Physical Education
Physical Education

“It is the unique role of quality physical education programs to develop the health-related fitness, physical competence, and cognitive understanding about physical activity for all students so that they can adopt healthy and physically active lifestyles.” SHAPE America

Instructional Philosophy

To ensure a healthy future, children must be given the knowledge of the importance of daily physical activity for good health and the physical skills that will allow them to participate in physical activity for a lifetime. In addition, they must also experience the personal enjoyment that can come from being physically active. Therefore, physical education classes at the University of Texas Elementary School will allow students sufficient activity time for health-related fitness, will teach them a variety of skills so they are capable of participating in an assortment of lifetime physical activities, and will allow students to experience the implicit fun and enjoyment that can come from leading a healthy, active lifestyle.

Physical Education Staff

UTES' Physical Education Teacher is Bob ‘Coach K’ Knipe. To learn more about Mr. Knipe visit his UTES Webpage by clicking HERE

Standards for Instruction & Assessment

The SHAPE America National Standards and the Texas Essential Knowledge and Skills (TEKS) for Physical Education provide the curricular framework for our program. The following student outcome objectives are based on these standards and are addressed within the curriculum:

  • will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
  • will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
  • will participate regularly in physical activity.
  • will achieve and maintain a health-enhancing level of physical fitness.
  • will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
  • will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Physical education teachers at UT Elementary also adhere to the Appropriate Practices for Elementary School Physical Education suggested by SHAPE America. They include supporting cultural diversity, not using exercise as punishment, facilitating maximum participation for every student, and maintaining a positive learning environment.

Assessment in physical education includes daily monitoring of attendance, attire, attitude, participation, and citizenship. It also includes unit-based skill assessments, such as dribbling and passing in basketball units and throwing and catching in baseball/softball units. Younger students are assessed on more basic locomotor skills such as skipping, galloping and hopping. In kindergarten, second grade, and fifth grade, students are assessed using NASPE’s PEMetrics, the first nationally validated assessment instrument for physical education. And students in grades 3-5 participate in the FitnessGram test battery 3 times per school year as well as use technology like heart rate monitors and accelerometers to measure physical activity.

Research Base

The University of Texas Elementary School is pleased to have an ongoing consulting relationship with Dr.Dolly Lambdin, a Senior Lecturer in the Department of Kinesiology and Health Education at The University of Texas at Austin. Dr. Lambdin was the 2004-2005 President of the National Association for Sport and Physical Education and is currently the SHAPE America Nation President She has 16 years of teaching experience at the elementary school level and over 30 years at the university level. Her book, “Putting Research to Work in Elementary Physical Education: Conversations in the Gym” coauthored by Lawrence Locke, reviews 30 research studies addressing such topics as instruction, class management, program design, and workplace conditions in elementary school physical education. Lambdin incorporates a large base of research topics into the practice of teaching quality physical education.

The University of Texas Elementary School is also pleased to collaborate with Xiaofen Keating and Louis Harrison, both Associate Professors in the Department of Curriculum and Instruction’s newly developed Physical Education Teacher Education program. Dr. Keating’s research interests include college students’ physical activity patterns and the use of fitness testing in schools. Dr. Harrison has focused his research on the influences of race related self-schemata and African American racial identity on physical activity choices and performance. Dr. Keating and Dr. Harrison provide guidance to the physical education teachers at UT Elementary School and supervise ongoing research projects at the school.

Application of Research

SPARK (Sport, Play, and Active Recreation for Kids) is a research-based physical education curriculum designed to “promote high levels of physical activity, teach movement skills, and be enjoyable”. Results from multiple publications indicate that SPARK lessons taught by physical education specialists can improve time spent in physical activity, can improve skill development in catching and throwing, and is given high ratings of enjoyment by students.

CATCH (Coordinated Approach to Child Health) is a coordinated school health curriculum approved by the Texas Education Agency that contains a physical education component in the form of a card file of various warm-up activities, aerobic activities, practice activities, and skill lead-up games. The program has been shown to increase levels of moderate to vigorous physical activity during physical education classes and increase daily vigorous physical activity in children.

Physical activities, lessons, and teaching strategies are utilized from these two established programs in the physical education curriculum at the University of Texas Elementary School to provide students with maximal opportunities to be physically active, practice skills, and connect these learning to principles of good health and positive nutrition.

UTES Physical Education Units

Units Overview

Unit 1 Learning to Live an Active Lifestyle Together

Research shows that a large number of people engage in fitness enhancing physical activity because of the joy they feel while interacting socially with fellow competitors and teammates. Another positive outcome of these relationships is that participants continue the sport or activity long after others who didn’t find these connections.

The objective of this unit is for students develop the social skills needed to engage their peers through physical activity.

  • Upon completion of this  unit students will
  • have the confidence because of their knowledge and skills to recruit teammates
  • display positive social interactions during game play
  • work with many people toward a common goal
  • show appreciation to all participants.

Time Period – Beginning of the school year until the completion of the culminating activity, Olympic Day, in early to mid-October.

Unit 2 Understanding the similarities and differences between a wide variety of Sports, Games and Activities

Before teaching a new subject a great teacher will always assess their students’ prior knowledge and skills. This knowledge is a students’ foundation. Some students may already have a solid foundation and others may already have walls, doors and windows. Using this analogy we have to realize that every person is an expert in something with a full house, maybe a mansion, somewhere within them. A teacher goal is then to connect the new topic to the prior knowledge therefore multiplying the speed and depth of understanding of the new topic. However, just like the old saying, “Give a man a fish and he will not go to bed hungry. Teach a man to fish and he will never go hungry again.”, if we explicitly teach students to learn knew knowledge and skills on their own by making connections then for the rest of their lives they will be able to take on new games, sports, and activities.

The objective of this unit is to have participants
  • learn to learn new skills, sports and activities on their own.
  • The goals of this unit are. Students will be able to
  • compare and contrast a new game with one they are familiar with
  • communicate the rules to an activity or sport
  • take a previously learned game and change it to make it more enjoyable and physically active game.

Time Period – From early to mid-October through mid-December. This unit culminates with the students presenting the games that their groups invented or redesigned to be more active and safe.

Unit 3 Creative exploration of our physical being through rhythmic movement, choreographed dance, yoga techniques and gymnastic skills

Feeling comfortable moving in our own skin is priceless. From our daily lives of just getting up and down off a chair or floor to playing Olympic sports our lives our filled and enriched in mind, body and spirit through movement. Different ways of experiencing the physical world and our bodies is also as wide as our unique cultures.

In this unit students will have the chance to engage in ways that will stretch their minds and bodies, with hopes that a curiosity for new ways of exploring their physical and mental potential is sparked within them.

The goals of this unit our that students will learn to

  • feel comfortable trying activities that push their mental, social and physical limits
  • value diversity in the way people enjoy their bodies
  • understand the basic knowledge and skills needed to participate in rhythms, dance, yoga and gymnastics.

Time Period – From the first day of school in the new year until Spring Break. This unit culminated with two events. “Jump into a good Book” our Jump Rope for Heart and Book Fair Event and a weeklong Gymnastics Studio set up in our very own Physical Education Classroom (PEC) See blog for more information

Unit 4 Hitting Health using Individual, Partner, and Team Sports

Sports are just one way of staying physically active for a lifetime. We will explore how sports have helped people stay fit for a number of different reasons and purposes, from being ready for war to being ready for life. We will also explore physics and how tools enhance the efficiency level that we are able to achieve. We will explore Implements like paddles, rackets, and sticks used in lacrosse, hockey, polo, and golf and how they help participants achieve their goal in game play.

The goals of this unit our that students will learn

  1. the basic skills needed to participate in a wide variety of sports that require the use of a long handled implement
  2. the function and skills of the implement used in the sports we study
  3. to explain how sports have been used for a wide variety of purpose including, fitness, enjoyment, and social interaction.
  4. the history of where, by whom,  and why the sports we study were created

Time Period – From the return from spring break to mid-May