Framework curricula for primary education
PHYSICAL EDUCATION AND SPORTS
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- Developmental requirements
- Number of teaching hours per year: 92 New activities
- TOPICS CONTENTS Marching
- Preparation and prevention
- Walking, running, hopping and jumping, throwing
- Support, hanging and equilibrium exercises
- Extracurricular sports activities
- Prerequisites of moving ahead
PHYSICAL EDUCATION AND SPORTSYears 1 through 4 of Education Objectives and tasks Physical Education and Sports in primary schools contributes to the development of students’ pro-life, health-conscious character as a result of the combined effect of the means of physical culture (exercises, motion games, sports activities and related intellectual knowledge) and the health-improving factors of nature as an integral part of the school’s uniform education and training efforts. The condition of the above is that students know their level of motor skills, the ways of maintaining and/or improving such motor skills, and experience the joy of motion games and competitions as individuals and as teams. Physical Education and Sports contribute to the students’ appreciation of the performance of their peers, to students acquiring motor skills and cultured in their movements, recognising the health and prevention values of Physical Education and Sports. The objective is that regular physical exercise become part of their behaviour. Physical Education in primary schools equips primary students with a physical literacy from the values acquired from the elements of physical culture (knowledge, competencies, skills and abilities), which provide a foundation for their later acting certainty and regular physical activity. This enables them to become capable of acquiring sports tasks and motion systems successfully, and of improving their motor abilities efficiently. Its specific methods, primarily motion games and competitions facilitate a smooth transition from the less bound life of nursery schools to the academic life demanding independent work, and provide experiences to maintain their desire for movement. Exercises related to health: supporting physical development and maturing; establishment and strengthening of hygienic habits; development of resistance and fitness; prevention and compensation of orthopaedic deformation; preparation for the prevention and alleviation of circular and respiratory diseases; learning about and understanding the essence of prevention and the relaxation processes. Exercises related to the improvement of physical culture: establishment and development of fundamental (generic) motor skills at the appropriate level; learning to swim; improvement of physical condition and co-ordination skills in line with students’ age and aptitude; acquisition of diverse motion experience and practical motion skills; acquisition of knowledge related to task solving, ability development, games and sports activities, to their performance without any detrimental effect (rules, historical aspects, laws of mechanics and biomechanics, task-solving schemes and health considerations; communication with movements. Providing positive experience in learning, games and sports: acquisition, performance, collective success, and the joy of being active. Development of valuable personality traits: overcoming fear, keeping rules, concentration, focus, overcoming difficulties, tolerating failure, love of nature, environment-friendly attitude. Developmental requirements Facilitating a healthy physical development The circulatory, respiratory and motor system of students should work in line with their age. They are to do exercises regularly. Through active and increasingly conscious physical exercises, they are to prevent the development of posture disorders, avoid positions and movements damaging their spinal column. The muscular balance of muscles responsible for posture and the equilibrium of the pelvis should be established. As a result of exercising, their health is to be strengthened, they are to become resistant to illnesses. Exercises related to the improvement of physical culture They are to be able to run fast or steadily, by adjusting their pace to the distance and the landscape, to overcome obstacles during running. They are to acquire jumping and throwing (putting) techniques in order to expand their set of fundamental (generic) skills. They are to acquire gymnastic-type supporting and hanging positions, they are to be capable of changing their position and posture in supporting and hanging positions. Their activity is to be characterised by creativity in the most diverse tasks. With their elementary game skills, they should love to take part in simple sports games. They are to become confident in water, they are to learn one swimming style. They are to acquire behavioural patterns to avoid threats. The level of the conditional and co-ordination skills and of their motion/action certainty is to be characterised by a positive tendency. They are to be able to control their body weights with a muscular apparatus in line with their age in solving different tasks. They are to be capable of co-ordinated movements. They are to be familiar with the basic rules of games. They are to understand the underlying logic of task solving. The requirements of maintaining their demand for motion They are to acquire new task solutions, games, competitions and sports activities as positive experiences. Their demand for a healthy way of life and for regular physical activity is to be established. Years 1 and 2 Number of teaching hours per year: 92 New activities Quick taking on and changing of formations. Establishing the order of lockers and practice areas. Execution of playful and fixed free, team and hand-tool exercises. Quick start from different postures. Avoiding collisions in tag games and running tasks, gaining space against the tagger. Sustained running for 4 to 8 minutes without stopping or with short walks. Execution of tasks (games) involving running. Hops and jumps at an appropriate pace. Distance and target throwing with one and two hand(s). Secure performance of simple supporting, hanging and equilibrium exercises. Tasks with balls. A few simple outdoor games of the particular season. Getting to know the water, acquiring confidence in water. Swimming 8 to 10 meters without putting down one’s legs.
Prerequisites of moving ahead Taking on and changing formations according to instructions. Performing gymnastic exercises with imitation. Acceptable execution of basic motion skills (walking, running, jumping, throwing, crawling, climbing, etc.). Participation without fear in exercises performed in the water. Year 3 Number of teaching hours per year: 92 New activities Gradual development of clear execution of marching exercises, following instructions without any delay. Precise execution of basic gymnastic exercises. Start on signal. 20-30-metre dash in competition form. Sustained running for 8 to 10 minutes. Various jumps with sufficient control. Throwing motion possibly from straight arm position. Target throwing from straddle (leg opposite the throwing arm is front) through increasing the certainty of throwing. Development of running, jumping and throwing skills under versatile conditions. Execution of gymnastic (type) exercises with little assistance in a secure manner and a pleasant posture. Collaboration with peers in ball games. Fair contact fight. A few simple outdoor games of the particular season. Swimming a certain distance.
Prerequisites of moving ahead Knowing commands, execution of marching and formation exercises. Following basic gymnastic exercises. Reproduction of acceptable motion example in starts, running, jumping and throwing. Sufficient attempts at crawling, climbing, supporting and hanging. Participation in physical education games with joy. Acceptance of contact fight. Secure behaviour in water reaching chest-level. Year 4
New activities Disciplined execution of in-class session forms required for lesson organisation purposes in formations corresponding to the age of this group, compliance with the order demanded in physical education lessons. Precise and continuous execution of movements consisting of gymnastic exercises learnt, striking concord between rhythm and motion, climbing the pole or the rope. Dash and sustained running for 10 to 12 minutes. Jumping from standstill and from motion with emphasised and harmonic taking-off. Selection of method of throwing suiting the purpose the best, acceptable execution of the throwing motion. Target throwing with reasonable certainty. Development of good running, jumping and throwing skills. Holding one’s weight in supporting or hanging position. Balancing, orientation in space. Co-ordinated execution of gymnastic exercises. Playing games at a level ensuring the feeling of success. Dribbling, passing, handling the ball by hand or foot, scoring a goal or a point. Adapting to the ball and the peers, realising possible alternatives, collaboration with peers, keeping the rules of the game and behaviour. Fair coping with success and failure in fights and games. Knowing and playing a few simple outdoor games of the particular season. Secure movement in the water, basic swimming skills, swimming a certain distance.
Prerequisites of moving ahead Disciplined execution of formations and marching required for lesson organisation purposes. Participation in team gymnastics. Rope climbing with 2 to 3 grips. Acceptable execution of running, jumping and throwing tasks. Carrying out supporting, hanging and equilibrium tasks. Participation in physical education and sports games. Promising attempts in the swimming style learnt. Directory: letolt letolt -> 10 Famous Criminal Cases Cracked by Forensics Posted by Katie Ted Bundy letolt -> Cultural History of Britain Some definitions Download 2 Mb. Share with your friends:
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