaged throughout the assessment. The movement is slow and controlled.

Scoring
Record the total number of correctly performed curl-ups within the time limit.

Incorrect curl-up performance include:
not raising shoulders up two inches;
head touching mat;
heels com off the mat;
being off cadence.

The test is terminated when the student has any two misses.

Partial Curl-Ups
  Standards

Boys

Age

Health Standard

Challenge Standard

10

22

48

11

25

51

12

28

55

13

30

59

14

32

63

15

34

66

Girls

Age

Health Standard

Challenge Standard

10

22

46

11

24

49

12

26

52

13

28

55

14

30

58

15

32

60

 

   

Modified Sit and Reach

Test Objective and Rationale
The objective of this test is to measure flexibility of the lower back and hamstrings. The modified sit and reach test causes less forward rotation of the pelvis, which reduces disc compression in the lower back.

Test Description
Starting Position
* The student faces box with shoes off.
* The foot line is 23 cm, with the zero end of the measuring device closest to the student.
* One leg is extended, with the foot placed flat against the end of the box. The other knee bent, with the sole of the foot placed against the medial side (inside) of the opposite knee.
* The knee of the extended leg should remain straight and the hips must remain square to the box.

Test Performance
* The student extends the arms, one hand on top of the other so that the fingertips are even, and reaches forward along the measuring scale, holding the position for one second.
* The procedure is repeated two additional times.
* The procedure is then repeated for the other leg.

Scoring
Record the furthest distance to the nearest centimeter reached for both the right and left leg. The lowest scoring leg will count as your overall score.

Modified Sit and Reach
  Standards

Boys

Age

Health Standard

Challenge Standard

10

25

33

11

25

33

12

25

33

13

25

33

14

25

34

15

26

36

Girls

Age

Health Standard

Challenge Standard

10

26

37

11

26

37

12

26

38

13

27

39

14

27

41

15

27

43

 

   

Right Angle Push-Ups

Test Objective and Rationale
The objective of this test is to measure upper-body strength and endurance. The right-angle push-up is recommended as a test of upper-body strength and endurance. Muscle fitness is required for people of all ages in order to perform daily living and recreational activities with vigor and undue fatigue.

Test Description
Starting Position
The student assumes the prone position (face down).
* hands laced slightly wider than shoulder width with fingers stretched out.
* legs straight and parallel
* feet cannot be resting against an object
* back is straight
* the head is positioned so the student is looking slightly in front of hands

Test Performance
The test begins in the up position. The test should be performed to the cadence (1.5 seconds down and 1.5 seconds up). Push-ups are continuous, with the muscles in a constant state of contraction and no resting. Emphasis is placed on the arm and shoulder muscles remaining engaged throughout the assessment.

Scoring
Record the total number of correctly performed push-ups within the time limit.

Incorrect curl-up performance include:
arching or sagging of the back;
not achieving the straight arm position;
not achieving the right angle at the elbow during the down phase;
knees touching the floor; or being off cadence.

The test is terminated when the student has any two misses.

Right Angle Push-Ups Standards

Boys

Age

Health Standard

Challenge Standard

10

10

22

11

11

23

12

12

24

13

13

25

14

15

26

15

16

27

Girls

Age

Health Standard

Challenge Standard

10

7

17

11

8

17

12

8

17

13

8

18

14

9

18

15

9

19

 

   

One-Mile Run/Walk

Test Objective and Rationale
The objective of the test is to measure cardiorespitory or aerobic endurance. The one-mile run/walk is a good indicator of the ability of the circulatory and respiratory systems to supply oxygen to functioning muscles, in other words the capacity to perform activities using large muscle groups over an extended period of time. The importance of cardiorespitory fitness lies in the fact that heart disease is a leading cause of death in our society.

Test Description
Students will be bused from McGee to the Vincent Boscoglio Track. Students will be given the standards and tips on how to run/walk the mile.

Test Performance
Students are asked to do their very best when participating in the run/walk.

Scoring
Students will receive a stick that will correspond to their own individual time. The time will be rounded to the nearest second.

One-Mile Run/Walk
  Standards

Boys

Age

Health Standard

Challenge Standard

10

9:30

8:00

11

9:15

7:30

12

9:00

7:15

13

8:30

7:00

14

8:00

6:45

15

7:30

6:30

Girls

Age

Health Standard

Challenge Standard

10

10:45

9:00

11

10:30

8:45

12

10:15

8:30

13

10:00

8:15

14

10:00

8:00

15

10:00

8:00