La. Admin. Code tit. 28 § LIII-501

Current through Register Vol. 50, No. 11, November 20, 2024

Section LIII-501 - Introduction

A. The focus of the 3-5 cluster is an increase in the difficulty of movement challenges presented to students in the form of combining movement patterns (fielding a ground ball, dribbling while running) that are authentic to game situations. Skill practice becomes more specific as the complexity of small sided games increases. Emphasis shifts to students being able to give appropriate feedback, applying movement concepts and working with partners or in groups with peers of higher or lower skill abilities. An emphasis on etiquette and safety of physical activity is included in all lessons. Health-enhancing concepts continue to focus on the health-related components of physical fitness and the benefits to overall physical health.

B. The following standards were developed and reshaped in order to meet the most up-to-date goals and outcomes established in elementary physical education. Teachers are expected to review the standards and outcomes related to achieving the standards when planning school curriculum. Activities for class are chosen based on student ability to meet the standards, not the other way around which has traditionally dominated physical education. Below are suggestions of standards-based curriculum models that were designed to help teachers achieve the standards through evidence-based practice:

1. teaching games for understanding;

2. skills-theme approach;

3. social and personal responsibility model.

C. Through the use of appropriate practices and evidence-based curriculum models, teachers can develop a comprehensive physical education program that promotes enjoyment, confidence, and competence in a variety of fundamental movement concept. Standards provide criteria for all students, and other stakeholders that represent what students should know and be able to do. Therefore, with careful planning and proper assessment the following standards will show what students have achieved by graduation from high school.

D. Physical education classes support students by developing the necessary skills to achieve each standard and outcome at a proficient level. Dodgeball and drills that may lead to aggressive behaviors shall be closely supervised and shall emphasize overall physical fitness while supporting the emotional and physical safety of the students.

E. Reading the Standards. There are five standards listed for elementary physical education (K-5). Elementary requirements for Louisiana students include daily physical education for students. In the standards below, the first number listed is the number of the corresponding standard. The second letter or number identifies to which grade level the statement pertains. Directly following the hyphen, the number listed states which component within that standard the statement refers. Lastly, the final number recognizes the grade level expectation (GLE). Here is how to interpret each coded outcome:

1. example: [1.K-2.4] Kick a stationary ball:

a. 1 = the first number listed provides what standard is being identified, in this case standard one. (This could be 1-5, depending on the standard).

b. K= the number or letter listed provides the level targeted, in this case kindergarten.

c. 2= the number or letter listed provides the component being targeted within the standard, in this case the second component related to the standard.

d. 4 = the number listed provides the expectation within that component, in this case the fourth expectation a student should be able to complete.

NOTE: Lesson plans, unit plans, and assessments that identify the standard being addressed will often cover and/or include more than one component outcome, and possibly more than one standard.

2. The following terms are used throughout the standards as performance indicators:

a. E = emerging-students participate in deliberate practice tasks that will lead to skill and knowledge acquisition;

b. M = maturing-students can demonstrate the critical elements of the motor skills and knowledge components of the grade-level expectations, which will continue to be refined with practice;

c. A = applying-students can demonstrate the critical elements of the motor skills and knowledge components of the grade-level expectations in a variety of physical activity environments.

La. Admin. Code tit. 28, § LIII-501

Promulgated by the Board of Elementary and Secondary Education, LR 28:1177 (June 2002), amended LR 35:2724 (December 2009), Amended LR 432109 (11/1/2017).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.