Welcome

Dear Reviewer(s):

I have complied a portfolio of materials that represent my accomplishments, achievements, and capabilities. It includes materials that have been completed and used in the classroom as a professional. These materials have been chosen because they represent my knowledge, understanding, and application of information related to the field of health and physical education.

Thank you for taking the time to review my portfolio. I look forward to discussing with you my qualifications for the position of Health and/or Physical Educator. If you have any questions feel free to contact me at cjboggs@yahoo.com.

Sincerely,
Carolyn B Beauchamp

Curriculum Vitae

Curriculum Vitae

Carolyn B. Beauchamp

Health and Physical Education Teacher

cjboggs@yahoo.com

Education

• 2003 M.Ed. Georgia College and State University Health and Physical Education
• 1999 B.A. University of Georgia Psychology
• 1997 A.A. Gordon College Psychology

Professional Experience

2009 - Present Physical Education Teacher
Winnona Park and Oakhurst Elementary School, Decatur, GA

2009 – 2010 Assistant Golf Instructor
Cliff Valley School, Atlanta, GA

Summer 2009 Kettlebell Instructor

Gordon College – Community Education Department, Barnesville, GA

2008 - 2009 Secretary to the Principal
Birchwood Elementary School, Bellingham, WA

2007 - 2008 Paraeducator
Birchwood Elementary School, Bellingham, WA

2007 Substitute Teacher
Bellingham School District, Bellingham, WA

2003 – 2007 Physical Education Teacher
Futral Road Elementary School, Griffin, GA

2001 – 2003 Graduate Assistant for Health Physical Education and Recreation Department
Georgia College and State University, Milledgeville, GA

1999 – 2001 Paraprofessional of Special Education and Physical Education
Lamar County Elementary School, Barnesville, GA

Certifications

• 2007 Georgia Teacher Certification (T-5 Renewal – expires 2013)
• 2010 HKC Kettlebell Instructor Certification
• 2010 Adult CPR & AED / Child CPR and AED / Infant CPR Certification
• 2009 National Strength and Conditioning Association – Certified Personal Trainer - Recertification
• 2008 National Strength and Conditioning Association – Certified Personal Trainer
• 2008 First Aid Certification
• 2008 CrossFit Level I Trainer
• CrossFit Kettle Bell Trainer
• CrossFit Running and Endurance Trainer
• 2007 State of Washington Professional Education Certificate for Residency Teacher and Substitute Teacher
• 2006 Adult CPR & AED / Child CPR and AED / Infant CPR Certification
• 2003 Georgia Teacher Certification (T-5)
• 2003 First Aid and CPR

Professional Memberships

• National Strength and Conditioning Association (2008 - Present)
• American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) (2007 - Present)
• Professional Association of Georgia Educators (2000 – 2007)
• Georgia Association of Health, Physical Education, Recreation, and Dance (GAHPERD) (2001 – 2007)

Research

• College Student’s Health Behaviors – Assisted Barbara Funke, Jim Lidstone, Karen Eby-Tessendorf, …. (Georgia College & State University)

Professional Presentations

• 2009/10 Get Fit Segment on Winnona Park Rocks News Show, Decatur, GA
• 2009 Introduction to Kettlebells. Gordon College, Barnesville, GA
• 2007 Wellness Wednesday. Futral Road Elementary School, Griffin, GA
• 2007 Elementary Physical Education. School System PLU course in Spalding County, GA
• 2006 Elementary Physical Education. School System PLU course in Spalding County, GA
• 2001 Adapted Physical Education. Share the Wealth Conference, Jekyll Island, GA
• 2001 Integrating movement in the curriculum. GAPHERD state conference

Honors & Awards

• Teacher of the Year (Futral Road Elementary School) (2006/07)
• Principal’s Apple Award (Futral Road Elementary School) (2004)
• Outstanding Graduate Student in HPER Department (2002 and 2003)

Community Service

• Swanton Height Track Club Leader - Decatur Education Foundation (2011)
  
• Track Club Manager – Winnona Park Elementary (Decatur, GA) (2010 - Present)
• Crossfit Decatur Endurance Team (Manager) – Crossfit Decatur (Decatur, GA) (2011 – Present)
• Jingle Bell Jog Assistant Coordinator - Winnona Park Elementary (Decatur, GA) (Dec. 2010)
• Fitness Trainer – Fit Wit Foundation (Atlanta, GA) (Summer 2010 and Winter 2011)
• Kettlebell Volunteer Instructor – Civic Field (Bellingham, WA) (Spring 2009)
• Crossfit Group Classes (Volunteer Trainer) – CrossFit Bellingham (Bellingham, WA) (2008)
• Jingle Bell Run for Arthritis (Team Captain) – Whatcom County (Bellingham, WA) (2008)
• Kids on the Run (Assistant Coach) – Birchwood Elementary School (Bellingham, WA) (2008)
• Heart Hustle 5K and Fun Run (Coordinator) – Spalding County (Griffin, GA) (2005 - 2007)
• School Walk for Diabetes – Spalding County (Griffin, GA) (2005)
• Relay For Life Team Captain – Spalding County (Griffin, GA) (2004)
• Hearts and Harmony – Service Center (Milledgeville, GA) (2002)

Professional Continuing Education

• HKC Kettlebell Instructor Course (Atlanta, GA) (January 2010)
• Expeditionary Learning Site Seminar (Rochester, NY) (October 2009)
  
• Disordered Eating in Active and Sedentary Individuals (Human Kinetics Online Education Center, Internet) (December 2008)
• CrossFit Running and Endurance Certification (Vancouver, BC) (June 2008)
• CrossFit Kettlebell Certification Seminar (Bellingham, WA) (March 2008)
• CrossFit Level I Certification Seminar (Santa Cruz, CA) (February 2008)
• Georgia Physical Education Teachers Workshop (Athens, GA) (Summer 2007)
• Love and Logic Workshop (Griffin, GA) (Spring 2007)
• No Child Left On His/Her Behind (Atlanta, GA) (October 2006)
• Georgia PE State Standards Workshop (Macon, GA) (Spring 2005)
• Share the Wealth Conference (Jekyll Island, GA) (Winter 2000, 2001, and 2004)

Professional Committees

• 2010-Present District Wellness Committee – City Schools of Decatur
• School Wellness Committee – Winnona Park and Oakhurst Elementary
• Communication Committee – Winnona Park Elementary School
• Tour Decatur 5k Planning Committee – Decatur Education Foundation
• 2004 – 2007 Finance Design Team (Chair and Co-Chair) – Futral Road Elementary
• Leadership Team Member – Futral Road Elementary School

Philosophy of Education Statement

The purpose of health, physical education, and sport in education
Knowledge of health, physical education, and sport contributes positively to society and education. Knowing what is healthy and how to make healthy decisions enables one to improve their quality of life. By including health in education one is empowering students to make healthy decisions that will affect their bodies and minds. Physical education on the other hand is an opportunity for students to become confident in their physical body. The physical education setting in education provides not only an opportunity to learn physical skills but also to learn social, emotional, and cognitive skills. Such skills include respecting self, others, and rules, teamwork, setting personal goals, and comprehension of academic knowledge. Sport in education also contributes to the social, emotional, physical, and cognitive wellbeing of students. By including health, physical education, and sport in education one is engaging students both mentally and physically which will empower individuals to be productive in the classroom and society.

Mission Statement
The health and physical education program will give students a knowledge and skill foundation in health, physical activity, and social aspects so that they participate in a lifetime of physical activity. Providing students with the opportunity to learn, meaningful content, and appropriate instructions students will be able to reach their full potential mentally, emotionally, socially, and physically.

Teacher’s Role in Health and Physical Education
As the teacher, I will model and guide students through learning processes by setting up challenges according to each student’s ability. I will implement a variety of teaching methods to ensure that I am reaching all learning styles. My role in the program is to be a role model and a reliable resource not only for the students but for the school and the community. It is also my job to determine if the program being implemented is working. Administering cognitive and skills tests, surveying attitudes of students, faculty and staff, and the community, do this. Results will be used to improve the program so that it meets the needs of everyone.

The teaching process in my classroom
As a teacher I will engage the mind and body. This will be done through the implementation of lessons that reinforce math, reading, science, and other areas of academia. For example, students may be working on overhand throwing while engaged in activities that require adding points, spelling words, problem solving, reading, etc. The teaching strategies that will be used through out the class are teacher-directed, reciprocal oriented, task oriented, guided discovery, problem solving, and exploration.

The Discipline Process
I believe in being proactive rather than reactive. I set expectations for the students to follow from the beginning. Rather than telling them what they cannot do I focus on giving them general expectations in which each class expands on at the beginning of the year and on a daily basis. Not only is discipline addressed through classroom expectations, I address it while writing lesson plans. During the process of developing lesson plans I always take into consideration situations that might arise and plan how to eliminate the situation before it even happens. By making the lessons challenging and fun for a variety of skill levels I am essentially reducing the chances of inappropriate behavior. However, there are still some students that test the limits of the expectations. For these students I have developed a hierarchy of steps that they progress through before being sent to the office, which is the last resort. Throughout the steps students are directed to think about and discuss their behavior and why it is considered inappropriate. Overall, discipline in my classroom strives to eliminate behavioral problems by planning lessons that keep everyone on task.

Physical Education Program Scope

The physical education program is designed on a skill-themed approach. Below is a list of the areas of content that are covered within the program. Each area of content has a list of sub areas that are covered based on grade level. A student that completes all six years should cover every content area and it’s sub-areas.

Establishing a Learning Environment
Protocols
Rules and Expectations
Safety Procedures
Routines
Stopping and Listening Routines

Movement Concepts
Space Awareness
Location
Self-Space
General Space
Levels
Low
Middle
High
Directions
Up/Down
Forward/Backward
Right/Left
Clockwise/Counterclockwise
Pathways
Straight
Curved
Zig-Zag
Extensions
Large/Small
Near/Far

Effort
Time/speed
Fast/Slow (Sudden/Sustained)
Force
Strong/Light
Flow
Bound/Free

Relationships
Of Body Parts
Round (Curved)
Narrow
Wide
Twisted
Symmetrical/Nonsymmetrical
Relationships with objects and/or people
Over/Under
On/Off
Near/Far
Infront/Behind
Along/Through
Meeting/Parting
Surrounding
Around
Alongside
Relationships with people
Leading/Following
Mirroring/Matching
Unison/Contrast
Between Groups
Groups
Partners
Solo
Alone in a mass

Traveling
Locomotor Skills
Walking
Running
Hopping
Skipping
Galloping
Leaping
Sliding
Chasing, Fleeing, and Dodging

Jumping and Landing
Basic Patterns
2 to 2
1 to 1 (Opposite foot – Leap)
1 to 1 (Same foot – Hop)
2 to 1
1 to 2
Long Jump
For Height
Over Low Obstacles (Hoops and Hurdles)
Rhythmically - Jump Bands, Tinkling, etc.
Turned Rope
Self-Turned Rope
Dance
Hopscotch
Sports
Rebound in Basketball
Spike in Volleyball
Hurdles in Track
Others (gymnastics, cheerleading, etc.)

Balancing
Bases of Support
Body Shapes
On Apparatus
Gymnastics
Group Challenges
Yoga
Stilts
Kick-ups
Inverted Balances
Balance Boards
Objects
Transferring Weight
Feet to Back
Back to Feet
Cartwheels
Low Apparatus
Forming a bridge

Rolling
Rocking Horse
Sideways
Log Roll
Egg Roll
Forward
Backward

Kicking
Stationary Ball from Stationary Position
At large Targets
Approaching a stationary ball
Tapping
On the ground
In the air
For Distance
To a Zone and Targets
Rolling Ball from stationary position
To a partner
Soccer Dribble
Starting and stopping
Around stationary objects
Changing Directions
Punting
For consistency
Over Low Ropes
With an Approach
For distance

Catching
Rolling ball
From a Skilled Thrower
Drop-Catch
Tossing to self and catching
At different levels
Scoops
Rebounding
Juggling

Throwing
Against the wall
Large target
Overhand
Underhand
Sidearm
At Levels
Backhand
Frisbee
With a partner
On the move
Make a partner move to catch
Moving target
Distance and accuracy
While in air
Basketball
Handball
Football Skills
Juggling

Volleying
Balloons in the air
With different body parts
Balloon upwards and forwards
Lightweight objects
Upward/Forward
Underhand Pattern
Four Square
Overhead pattern
Over a net
Serving
Spiking
Volleyball

Dribbling
Bounce catch
While traveling
Around the body
Different Heights
Different speeds
Changing directions
Around obstacles
Dribbling and passing to a partner
Against an opponent
Basketball

Striking with Rackets and Paddles
Balance
Balloon strike
Suspended ball
Ups
Downs
Against the wall
Overhead
Tennis
Pickleball
Badminton

Striking with Long Handled Implements
Stationary ball
To Large Targets
Off a batting tee
In self space (hockey)
Moving while striking
For Distance
Suspended objects
Pitched ball
While dodging stationary objects
Fly balls
Ground balls
Golf
Hockey
Softball
Teeball

Group Development
Character Education
Teamwork
Diversity
Problem Solving
Cooperation
Sportsmanship
Respect
Conflict Resolution
Fairness
Equity
Honesty
Self-Discipline

Rhythmic Activities
Lummi Sticks
Jump Bands
Square Dance
Line Dance

Kindergarten and 1st Grade Benchmarks

Benchmarks are based on the Georgia QCCs.

2nd and 3rd Grade Benchmarks

4th and 5th Grade Benchmarks

Behavior Management

Behavior Management Plan for PE
2006-2007
Futral Road Elementary School
Teacher: Carrie Beauchamp

PE Expectations
Always try your best
Play safely and appropriately
Get along with others

What happens when expectations are not met?

Step 1: Verbal Warning/Reminder – Student briefly removed from the group. They are allowed to return to the group when they decide that they can meet the class’ expectations.

Step 2: Time out I and teacher/student conference regarding behavior. Student is allowed to return to the group when they are able to tell me what they are in time out for and what they could do next time to stay out of time out.

Step 3: Time out II – Student is removed from the group and must practice their skills by themselves for the remainder of the class.

Step 4: Parent Contact I - If student is in the red or yellow for 3 or more days in a row parents are contacted through note home or phone call.

Step 5: Parent Contact II and Office Referral - If problem continues after parent contact student will be referred to the office.

Automatic office referral for: Fighting and severe cases of disrespect/defiance.

National Standard 1

Demonstrates competency in motor skill and movement patterns needed to perform a variety of physical activities.

Students in PE are given ample opportunities to practice, refine, and implement a variety of physical skills. Lessons are planned around individual, partner, small group, and whole group practice. It is rare that students are standing and waiting their turn in my PE program.

For example, one would not find the whole class playing a soccer or basketball game. Instead one would see students practicing skills and participating in mini game like activities that use skills related to soccer.

For non-sport related activities such as dance and jump rope students are taught the movements, skills, and patterns. Once student have has ample opportunities to explore the movements on their own they are guided through the process of creating and learning a routine. In the end students are expected to create their own routines based on their abilities.

Sample Video
During a Jump Band Unit students practiced a variety of skills. The video demonstrates the beginning stage of groups working together to create mini-routines.

Sample Lesson Plan

Physical Education Lesson Plans
Unit 0
August 2nd – August 17th, 2006
PK - Kindergarten

Movement – Locomotor and Non Locomotor

PK – K

Day 1
QCC obj. and Essential Question: K:1,2,3,4,8,9 NS: 1
What are the expectations in PE and What do we learn about in PE?
Activating Strategy: Read ABC’s of PE Book
Cognitive Teaching Strategy: Create a movement for each letter of the alphabet from the book
Extending/Refining Activity: Put together the movement and the book/ABC’s
Summarizing Strategy: Ticket to Leave – Which letter and movement do you like the best?
Assignment or Assessment: Teacher observation of participation and answer.

Day 2
QCC obj. and Essential Question: K:1,2,3,4,8,9 NS: 1
How do you know you are in your personal space?
Activating Strategy: List/pictures of what it looks like to be in personal space.
Cognitive Teaching Strategy: Practice moving around your space and making the space smaller and larger.
Extending/Refining Activity: Hoop buggy, moving in your space and cooperation with another student.
Summarizing Strategy: Ticket to leave show me how you can stand in line in your personal space.
Assignment or Assessment: Teacher observation and lining up in PS.

Day 3
QCC obj. and Essential Question: K:1,2,3,4,8,9 NS: 1
What are the different ways that we can move out body?
Activating Strategy: Non – Locomotor skills list
Cognitive Teaching Strategy: practice the non locomotor movements pretending to be a variety of things.
Extending/Refining Activity: Pretend to be different things like a flower, baseball player…..
Summarizing Strategy: What is your favorite Nonlocomotor movement?
Assignment or Assessment: Participation and teacher observation.

Day 4
QCC obj. and Essential Question: K:1,2,3,4,8,9 NS: 1
What are the different ways we can move our body?
Activating Strategy: Locomotor skill list
Cognitive Teaching Strategy: Practice each locomotor movement
Extending/Refining Activity: Play a game that use the locomotor movements
Summarizing Strategy: Line up using your favorite locomotor movement.
Assignment or Assessment: Teacher observation and student participation

1st – 2nd Grade

Day 1
QCC obj. and Essential Question: 1:1,4,5,9,11,12 2:1,5,10,11 NS: 1
What are the expectations in PE and What do we learn about in PE?
Activating Strategy: Read ABC’s of PE Book
Cognitive Teaching Strategy: Create a movement for each letter of the alphabet from the book
Extending/Refining Activity: Put together the movement and the book/ABC’s
Summarizing Strategy: Ticket to Leave – Which letter and movement do you like the best?
Assignment or Assessment: Teacher observation of participation and answer.

Day 2
QCC obj. and Essential Question: 1:1,5,9,11,12 2:1,5,10,11 NS: 1
What are non-locomotor skills that you can do in your personal space?
Activating Strategy: List of Non-Locomotor Skills
Cognitive Teaching Strategy: Practice creating non-locomotor movements
Extending/Refining Activity: Choose three movements and put them together in a non locomotor dance sequence.
Summarizing Strategy: Ticket to Leave – Perform your non-locomotor sequence for the teacher.
Assignment or Assessment: Creation and performance of the sequence

Day 3
QCC obj. and Essential Question: 1:1,4,7,9,11,12 2:1,5,10,11 NS: 1
What are the locomotor skills that you can do around the general space?
Activating Strategy: List of Locomotor skills
Cognitive Teaching Strategy: Practice creating the locomotor movements.
Extending/Refining Activity: Choose three movements and put them together in a Locomotor sequence.
Summarizing Strategy: Ticket to Leave – Perform your locomotor sequence for the teacher.
Assignment or Assessment: Creation and performance of the sequence

3rd Grade

Creating Movement Sequences

Day 1 and 2
QCC obj. and Essential Question: NS: 1
What are the expectations in PE and What do we learn about in PE?
Activating Strategy: Read ABC’s of PE Book
Cognitive Teaching Strategy: Create your own list of ABC movements related to PE working cooperatively with your group.
Extending/Refining Activity: Create movements for your own ABCs and perform them for the class.
Summarizing Strategy: Ticket to Leave – ABC performance
Assignment or Assessment: Performance and cooperation.

Day 3 and 4
QCC obj. and Essential Question:
How do you put together movements to make a dance?
Activating Strategy: List Locomotor and Non Locomotor movements
Cognitive Teaching Strategy: Class writes a sequence (dance) together
Extending/Refining Activity: Students in groups of 3-4 create their own dance in a group.
Summarizing Strategy: Students perform their dance for the class.
Assignment or Assessment: Performance and teamwork.

Example Jump Rope Routine Handouts

Example Year Scope

Physical Education 2007 - 2008 Scope

Pre-Kindergarten, Kindergarten, 1st Grade

August
Space and Body Awareness/Movement
September
Tumbling
October
Fitness and Cooperation
November
Throwing & Catching
December
Jumping and Jump Rope
January
Jump Rope Continued
February
Kicking
March
Dance
April
Striking
May
Integrated Fitness Games


2nd, 3rd, 4th, and 5th Grade

August
Cooperative Activities

September
2nd Grade - Intro to Fitness
Fitness/ Testing

October
Juggling

November
Throwing & Catching

December
Jump Rope

January
Jump Rope Continued

February
Kicking

March
Dance

April
Striking

May
Fitness Testing

National Standard 2

Students demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

One way that students meet this standard is by learning cues for a variety of movments. By knowing the verbal cues students are able to reflect to determine if they are performing the movements correctly or efficiently. Below are examples of cue sheets from the cue wall.

Another way students are able to demonstrate their understanding is by performing peer assessments of skills. Below is an example used in the classroom.

National Standard 3

Participates regularly in physical activity.

A physically educated student is provided ample opportunity to practice and explore physical skills. They willingly partcipate and seek out opportunities that are related to physical activity. In the classroom this means students participate in all activities and beyond the classroom they are active on their own.

The Get Fit Calendar was created as PE Homework for students that did not participate in recreational sports. Below are examples of the monthly calendar.

National Standard 4

Achieves and maintains a health-enhancing level of physical fitness.

Kindergarten, 1st grade, and 2nd grade students are guided through a variety of activities that focus on the components of health-related and skill related fitness.

For example all grade levels are guided through a the following activities at a variety of levels.

Cardiovascular Endurance

Flexibility

Muscular Strength and Endurance

In 2nd grade student begin learning FitnessGram testing procedures. Provided is an example of a student score sheet and rubric.

National Standard 5

Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Students in PE start the year with cooperative and character building activities. Teaching students how to problem solve, cooperate with others, listen, and respect themselves and others leads to a more productive environment.

Example Lesson Plan

August Unit Plan
Physical Education
5 Days
3rd, 4th, and 5th Grade
Topic: Cooperation, Consideration, and Communication

Students will be able to:

Describe different way to handle disagreements and arguments. (Problem solving wall)
Describe to how to move physically and act emotionally so that they and others are safe in PE.
Demonstrate how to work cooperatively with other teammates.
Demonstrate and describe good sportsmanship.

Games Used:
Island Hoppers (Team work and cooperation) or Titanic
Survivors (Teamwork)
Loop Da Hoop
Group Juggling
Frogs and Ants

Day 1 and 2: Introduction to PE
Essential Question:
What makes a student a good team member?
What are the characteristics of a good team member?
What does listening have to do with being a good team member?
Activating Strategy:
Welcome to PE and think of past teams – What are the characteristics of who you did not enjoy playing with? What are the characteristics of who you did enjoy playing with?
Cognitive Teaching Strategy:
Characteristics of good team member – list as a group.
Extending Refining Strategy:
Group Juggling – Day 1
Circle the Circle and Team Keep Away – Day 2
Summarizing Strategy:
Tell me one characteristic that makes you a good team member
Assignment or Assessment:
2nd and 3rd – Teacher observation
4th and 5th – Journal entry:
Write down what kind of team mate you are.
What are some of your positive characteristics?
What are some areas that you need to work on?


Day 3: Learning to How to Praise and Encourage

Essential Question: What is praise and when would you use it?
Activating Strategy: Think about the past. List Praise that you have heard and Seen. And List Encouragement that you have heard and seen.
Cognitive Teaching Strategy: Examples of Praise and Encouragement and how to use them.
Extending Refining Strategy: Jump Rope activity – Others jump and one person watches group and records their observations.
Summarizing Strategy: Report finding recorded by the observer to the group.
Teacher may ask: Were any put-downs or criticisms used?
How do put-downs make you feel?
How did being praised make you feel?
How were you encouraged?
Is it hard to praise or encourage another person?
Was it hard to receive the praise or encouragement?
Assignment or Assessment: Recorders sheet and teacher observation.

Day 4 – Team Pact or Standard Operating Procedures

Essential Question: What needs to happen with each teammate for you team to function as positively and productively as possible?
Activating Strategy: Review previous days findings and information.
Cognitive Teaching Strategy: Team pact guidelines and steps:
Teams decide on 8 guidelines that their team will follow.
List the 8 guidelines on the Team Pact Sheet.
Sign the bottom of the pact (says everyone agrees with it.)
Extending Refining Strategy: Create the pact.
Summarizing Strategy: Signature on bottom of Pact.
Assignment or Assessment: Team Pact – Teacher observation

Day 5 – Team Name, Handshake, and Cheer

Activating Strategy: Read over Team Pact Created in the previous Lesson
Cognitive Teaching Strategy: Examples of names, handshakes, and cheers.
Extending Refining Strategy: Teams Create their name, handshake and cheer
Summarizing Strategy: Did your team pact help you solve conflicts as they came up today?
Assignment or Assessment: Presentation of Name, handshake, and cheer.

Example poster found in the problem solving corner.

The bulletin board display also lists different strategies that students can choose from to help solve their problems.

Examples include:

• Play rock/paper/scissors
• Ask for help if all else fails
• Talk about it
• Agree to Disagree
• Ignore unkind words
• Walk Away
• Apologize
• Listen to each other

Below is an assessment tool used to help students become aware of the social behavior that is expected.

National Standard 6

Values physical activity or health, enjoyment, challenge, self-expression, and/or social interaction.

Wall of Fame
What is the Wall of Fame? It is a chance to show off what you like to do that is physical activity when you are at home.
Where is the Wall of Fame? It is located on the wall in the bus ramp area.
How do I get on to the Wall of Fame? You fill out the application below and turn it in with a picture of you doing the activity.
When do I turn in my application? As soon as you fill it out and take a picture of you doing the activity.
Who can be on the Wall of Fame? Anyone that participates in physical activity out side of school and completes the application with a picture attached.

Homework Example
Students are given opportunities during PE homework to choose activities to participate in activities they enjoy with their monthly Get Fit Calendars.

Lesson Plans Promote Self-Expression
Throughout lessons students are given opportunity to make choices with in teacher established guidelines. For example, during a tumbling, dance, or jump rope unit students are not only taught a whole group routine but they are also given the chance to create their own routines.

Culminating Activities
Upon completion of several units student are given option during a choice day to choose their favorite activity or skill to participate in.

Personal-Reflections/Goal Setting
Student are given oppurtunities daily to express their likes and dislikes, reflect on their daily performance, and create goals to work towards.

Olympic Day

Fall 2004 - Field Day

Olympic Day Program

Parade of Athletes (8:40)

Declaration of Opening of Games (9:00)

Entry of Olympic Flag—Olympic Anthem

Entry of Olympic Flame—Lighting of Cauldron

Olympic Oath

"In the name of all competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules that govern them, in the true spirit of sportsmanship, for the glory of sport and the honor of our teams."

Let the games begin—Report to your first station (9:20)

Basketball (1/2 gym)
Description: Group will be divided into 6 groups and sit in front of their number on the wall. One person at a time will dribble the ball to the goal closest to the groups and shoot. If they make it they get 3 letters. If they hit the rim or back board they get two letters. If they miss they get 1 letter. Once you shoot get you letters from the station leader and dribble the ball back to your group and pass the ball off to the next person.

Gold Medal: Top two teams with the most letters
Silver Medal: Third and Fourth Place team with the most letters
Bronze Medal: Fifth and Sixth Place team with the most letters

Swimming (1/2 gym) (scooters)
Description: Three students at a time compete against each other for the gold, bronze and silver. Three students at a time will line up at the start line. On the signal they will swim on their stomachs down and around their cone and back to the start line which is now the finish line. The student that finished 1st gets the gold, 2nd is silver and 3rd is bronze. Once all students have gone you can let the gold medals race against each other etc. Or you can have races sitting on your bottom.

Gold Medal: First person who finishes
Silver Medal: Second person who finishes
Bronze Medal: Third person who finishes

Standing Long Jump/Water Station (Outside near vents)
Description: One student at a time jumps to see how far they can jump on the standing long jump mat. The color star they get depends on how far they jump. A Water table will also be set up at this station for those that want water. You could also send a couple at a time to the restroom.

Gold Medal: Heels land behind the first line
Silver Medal: Heels land between the first and second line
Bronze Medal: Heels land past the second line

Javelin Throw (in front of cafeteria windows)
Description: 6 students at time will throw their javelin. According to where the javelin lands will determine the medal they will receive. Each student will get three chances. Their best throw will be the medal they earn.

Gold Medal: Javelin tip lands past the second line
Silver Medal: Javelin tip lands between the first and second line
Bronze Medal: Javelin tip lands behind the first line

Olympic Torch Relay (In center of bus lot)
Description: Three teams of 4 will compete against each other. Each team member will be spaced out around a circular area at the start, ¼, ½, and ¾ ways around the course. The team that complete the relay first by having the 4th leg cross the finish line will earn the gold medal, etc.

Gold Medal: First team to finish
Silver Medal: Second team to finish
Bronze Medal: Third team to finish

Sidewalk Chalk (On sidewalk)
Description: Olympic themed drawings. Students that participate and follow directions at this station will receive a sticker.

Participation Medal: All students who follow directions and draw a picture related to the Olympics.

Tug of War (Grassy Area Near Dumpster)
Description: Class is divided into three teams. These three compete against each other for Gold, Silver, Bronze. The winning game of the three way tug of war wins gold. The other two teams play tug of war on a regular rope for the silver medal. The loser of the play off game for silver receives the bronze. If time permits let the Gold Medal Winner compete against the Silver Medal Team on the regular rope.

Gold Medal: Winner of three-way tug of war
Silver Medal: Winner of the other two teams on a regular rope
Bronze Medal: Loser of the other two teams on a regular rope

Cross Country Race (Mileage Club Course Around Playground)
Description: Student will have 10 minutes to complete as many laps as possible. Students will receive the appropriate mark for the number of laps that they complete in 10 minutes.

Gold Medal: 5+ laps
Silver Medal: 3-4 laps
Bronze Medal: 2 or less laps

Playground/Icee Pop Station
Description: Students will have a chance to play on the playground and eat an ice pop. All students that follow directions will earn a participation mark on their passport.

Participation Medal: All students that play.

Equestrian Event (Horse Cross Country Racing)
Description: Six students at a time will carry the horse on a stick over obstacles to the finish line.

Gold Medal: First and Second students to cross the line
Silver Medal: Third and Fourth students to cross the line
Bronze Medal: Fifth and Sixth students to cross the line

Gymnastics
Description: Students will get to experience ribbon sticks, ribbon rings and the balance beam.

Participation Medal: Students who follow directions and try their best at this station will receive a sticker.

Sprinting (50 and 100 yard dash)
Description: Three students at a time will sprint 100 yards from one cone to the other.

Gold Medal: First student to cross the finish line
Silver Medal: Second student to cross the finish line
Bronze Medal: Third student to cross the finish line

Gathering of Athletes in the Gym (1:40)

Take down the Olympic Flag (1:50)

Extinguish the Flame

Declaration of the Closing of the Games

Heart Hustle

The Heart Hustle is an annual 5k and fun run fundraiser directed by the Finance Design Team at Futral Road Elementary.

I was the race director in 2005, 2006, and 2007. Below is a video of the last year I directed the event. This is my favorite event and look forward to starting up another annual fun run with my future school.

Mileage Club

Program Coordinator
Carrie Beauchamp

Mileage Club Introduction

In 2004 Futral Road Elementary School physical education teacher, Carrie Beauchamp, started the mileage club in an effort to reduce childhood obesity and to increase student daily physical activity. Collectively over the past 3 years students at Futral Road have walked over 73,000 miles. This year it is our goal to walk over 27,000 miles to reach a 4 year goal of 100,000 miles. To reach this goal it is imperative that the entire student body has the opportunity to walk and earn laps not only in PE but also for at least 10 to 15 minutes daily with their regular classroom teacher.

Daily mileage club participation if recommended for the following reasons:

According to National Association of Sports and Physical Education (NASPE)

• Reduces the risk for overweight, diabetes and other chronic diseases
• Assists in improved academic performance
• Helps children feel better about themselves
• Reduces the risk for depression and the effects of stress
• Helps children prepare to be productive, healthy members of society and
• Improves overall quality of life.
• Physical activity in the classroom helps improve on-task behavior during academic instruction time and increases daily in-school physical activity levels among children,

according to study results presented today at the 53rd Annual Meeting of the American College of Sports Medicine (ACSM) in Denver (2006).

Results of this classroom-based program add to evidence that students benefit both physically and academically from time devoted during the school day to physical activity.

National Association for Health and Fitness (2003)

When asked about barriers to promoting physical activity, the researcher said, “Without any question, the number one barrier to physical activity in schools is the perception that time spent in activity such as physical education and recess will undermine academic learning. The evidence does not support this assumption. We now know is that making time for physical education and physical activity does not reduce academic learning and it may actually increase it.“Our research shows that children who are physically active during the day in school are much more likely to be physically active after school as well. Energy begets energy! The more fit and alert adults feel the better they perform. This is also true for children.”

http://www.physicalfitness.org/pa_newsletter.html

Lead authors of the revised Physical Activity for Children: A Statement of Guidelines for Children Ages 5-12, are Drs. Charles B. Corbin and Robert P. Pangrazi of Arizona State University.

The purpose of this document is to provide parents, physicians, physical education teachers, classroom teachers, youth physical activity leaders, school administrators, and all others dedicated to promoting physically active lifestyles for children with guidelines about appropriate physical activity for pre-adolescent children.

Summary Guidelines
Among the recommendations are the following:

• Children should accumulate at least 60 minutes, and up to several hours, of age appropriate physical activity on all, or most days of the week.
• Children should participate in several bouts of physical activity lasting 15 minutes or more each day.
• Children should participate each day in a variety of age-appropriate physical activities designed to achieve optimal health, wellness, fitness and performance benefits.
• Extended periods (periods of two hours or more) of inactivity are discouraged for children, especially during the daytime hours.

"To help bring these guidelines to fruition parents and schools need to set specific times each day for physical activity such as a before school activity, recess, physical education class, and an activity break after lunch,”said Charles Corbin.

Corbin said, "The bottom line is that sedentary living contributes to obesity and chronic diseases later in life. Starting the activity habit early in life is crucial. Children need at least 60 minutes and up to several hours of activity daily. It can be accumulated in many short (15 minutes minimum) intermittent bouts of activity and need not be done in continuous exercise periods that are appropriate for adults. Long periods of inactivity (more than two hours in length) are discouraged.”
Reference: http://www.aahperd.org/naspe/template.cfm?template=pr_123103.html

2007 – 2008 Mileage Club Guidelines

PE Teacher’s Responsibility:

• Provide classroom teachers with materials needed to implement the program.
• Collect and record mileage cards for each individual student.
• Fill out “____ miles” on each card as they are turned in.
• Distribute foot tokens accordingly.
• Award 5 laps to students who participate in PE to their PE mileage card (kept by the PE teacher).
  

Teacher’s Responsibility:

• Provide all students with a 10 – 15 minute opportunity everyday to earn laps on their mileage club card. (This activity should not be taken away for punishment. Remember, they need 90 contact hours of Health and PE each school year. Currently they are receiving only 45 hours (1.5 days a week) or 60 hours (2days a week) in PE.)
• Choose a walking location that best meets your classroom’s needs. (Maps attached)
  o Bus Lot (1 block = 1 lap)
  o Playgrounds (K-2 and 3-5) (1 block = 1 lap)
  o Pine Tree Trail (1 block = 1 lap)
  o Hallway (1 block = 1 lap)
  o School Perimeter Trail (2 blocks = 1 lap)
• Monitor behavior during walking.
• Ensure that laps are being recorded honestly.
• Turn in completed mileage card to PE Teacher’s mailbox (office or by the gym).
  

Implementing the Mileage Club in your classroom

When?

Research suggests that students and even employees should not stay sedentary for more than 2 hours with out taking a break. Keep this in mind when planning when your class will walk. List below are possible times in which one can schedule their walking time.

1. Morning Break (use if you have an afternoon specials time)
2. Before Lunch
3. After Lunch
4. Before Recess (students walk x laps before playing)
5. After Recess
6. Afternoon Break (use if you have a morning specials time)

How?

There are a variety of ways that teachers can help students keep an accurate record of their laps.

1. Teacher or parent volunteer punches a hole in a block on the student’s card as they walk/jog past a specific point on the course.
2. Teacher or parent volunteers stamps/marks the card as they walk by.
3. Teacher or parents volunteer passes out craft sticks (popsicle sticks) as students walk by. When they get to the classroom they color in the same number of blocks or punch the same number of blocks that they have sticks.
4. Teacher tells the students to walk 2-4 laps and then punches or colors in 2-4 blocks on all students’ card that are present during walking.
5. Teacher has a class rooster with all students listed and keeps record of laps walk on that. When students reach 40 laps the teacher or student fills out a mileage card and turns it in.
6. Any other method you find is easy for you, as long as they are using the mileage cards or class list to record their laps. (PE teacher will accept both methods when recording weekly miles.)

Where?

Maps are attached (What a great way to implement map reading skills J)

1. Bus Lot Trail
2. PK-2 Playground Trail
3. 3-5 Playground Trail
4. Pine Tree Trail - School Perimeter Trail

Incentives

Students recieve a Toe Token upon completetion of every 10 miles.

Wellness Wednesday

Every Wednesday I was a guest speaker on the morning announcements.

Below is an example of the script I used for one of the shows.

Wellness Wednesday

Water Part II

1. Survey Results and New Questions
According to our survey last week.
54% of FRES consume a sugary drink more than once a day.
58% of FRES drink water with a meal at least once a day.

This week’s survey will be:

How many students in your classroom drink milk at least once a day?
How many students in your classroom drink caffeine? That includes sweet tea, coke, mountain dew, diet coke, coffee, energy drinks, etc…

2. Information
Did you know that you can get water from other places other than the water fountain/sink or the grocery store.

You can find water in milk, 100% fruit juice, fruits, and vegetables.

When your body doesn't have enough water, that's called being dehydrated. Dehydration also can keep you from being as fast and as sharp as you'd like to be. A bad case of dehydration can make you sick.
So keep that water bottle handy in this hot weather! Not only does water fight dehydration, but it's awfully refreshing and has no calories.

Almost as important is making sure you don't drink too many calories with sugary beverages like soda, juice, and sports drinks.

Did you know that a 12 ounce can of soda contains 12 tsp. of sugar. Those are just empty calories. Empty calories means that you body does not need them and they have no nutritional value. If you have already eaten enough that day you body will turn those extra calories into fat.

3. Challenge
Next time your family goes out to eat order water or milk instead of soda or tea.

4. Conclusion
Remember water and milk are always the best choices when choosing a drink with your meals and snacks. Also, water is always the best way to hydrate and avoid empty calories, but if you think it's too blah and it's just not doing it for you, you can always spruce it up by adding a slice of lemon, lime, or orange.

Next week you will learn more about caffeinated drinks and what they do to your body.