Program Description:

 

Fitness is like a jewel. In the rough, it is undistinguished in appearance and without obvious value. It may even fail of recognition. Most of us like jewels in the rough, possess the basic attributes of fitness undeveloped and unused. They need to be uncovered, just like a fine jewel needs to be split, cut and polished, before its color and sparkle are discernible through its many facets. Then if each facet is perfect, the inner fire is revealed in all its priceless beauty. You are a craftsmen, the jewelers, as it were. It is for you to take the rough stone, cut, shape and polish it and make of it a precious gem.

Wilder's elementary physical education provides the basis for a wide range of learning experiences. Programs in the lower elementary grades are characterized by large muscle,vigorous activity featuring locomotor skills(walking, running, jumping, hopping, skipping, galloping, leaping,etc) non-locomotor skills(bending, twisting, reaching, lifting, turning, lowering raising etc).  These skills incorporated in programs of dance, movement exploration, movement education, stunts and tumbling, rhythmics and fitness activities. They emphasize key elements such as self-expression, cooperation, coordination, body awareness, in a variety of mediums such as creativity, strength, endurance, flexibility, agility, balance, core strength and spatial awareness.  As children move into the upper elementary levels the emphasis is on the development of fine manipulative skills.  Children are taught the basic elements of a variety of physical activities such as soccer, racket sports, volleyball, floor hockey, jumping rope, basketball, rhythmic movement/dance, fitness activities, body balance/control, functional core strength and health-related fitness.

Physical Education taps the four arenas of learning. Movement is the main focus, but physical development can only take place when a child simultaneously develops intellectually, emotionally, and socially.  Physical Education makes connections between all the capacities which make us human and contribute to the TOTAL education of a student.

The core in Physical Education is a “participation” based system that enhances student learning, achievement and interaction.  These elements are all positively related. Positive participation promotes whole, healthy learners by creating positive consonance and cooperative class environment.  I believe this is inherently empowering to students.  Every student can be successful, which creates a feeling of control that breeds positive self-concept.  With a supportive environment, the student feels more accepted and are able to enjoy and take risks.

I believe by placing more emphasis on effort and positive interaction, the student needs only be concerned with doing his/her best.  Students are not asked to achieve at the expense of other student’s opportunity to achieve causing dissonance.

Positive interaction is taught, inspired and evaluated.  Needless argument is greatly reduced and encouragement becomes a habit.  It becomes important for the learner to be positive and each positive interaction breeds more positive interaction.  Additionally, listening and behaviors are evaluated so students are likely to be attentive and cooperative.

Habits of good participation are learned for life.  The effort, sportsmanship and social skills learned carry over into other aspects of the student’s life and adulthood.  The student is more likely  to continue participation in physical activity if they have a positive school experience.  This approach promotes self-direction and self-motivation in the young learner which creates a more self-responsible attitude toward exercise as an adult.

Problem solving skills and conflict resolution skills are learned and practiced regularly.  Students expect each other to be honest, as sportsmanship becomes more important than the score.  Great participation skills translate into cohesive, positive team skills and will carry over into the school climate.