sports for man

Introduction to
Physical Education

The new physical education program emphasizes active living through participation in a balanced variety of movement experiences. Physical education is a requirement for all Kindergarten to Grade 10 students, and schools are expected to allocate 10% of instructional time to the subject. However, facilities, equipment, and time allocation vary widely. Therefore, the suggested instructional and assessment strategies in this Integrated Resource Package must be moulded to meet the needs and circumstances of particular school and community programs.
Principles of Learning
A physical education program should be guided by the principles of learning. These are:
• Learning requires the active participation of the student.
• People learn in a variety of ways and at different rates.
• Learning is both an individual and a group process.
Rationale for Physical Education
The AIM of physical education is to enable all students
to enhance their quality of life through active living.

There is an increasing awareness of the importance of providing children and youth with meaningful and enjoyable movement experiences. Movement and play are focal points of children's lives, critical to all aspects of their growth and development. A physical education program provides opportunities for all students to be physically active regularly and to develop an appreciation for and enjoyment of movement in the following categories: alternative-environment activities, dance, games, gymnastics, and individual or dual activities. Outdoor activities in a natural setting are encouraged.
The unique learning opportunities in physical education allow all students from Kindergarten to Grade 12 to acquire the knowledge, skills, and attitudes that enable them to enhance their quality of life through active living--a way of life that values physical activity as an essential component. Active living is characterized by the integration of physical activity into daily routines and leisure pursuits.
Physical education is also an integral part of the total education process. Students who participate in regular physical education classes enjoy enhanced memory and learning, better concentration, and increased problem-solving abilities. They are willing to take appropriate risks, and have a more positive attitude toward self and others. Positive personal and social behaviours improve school climate, resulting in better attendance and reduced violence and vandalism.
The physically educated person has the knowledge, skills, and attitudes necessary to incorporate physical activity into regular routines, leisure pursuits, and career requirements throughout life. Striving for an active, healthy lifestyle fosters personal growth and the ability to meet the challenges of society.
Characteristics of a Quality
Physical Education Program
Quality physical education programs are structured so that the duration, intensity, and frequency of activities motivate students and meet their individual needs. When appropriate, students participate in the selection of activities from all movement categories. All students are given equal opportunity to participate in a balanced physical education program. It is intended that a quality physical education program will:
• foster the development of positive attitudes
• foster active participation
• require problem-solving skills
• recognize the difference in students' interests, potential, and cultures
• develop personal and career-planning skills
The Development of Positive Attitudes
Students are exposed to experiences that encourage them to enjoy and value physical activity and its effect on lifelong health and well-being. They are encouraged to explore, take risks, exhibit curiosity, work with others co-operatively, and achieve a personal functional level of physical fitness. All movement experiences provide opportunities for the development of positive personal and social behaviours.
Active Participation
Learning experiences in physical education provide maximum activity and participation time for every student. During group work, every opportunity is made to ensure that each student has an active role in the learning activity.
Problem-Solving Skills
In order to develop decision-making and problem-solving skills, students are challenged to identify and investigate problems, find active ways to solve them, and represent solutions in a variety of ways.
Diverse Student Characteristics
Selection of learning activities, equipment, and materials reflect students' diverse characteristics. Cultural heritage, gender, special needs, and a variety of interests are examples of characteristics to be considered when planning learning opportunities.
Personal and Career-Planning Skills
Wherever possible, a physical education program should connect students to what is happening in the community and the workplace. Students should be provided with opportunities to explore careers related to physical activity and develop basic employability skills, including teamwork, problem solving, leadership, and effective communication.



HISTORY
Soccer's origin is truly global, as there are sports involving teams moving a ball between goals from ancient China, Japan, the Aztecs, and from the ancient Greeks.

In 1863 graduates from Eton, Harrow, Uppingham and Rugby, preferring a less physical game, where players dribbled the ball and did not use their hands to tackle the opposition or move the ball, founded what they called the Football Associaiton, composed of 14 footballing teams that chose to compete with an established set of game rules. During those times a man named Charles Wreford Brown first coined the word "soccer". Today's game evolved from 1860 to 1910 during which time many if not all the important rules were enacted.

FIFA organized it's first World Cup in 1930, an idea that was followed up based on the success of the 1924 Olympic soccer tournament. Although the first live broadcasts were in 1954, the stimulus for International growth has been television, mainly at the 1966 World Cup in England. This was the first major soccer event which could take advantage of communication satelites.
Passing, Trapping, & Heading Soccer Skills

Anticipatory Set: Soccer is a sport that is enjoyed by children, men, and women of all ages. In order to be a successful soccer player, it is important to master the many skills involved in the sport. Today we are going to work on 3 major skills. The skills we will be working on today are passing, trapping, and heading.
Objectives: The students will be able to demonstrate the use of good balance and coordination while doing the skills. The students will be able to demonstrate the use of good spatial awareness.
Input/Modeling/Lesson Notes: The students will listen to an explanation of the skills, and then watch a demonstration of the skills. I will put them in groups of 3 or 4, depending on how many people are in the class. After that, they will work with their groups on the skills they were just taught. The first skill they will learn is passing.
1. Short Passes - Most short passes are made with the inside of the foot. Lean forward and over the ball. Stand on the balls of the feet with the knees slightly bent and the feet shoulder width apart. The arms should be out for balance. Plant the weak foot beside the ball with the toes pointing toward the target. Strike forward and through the ball with the inside of the strong foot. Follow through by lifting that knee up.
2. Long Passes - Most long passes are made by chipping the ball, or by striking the ball with great force. In most cases, loft is created under the ball. The stance is exactly the same as the short pass, except you lean back instead of forward.
The second skill we will be learning is trapping the soccer ball. Always stand on the balls of your feet with your knees slightly bent. Various parts of the body are used as shock absorbers to trap the soccer ball. The soccer ball should be treated like a fragile egg, and you should always give with the ball when trapping it.
1. Trapping with the sole of the foot or the inside of the foot.
2. Top of the foot trap - As the ball is coming down toward the ground, let it touch the top of your foot lightly. Be sure to give with the ball, so you don't lose control of it.
3. Chest trap - Flex the chest muscles to create a shock absorber for the ball that is in the air. Lean back and give with the ball.
4. Thigh trap - Lift the leg up and trap the ball with the top of the thigh. Remember to give with the ball for control.
The last skill that the students will be learning is heading the soccer ball. Heading can be used to pass, shoot, or trap the ball. Stress the safety techniques of this skill! 1. Attack the ball with the center of the forehead just above the eyebrows. 2. Keep the arms out as a shield to protect yourself from other players. 3. Keep your eyes open at all times. Always stand with the feet shoulder width apart,be aware of the people around you, use good posture, and concentrate. Aim for a target when heading the soccer ball. Lean back to create loft, and lean forward to shoot the ball directly. Have the students get with their partners and work on the skill.
Checking For Understanding: Monitor the students subjectively, and give them immediate and frequent feedback to make sure they are doing all of the skills correctly.
Guided Practice: Give an explanation of the skill, and then do a demonstration of the skill.
Independent Time: The students will have time to practice the skills with their groups while I monitor them to be sure they are all on task.
Closure: Give the students encouragement, and let them know how well they did in class. Review some of the things covered in class today, and give a brief preview of tomorrow's class.