www.youtube.com/playlist?list=PLBfRLLhSBb-B9M_qxNnm3q-x5GTU2_a4f

I'm going to explain the four different styles of yoga that I teach. 

I teach restorative, hatha, vinyasa, and power yoga and these might just be completely foreign terms to you so let's get through that right now. 

Restorative Yoga

Restorative yoga is a very relaxing and grounded style of yoga.

I think anybody can do restorative and everybody should do restorative because it's a style of yoga where you don't have to use your muscles because you're going to be in like propped positions using bolsters or even the ground to prop you up and then you just relax. 

You hold postures and restorative yoga for sometimes a minute sometimes three minutes sometimes five minutes even

because it takes a little while for your body to even relax for you to get into that connective tissue.

Restorative yoga can be really good for recovery for healing for anxiety just to help you relax or to wind down before bed. 

Restorative yoga is a wonderful way to get a really deep stretch and to practice patience so let's move on. 

Hatha Yoga

Hatha yoga is like a long holding yoga practice by long holding.

I mean you're going to be sitting in a posture for maybe 30 seconds and then move on to the next posture for maybe a minute and then move on to the next posture for maybe 15 seconds in the next posture.

There's no flowing or sometimes for me I like to add just a little bit of flowing but most time in hatha it's like one long holding posture, another long holding posture to the next long holding posture.

This is really good for beginners because it's a great way to get you used to the poses.

Your body can get used to the poses without any of that really quick flowing that might be so confusing for beginners.

Hatha yoga is another wonderful way to just stretch.

I use hatha yoga practices and I teach hatha yoga practices to help people stretch like the muscles in their neck or their gluts or their legs. 

Usually you can find hatha in a whole practice like at the very end or sometimes half that might

build up to a vinyasa sequence.

Vinyasa

A vinyasa sequence is flowing yoga. Vinyasa is Sanskrit for to place in a special way and in vinyasa we placed the breath in a special way because when you flow, you flow one breath one movement so beginners might feel a little overwhelmed right away with vinyasa but the more you do it the easier it gets because you get stronger you start to develop that muscle awareness that body awareness or muscle memory I guess is what I try to say um...you also start to recognize some of the

terms like chaturanga or you know down dog or uttanasana and it comes a lot easier for you

Power Vinyasa

Power is actually power vinyasa and the idea of power yoga is it's more athletic based. You're going to build a lot of strength using power yoga but power is also a vinyasa practice you're going to have a lot of flowing the difference is is that you're going to be flowing through and sometimes even holding postures that build strength and heat in the body so power is for someone who really just wants to get that big workout on they want to strengthen their body they want to flow and I would recommend

alternating between all of these different kinds of yoga because some

people go power crazy. 

I know at one point in my life I was doing power every day and I was actually injuring myself because I was working so hard and I wasn't taking that time to like step back and relax so my recommendation in using these different styles of yoga is to alternate

if you're gonna go power heavy then add in a day of restorative and a couple

days of hatha if you really like vinyasa then try hatha if you are really into restorative try hatha.

I mean Hatha is kind of like that really nice mamabear like middle ground. 

A

Ace: A serve that results directly in a point, usually when the ball hits the floor untouched on the receiving team’s side of the court.
Assist: Helping a teammate set up for a kill.
Attack: The offensive action of hitting the ball.
Attacker: Also “hitter” and “spiker.” A player who attempts to hit a ball offensively with the purpose of terminating play.
Attack Block: The defensive team’s attempt to block a spiked ball.
Attack Error: An attack botched in one of 5 ways: ball lands out of bounds; ball goes into net; attacker commits center line or net violation or attacker illegally contacts ball.
Attack Line: A line 3 meters/10 feet away from, and parallel to, the net. Separates the front-row players from the back-row players. A back-row player cannot legally attack the ball above the net unless he takes off from behind this line.

B

Back row/court: Space from baseline (endline) to attack line. There are 3 players whose court positions are in this area (positions 1, 6 & 5 on court)
Back Row Attack: When a back-row player takes off from behind the attack line (10-foot/3-meter) line and attacks the ball. Various terms A-B-C-D-PIPE-BIC.
Back set: Set delivered behind the setter.
Baseline: The back boundary of the court. Also called the end line
Block: One of the 6 basic skills. A defensive play by one or more front-row players meant to intercept a spiked ball. The combination of one, 2 or 3 players jumping in front of the opposing spiker and contacting the spiked ball with the hands.
Blocking Error: Touching the net, crossing the centerline, blocking a set or serve or any other “local” violation that occurs while making a block attempt.

C

Center line: The boundary that runs under the net and divides the court into two equal halves.
Closing the block: The responsibility of the assisting blocker(s) to angle their body relative to the first blocker.
“Cover”: Refers to the hitter having his/her teammates ready to retrieve rebounds from the opposing blockers.
Cross-court attack: An attack directed diagonally from the point of attack. Also called an angle hit.
Cut shot: A spike from the hitter’s strong side that travels at a sharp angle across the net.

D

Deep: Refers to sending the ball away from the net, toward the baseline of the opponent’s court.
Defense: One of the 6 basic skills. The key skills used to receive the opponent's attack are digging and sprawling. The dig resembles a forearm pass from a low ready position and is used more for balls that are hit near the defender. The sprawl is a result of an attempted dig for a ball hit farther away from the defender. It resembles a dive.
Dig: Passing a spiked or rapidly hit ball and low to ground. Defensive play. Slang for retrieving an attacked ball close to the floor. Statistically scored on a 3.0 point system.
Dink: A one-handed, soft hit into the opponent’s court using the fingertips. Also called a tip.
Double block: Two players working in unison to intercept a ball at the net.
Double hit: Violation. Two successive hits by the same player.
Down Ball: Type of attack. “Down” refers to the blockers who neither jump, nor raise their hands above the net.
Dump: Usually performed by the setter, who delivers the ball into the opponent’s court on the second contact.

F

Five-One (5-1): An offensive system that uses five hitters and one setter.
Floater: A serve with no spin so the ball follows an erratic path.
Follow: To move with and block an attacker. Athletes may change positions with another blocker in the process.
Forearm Pass: Sometimes referred to as the “pass,” “bump” or “dig”.
Four-Two (4-2): An offensive system using four hitters and two setters.
Free ball: Returning the ball to the opponent without the intent to get a kill. Usually a slow, arcing pass or “roll” shot rather than a spike.
Front: Position of a blocker so that she/he can block the attacker.
Front-row: Three players whose court position is in front of the attack line (3M/10 Foot), near the net. These players are in positions 2, 3 & 4 on the court.

G

Game plan: Offensive and defensive emphasis for an opponent. Usually organized for each rotation by the coaching staff.

H

Held ball: A ball that comes to rest during contact resulting in a violation.
Hit: One of the 6 basic skills. To jump and strike the ball with an overhand, forceful shot.
Hitter: Also “spiker” or “attacker.” The player who is responsible for hitting the ball.
Hitting percentage: A statistic derived from total kills minus total attack errors, divided by total attempts.

J

Joust: When 2 opposing players contact the ball simultaneously above the net causing the ball to momentarily come to rest; the point is replayed if this is called by the official.
Jump serve: The server uses an approach, toss, takeoff and serves the ball with a spiking motion while in the air. There are two main types: jump float, jump spin.

K

Key player/play : To discern a team’s best player or probable next play by observation of patterns or habits.
Kill: An attack that results directly in a point or sideout.

L

Libero: A player specialized in defensive skills. This player must wear a contrasting jersey color from his or her teammates and cannot block or attack the ball when it is entirely above net height. When the ball is not in play, the libero can replace any back-row player without prior notice to the officials.
Lines: The marks that serve as boundaries of a court. 2 inches (5cm) wide.
Linesman: Officials located at the corners of the court; each linesman is responsible for ruling if the ball is legally in play along the lines for which he or she is responsible. For indicating touches and play outside of the antennae on their side of net.
Lineup: Players starting rotation and, therefore, serving order. Numbered 1,2,3,4,5,6.
Line serve: A straight-ahead serve landing near the opponent’s left sideline.
Line shot: A ball spiked along an opponent’s sideline, closest to the hitter and outside the block.
Load: Body position for the blockers so that they are most effective.

M

Middle back: A defensive system that uses the middle back player in 6 to cover deep spikes. Also called “6 back” defense.
Middle blocker: Usually plays in the middle of the net when in the front row and moves laterally to her blocking assignments.
Middle Up: A defensive system that uses the middle-back player in 6 to cover tips or short shots along the 3 meter/10 foot line. Also called a “6 up” defense
Mintonette: The original name of the game of volleyball, created by William Morgan.

N

Net Height: Women – 7 feet, 4-1/8 inches high (2.24m),
Men – 7 feet, 11-5/8 inches high (2.43m).

O

Off-blocker: Outside blocker not included in the double block. Also called off-side blocker.
Off-Speed Shots: An attack that is intentionally slow. Ball spiked with less than maximum force but with spin. Also called “roll” shot.
Opposite: Player who plays opposite the setter in the rotation. In some systems, this player is also a setter. In other systems, this player is called a right-side.
Outside hitter: Usually plays at the ends of the net when in the front row. Also called right-side (opposite) or left side (power).
Overhand pass: A pass with both hands open that is controlled by the fingers, with the face below the ball. Both hands simultaneously contact the ball above the head and direct it to the intended target.
Overhand serve: Serving the ball and striking it with the hand above the shoulder. Float or spin.
Overlap: A violation called if a team is lined up out of rotation when the ball is served.
Overpass: A ball passed across the net.
Overset: An errant set that crosses the net without being touched by another offensive player.

P

Pass: One of the 6 basic skills. Receiving a serve or the first contact of the ball with the intent to control the ball to another player. Also called a “bump”.
Pancake: One-hand floor defensive technique where the hand is extended and slid along the floor palm down while the player dives or extension rolls so the ball bounces off the back of the hand and is considered legal.
Party ball: When the ball is passed across the net in front of attack line so the front-row attacker can immediately hit the ball on the first contact.
Penetration: The blocker’s ability to reach over the net above the opponent’s court.
Perimeter: Backcourt defense where 4 players arrange themselves near the boundaries of the court.
Pipe: A back-row attack from the middle of the court. Position 6.
Play: An attack with a planned fake, usually including 2 or more hitter.

Q

Quick set: An extremely low vertical set used to beat the opponent’s block. Can be set at any position on the net.

R

Rally scoring: Scoring method where points can be won by the serving or receiving team.
Ready position: The flexed, yet comfortable, posture a player assumes before moving to the point of contact.
Red card: Given by the official to a player or coach for flagrant misconduct resulting in a point/side out to the opponent. Results in automatic ejection and a point/side out for the opponent.
Roof: To block a spike, usually straight down for a point.
Rotation: The clockwise movement of players around the court and through the serving position following a side out. Players must retain their initial rotational order throughout the entire game, but once the ball is contacted on serve they are allowed to move anywhere.

S

Seam: The mid-point between 2 players.
Serve: One of the 6 basic skills. Used to put the ball into play. It is the only skill controlled exclusively by one player.
Set: One of the 6 basic skills. The tactical skill in which a ball is directed to a point where a player can spike it into the opponent’s court. Sets can be set at different heights and different locations on the net and offensively there are names for each of these. First number is location on net and second number height of set. (Example: 13.) Sets can also be named.
Set attack: When a setter attempts to score rather than set the ball to a setter. Also called a shoot set. Setter: The second passer whose job it is to position a pass to the hitter.
Shallow: Near the net.
Shank: Severely misdirected pass.
Side out: Change of service when a serving team has failed to score a point. Occurs when the receiving team successfully puts the ball away against the
serving team, or when the serving team commits an unforced error.
Six-pack: Being hit in the face with the ball.
Six-two (6-2): An offense with four spikers and two spiker/setters. Setter comes from the back row.
Slide/step: A quick attack behind the setter.
Spike: Also called a hit or attack. A ball contacted with force by a player on the offensive team who intends to terminate the ball on the opponent’s floor or off the opponent’s blocker.
Split block: A double-block that leaves a space between the blockers.
Stuff: A ball deflected back to the attacking team’s floor by the opponent’s blockers.
Substitution: Allows one player to replace another player already on the court. Rules dictate number of subs each team is allowed.
Switch: To change court positions after a ball is served to facilitate strongest player positions.

T

Tandem: A combination in which one player attacks immediately behind another.
Tape: The top of the net.
Telegraph: To show one’s intention to the opponents.
Three-meter line: The line extended across the court to signify the point which a back-row player must leave the ground behind to attack the ball. Also call “attack line” and 10-foot line
Tip: A one-handed, soft hit into the opponent’s court using the fingertips. Also called a dink.
Tool: When an attacker hits the ball off an opposing blocker’s arms out of bounds. Also called a wipe.
Touch: A player contacting the ball on the defensive play.
Transition: To switch from offense to defense and vice versa.
Triple-block: Block formed by all 3 front-row players.

U

Underhand serve: A serve performed with an underhand striking action. The ball is usually contacted with the heel of the hand.

W

W serve-receive formation: Three players in the front row, two in the back.
Wipe: To deliberately spike the ball off an opponent’s hands and out of bounds. Also called a tool.

Y

Yellow Card: Given by the official to a player or coach as a warning of misconduct. Two yellow cards result in an automatic red card.

Basic Volleyball Rules

• 6 players on the floor at any one time - 3 in the front row and 3 in the back row
• Maximum of 3 hits per side
• Points are made on every serve for wining team of rally (rally-point scoring).
• Player may not hit the ball twice in succession. (A block is not considered a hit.)
• Ball may be played off the net during a volley and on a serve.
• A ball hitting a boundary line is in.
• A ball is out if it hits an antennae, the floor completely outside the court, any of the net or cables outside the antennae, the referee stand or pole, the ceiling above a non-playable area.
• It is legal to contact the ball with any part of a player’s body.
• It is illegal to catch, hold or throw the ball.
• A player cannot block or attack a serve from on or inside the 10-foot line.
• After the serve, front-line players may switch positions at the net.
• Matches are made up of sets; the number depends on level of play. 3-set matches are 2 sets to 25 points and a third set to 15. Each set must be won by two points. The winner is the first team to win 2 sets. 5-set matches are 4 sets to 25 points and fifth set to 15. The team must win by 2 unless tournament rules dictate otherwise. The winner is the first team to win three sets.

The Rules of Volleyball - EXPLAINED!

Captain’s Contract

The captain’s responsibilities are: 

·      To organize team practices and games including practice activities, drills, conditioning exercises, run-throughs of plays and defense, scrimmages, and strategy sessions.

·      To demonstrate fair play and good sportspersonship at all times.

·      To assign team players responsibilities and positions.

·      To demonstrate good safety practices.

·      To hand in team roster and team color sheets.

·      To remind the team of the practice and game schedule.

·      To review knowledge and skills as needed to prepare for skill challenges, quizzes, and games.

·      To be a “positive leader” showing enthusiasm and to give encouragement at all times.

·      To remind and review class make-up procedures should a teammate miss a practice, game, or assessment.

·      To have each skill checked off by the instructor once completed.

            I understand and will implement these responsibilities to the best of my ability.

                                                            __________________________________________

                                                            Captain’s signature                                         Date

Team Info & Roster

Team Name                                                                

Team Color                                                                

Captain                                                                       

Assistant Captain____________________________

Fitness Trainer______________________________

Manager                                                                     

Statistician                                                                  

Other_____________________________________

Other_____________________________________

(Choices include referee, scorekeeper, athletic trainer, reporter, make your own)

Players:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Team Player Responsibilities

□      Captain – See page 2.

□      Assistant Captain – work cooperatively with the captain to plan and execute practices and competitions. 

□      Manager - distributes and collects equipment, sets up playing field/court, arranges substitute for absent players

□      Fitness Instructor – leads daily warm-up and possibly cool-down

□      Statistician - record, and post team and individual statistics on bulletin boards.

□      Referee/Umpire – familiarize oneself with rules and etiquette of the sport/activity. 

Game Schedule – Prepared by Teacher

Skill/Knowledge Checklist

            The instructor will initial each skill once it is satisfactorily completed.

    Teacher Initials                                                     Task

Game Preparation Criteria

            In order for the teams to compete in games, each must fulfill the following criteria:

·      Completion of the knowledge/skill checklist

·      Written quizzes with a combined average of 80%.

Competition Point System

·      3 points will be given for each win.

·      1 point will be given for each tie.

·      0 points will be given for each loss.

·      0-10 points for the team’s average on the written quiz (divide average by 10)

·      0-10 points for the team’s average on skill quizzes (authentic assessment performed during competitions towards the end of the unit, divide average by 10)

·      Fair play points points for sportsmanship (scored by teacher)

·      Attendance – 1 point for each day the entire team is present and participating

Practice Plan

Captain: _______________________________________ Date: _________________________

Team:_________________________________________ Activity: _______________________

Practice Plans: PE teacher will lead warm-ups.  Afterwards, captains may use the remainder of class for a practice which may include additional skill work, strategy planning, scrimmaging, assigning positions; basically what the captain deems necessary for improvement.

            Captains MUST submit a written outline of their practice plan prior to each practice.  In the space below and on the reverse, outline the practice using both diagrams and written words.  Keep the diagrams as simple as possible and use the following symbols when possible. 

Practice Plan:

Extra Practice Request Form

            Each team may request extra practices at any time throughout the duration of the season.  The captain must fill out this form and hand it to the teacher at least one full class prior to the requested date.  Practices must consist of sport skill drills, team strategy, etc.  Intra-team scrimmage games are not considered practices.

            Captains may set up practices on their own at recess, before or after school.  You may request instruction from your physical education teacher and/or equipment.  See your physical education teacher to organize this.

Team and Class                                                                     

Captain                                                                                   

            The above team would like to request an extra practice.  The goal of the practice will be to:

I will organize this practice by:

I would like a teacher to:

              Teach an additional skill/strategy.                                                               

              Review a skill/strategy taught.                                                                                 

                                                            Captain’s Signature

                                                            Approved by

In the trenches.......

              ......being a sport education captain

Congratulations!!!!  You have been selected captain.  This packet is designed to make your captainship more successful in everything from player relations to practice plans.  You must read, sign, and return the entire packet to your physical education teacher.  Good luck and never hesitate to ask questions, your PE teacher will more than happy to help. 

Things to Consider

·      Practice time is crucial to team improvement since most teams practice the way they play games.  Here are five ideas to help improve practice time.

1.     Implementing Drills:  Gather your team, have them sit down, explain the practice activity.  Be clear and think out what you want to say in advance.  Ask for questions and then have everyone begin.  If the practice activity is not going well, reconvene the team and make adjustments.  That’s OK and quite common. 

2.     Skill progression:  When teaching a new skill or reviewing an old one, start with simple drills/skills, then make it more difficult in small steps.  If the first drill you use is difficult, players will be unsuccessful, grow frustrated, and lose confidence.

3.     Breakdown:  Teach different parts of a complex skill separately, then once a player has mastered all the parts, put them together into the whole skill.  For example, the volleyball serve:  Teach the toss (without ball first, with ball later), teach the arm swing/shoulder turn, put the whole skill together but use a beach ball and have them serve into a wall so they’re successful, then use a real volleyball into the wall, and lastly, a real volleyball over the net.  Sounds complex but IT WILL WORK!!!

4.     Equipment:  You don’t need to use the “real thing” (real volleyball for example) right away.  You can practice a skill without any equipment or use something else which makes the skill easier.  Then once your players are prepared, you can switch to the equipment used during games.                                                                                                         

5.     ACTIVITY TIME is the time players actually spend in activity.  Try and design drills so that players are active instead of waiting in lines because the more opportunities players have to touch the ball (object), the more opportunities to improve.

·      Feedback is the information you give a player about his/her performance.  While your team is practicing, take a break and walk around giving feedback.  Appropriate feedback is critical to player improvement and good feedback has three characteristics.

1.  Is POSITIVE, when telling a player what they need to improve, incorporate a positive comment about what they are already doing well.

2.  Is Specific, tells the player exactly what needs to be worked on.

3.  Considers what level of performance the player is at.  The feedback you give a highly skilled performer will be different from that which you give to a less skilled performer.

Example:  “Mary, great job, your volleyball toss is in the right place, now just toss it about a foot higher.”

·      Team Unity:  Teams must work together because conflicts decrease performance and enjoyment.  The best way to encourage unity is for players to be supportive, encouraging, and positive towards one another.  Even if a player makes a terrible mistake, don’t make them feel worse, tell them they will “get it next time.”  If you continually have problems with a certain player, talk with them individually.  If problems persist, talk with your PE teacher.  Captains DO NOT have the authority to sit players out.

·      Addressing your team:  Whenever you need to talk to your entire team, make certain that they are attentive and listening.  If they’re talking, fooling around, or playing with equipment, your point will be lost.  If it means waiting a couple minutes before they are ready to listen, do so because if you let your players get away with being disruptive the first time, it will certainly get worse later.

·      Competitiveness:  It is important to remember that skill improvement, enjoyment, personal fitness, and positive social dynamics are our goals, not winning.  Don’t let your team become overly competitive or demonstrate poor sportsmanship.

·      Updates with PE Teacher:  Communication between captain and PE teacher are important to preventing problems and making a successful season.  Periodically, your PE teacher will ask for a brief conference to discuss the season. 

            _____________________________________

                                    Print Captain’s Name

            _____________________________________

                                    Captain’s Signature

Badminton Season Outcomes

The purpose is to introduce students to the basic skills and knowledge associated with badminton. By applying these principles through active participation, students develop the necessary skills and knowledge to pursue badminton as a lifetime activity. In addition, this course provides students with opportunities to improve physical fitness, acquire knowledge of fitness concepts and practice positive personal and social skills. Students will gain an understanding of how a wellness lifestyle affects one’s health, fitness and physical performance.

Cognitive Domain

- Understand and apply rules

- Know basic strategies/tactics for singles and doubles play

Affective Domain

-Be able to display sportsmanship and values of fair play

-Be able to communicate with other students

-Learn to be a good team player

-Display a positive attitude

-Be able to evaluate specific skills and give feedback to other students

-Be able to take constructive criticism in order to help them improve

Psychomotor Domain

-Be able to perform specific badminton related skills, serving, forehand and backhand shots

-Be able to demonstrate proper footwork that correspond to specific shots

Badminton Season Block Plan

Affective Rubric

Student Name ______________________________________

Altruism:  The student…

______ 4 regularly gives to others unselfishly and is considerate and kind to all

______ 3 sometimes gives to others unselfishly and is considerate and kind to all

______ 2 rarely shares with others or treats them in a kind or considerate manner

______ 1 fails to share or treat others in a kind or considerate manner

Compassion:  The student…

______ 4 is always aware of and concerned for the feelings of others and deals with others in a kind and sympathetic manner.

______ 3 usually has sympathy, understanding, and respect for the concerns and feelings of others.

______ 2 rarely considers, respects, or shows an understanding for the feelings and concerns of others.

______ 1 does not consider, respect, or show an understanding for the feelings and concerns of others.

Respect:  The student…

______ 4 always respects of the rights, property, and opinions of others.

______ 3 usually respects of the rights, property, and opinions of others.

______ 2 sometimes demonstrates consideration, regard, or esteem for the rights, property, or opinions of others.

______ 1 does not demonstrate consideration, regard or esteem for the rights, property, or opinions of others.

Tolerance:  The student…

______ 4 accepts individual differences regardless of their type and makes adjustments to accommodate when appropriate.

______ 3 is generally aware of individual differences and makes efforts to accommodate others.

______ 2 demonstrates little effort or understanding in dealing with individuals who are different.

______ 1 is tolerant of others and/or indiscriminately treats others poorly or with disdain.

Technology:

            Our role as educators is to prepare students for success as adults.  Technology will undoubtedly grow more prevalent throughout our society and therefore, schools should utilize the latest technology as much as possible.  For this assignment, create a Statement on Technology (100-250 words) exploring your school’s beliefs regarding the utilization of technology in PE.  Then separately list 5 technologies your school will incorporate into instruction.  After each technology, briefly list how you plan to incorporate it (no word requirement)

Technologies Incorporated into Instruction:

1. Example 1 – Website- A website will be set up through the school’s website to display team statistics, scores, and rankings.  This will allow families to get involved and see how their children are developing and competing with their designated teams.

2. Example 2 – Heart Rate Monitors- One team at a time will experiment and use a heart monitor during the their fitness instruction in order to become aware of their target and maximum heart rates for activities.  With this information the players will understand their body’s response to working at different intensities.

3. Example 3 – Electronic Scoreboard- The electronic scoreboards will be used during each sport unit.  The statisticians will not only be responsible for written statistics but keeping the score, time, and etc using the scoreboards.

4. Example 4 – Videos-  Not only will fitness videos be implemented during the teams designated fitness time but periodically throughout the units captains will be able to video record their players during practice time in order to get a better look at their teams need for improvement on specific skills.

5. Example 5 – Digital Photos- Digital photos will be taken throughout practice and game play in order to display our sport education model on the Physical Education bulletin board and in the school’s community newsletter.

Equipment:

            List the physical education equipment your school possesses.  This equipment inventory is helpful in several regards.  First, it often serves as a brainstorming tool for creating activities.  Second, it allows teachers to track changes over time such as missing, stolen, or broken equipment.  Third, it serves as a baseline when requesting new or additional equipment from administration.  Finally, teachers can record equipment purchasing suggestions and analyze the success of past purchases.  Your equipment inventory should reflect the contextual characteristics of your district.

Complete the equipment table on page two.  You should organize the list in a way that makes retrieval easy.  For example, organize the equipment into categories or alphabetize it.  Make sure you address equipment needs for each unit in your curriculum.

Resources

• PECentral

·      http://www.pecentral.org

• The Lesson Plans Page

·      http://www.lessonplanspage.com/PE23.htm

• Teaching Ideas

·      http://www.teachingideas.co.uk/pe/contents.htm

• Fun-Attic – The Great Games List

·      http://www.funattic.com/game_list.htm

• PE Universe

·      http://www.peuniverse.com/

• Susan’s Physical Education, Health, and Sports Site

·      http://www.hccanet.org/patricks/index.htm

• Frank and Mike’s Physical Education Page

·      http://www.geocities.com/sissio/physical_education.html

• Omaha, NE Public Schools:  Elementary Physical Education

·      http://www.ops.org/district/CENTRALOFFICES/CurriculumandLearning/PhysicalEducation/ElementaryPhysicalEducation/tabid/1003/Default.aspx

• American Alliance for Health, Physical Education, Recreation, and Dance

·      http://www.aahperd.org

• Connecticut Association of Health, Physical Education, Recreation, and Dance

·      http://www.ctahperd.org

• National Association for Sport and Physical Education

·      http://www.aahperd.org/naspe

• wikiPE

·      http://www.ccsu.edu/physedhltfit/faculty/cummiskey/wikipe.htm

• State of Connecticut Department of Education:  Healthy and Balanced Living Curriculum Framework

·      http://healthymeals.nal.usda.gov/hsmrs/Connecticut/Healthy&BalancedLiving.pdf

• Miami-Dade County Public Schools:  Physical Education and Health Literacy

·      http://pe.dadeschools.net/default.asp

• PE Zone

·      http://reach.ucf.edu/~pezone/

• Great Activities Publishing Company:  Helping You Keep Physical with Education

·      https://www.greatactivities.net/index.php?action=newspaper