It is the responsibility of the teacher/coach/supervisor to maintain an atmosphere that promotes and facilitates open participation for as many students as possible.  Since playing/practicing space is limited, coaches must make every effort to be flexible and sharing of the playground area when the entire court is not in use.  

Coaches are responsible for securing the changing rooms, playground area, and equipment storage shed.  Coaches must also make sure that all students have exited the school campus after practices/games before going home themselves.

Supervision duties and responsibilities include the playground, food/beverage area, jungle gym and changing rooms.  Coaches may ask any students to leave if they are not participating or just loitering about. For a complete description of duties and responsibilities please see attachment.

1. Philosophy of Physical Education

1.1.    Physical Education class is an integral part of the school curriculum. It is
neither recess nor unstructured play. Students require instructional periods of Physical Education in order to meet specific curriculum standards and expectations. The combination of quality planning, instruction, and learning experiences enables students to strive under our school’s vision to ‘Be the Best You Can Be’.  At the same time students are encouraged to become physically educated persons as defined by the National Association of Sport and Physical Education (NASPE) standards (Appendix A-I).
 


1.2.  Physical Education Program Objectives:

1.2.1.     Physical Education programs at A-JIS International School are child-centered.
1.2.2.     Physical Education specialists focus on the needs of their students as they plan their programs.
1.2.3.  This approach fosters the sequential progression of motor, cognitive,
emotional and social development.
1.2.4.  Children mature at various rates; therefore programs are flexible and designed to accommodate individual differences.
1.2.5.  Planned programs and instructional strategies are used to provide success-oriented experiences.
1.2.6.  Learners are challenged with stimulating, open-ended tasks to gain confidence in attempting new learning experiences through educational games, sports, dance, gymnastics and fitness activities.
1.2.7.  Academic learning time in Physical Education focuses primarily on creating learning situations which enable the learner to be actively engaged in participation for a majority of the time period.  
1.2.8.  Instructors are aware of and strive to practice NASPE’s-     Developmentally Appropriate Physical Education Practices for Children as described by (Appendix A-II) NASPE.
1.2.9.  Aoba-Japan International School is part of a culturally diverse     community, therefore, participation in Physical Education programs enhances multi-cultural and international understanding which enables the students to view themselves as one part of a global community.
1.2.11.  Students are encouraged to view and pursue a lifestyle of life-long
wellness.
2.  General Information
                                                        
2.1.  Physical Education Operating Hours    
2.1.1.      08:55 ~ 15:25 (7 class periods)             
 
2.2.     Physical Education Staff/Qualifications/Positions

2.2.1.     Athletic Director and Middle School Physical Education Teacher
2.2.1.1  A full-time professional Physical Education teacher with a university degree in Physical Education.
2.1.1.1.2.  Role of the Athletic Director
2.1.1.1.2.1. All duties related to effective running and development of the Physical Educational department.  The role of the AD includes creating a framework of the objectives, designs, management and evaluation of the roles and functions of the department as a whole. The AD reports directly to the Principal as the immediate supervisor of the department.  AD acts as a liaison between A-JIS and the Kanto Plains Athletic Association.  The AD coordinates all sporting events, and Physical Education instructor for Grades 5~9.  

2.2.2.     Elementary School Physical Education Teacher
2.2.2.1  Role of the Elementary P.E. teacher
2.2.2.1.1.  A university degree holder in Physical Education or other degree containing a significant amount of Physical Education.  Duties include assisting the AD in coaching sports.  Physical Education Instructor Kindergarten to 4th grade.   and develop lessons plans for appropriate grades.  Instruct students during junior jaguar sports program

2.3    Athletic Department Practice Hours
2.3.1    3:45 ~ 5:00 (Junior Jaguars)
2.3.2    3:45 ~ 6:00 (Jaguars)

2.4.    Athletic Department Coaching Positions/Responsibilities

2.4.1.    Soccer
2.4.2.    Volleyball
2.4.3.    Basketball

2.4.4.    Junior Jaguar Sports Program


 
3.  NATIONAL ASSOCIATION OF SPORT AND PHYSICAL EDUCATION (NASPE)

3.1  DEFINITION OF THE PHYSICALLY EDUCATED PERSON:
3.1.1.    Demonstrates competency in many movement forms and proficiency     in few
movement forms.
3.1.2.    Applies movement concepts and principles to the learning and development
of motor skills.
3.1.3.     Exhibits a physically active lifestyle.
3.1.4.     Achieves and maintains a health - enhancing level of physical fitness.
3.1.5.     Demonstrates responsible personal and social behavior in physical activity
settings.
3.1.6.     Demonstrates understanding and respect for differences among people in
physical activity settings.
3.1.7.     Understands that physical activity provides opportunities for enjoyment,
challenge, self-expression and social interaction.

3.2.  THE PHYSICALLY EDUCATED PERSON:

3.2.1.  HAS learned skills necessary to perform a variety of physical activities.
3.2.1.1. Moves using concepts of body awareness, space awareness, effort and relationships.
3.2.2.2. Demonstrates competence in a variety of manipulative, locomotor and non-locomotor skills.
3.2.1.3. Demonstrates competence in combinations of manipulative, locomotor and non-locomotor skills performed individually and with others.
3.2.1.4. Demonstrates competence in many different forms of physical activity.
3.2.1.5. Demonstrates proficiency in a few forms of physical activity.
3.2.1.6. Has learned how to learn new skills.
3.2.2.  IS physically fit
3.2.2.1. Assesses, achieves and maintains physical fitness.
3.2.2.2. Designs safe, personal fitness programs in accordance with principles of training and conditioning.

3.2.3.  DOES participate regularly in physical activity
3.2.3.1. Participates in health enhancing physical activity at least three times a week.
3.2.3.2. Selects and regularly participates in lifetime physical activities.

3.2.4.  KNOWS the implications of and benefits from involvement in physical activities
3.2.4.1. Identifies the benefits, costs and obligations associated with regular participation in physical activity.
3.2.4.2. Recognizes the risk and safety factors associated with regular participation in physical activity.
3.2.4.3. Applies concepts and principles to the development of motor skills.
3.2.4.4. Understands that wellness involves more than being physically fit.
3.2.4.5. Knows the rules, strategies and appropriate behaviors for selected physical activities.
3.2.4.6. Recognizes that participation in physical activity can lead to multi-cultural and international understanding.
3.2.4.7. Understands that physical activity provides the opportunity for enjoyment, self-expression and communication.




3.2.5.  VALUES physical activity and its contribution to a healthful lifestyle
3.2.5.1. Appreciates the relationships with others that result from participation in physical activity.
3.2.5.2. Respects the role that regular physical activity plays in the pursuit of life-long health and well- being, and cherishes the feelings that result from regular participation in physical activity.































3.3.  Developmentally Appropriate Practices in P.E. for Children (*NASPE)

3.3.1.  A common 21 century understanding is the importance and value of regular physical activity has been recognized as never before. Accompanying this recognition is the awareness that childhood is the time to begin the development of active and healthy lifestyles.

3.3.1.1.  Children do not automatically develop the skills, knowledge, attitudes and behaviors that lead to regular and enjoyable participation in physical activity. They must be taught. The responsibility for this instruction is vested primarily in physical education programs in our schools.

3.3.1.2.  In recent years, a growing body of research, theory and practical experience has sharpened our understanding about the beneficial aspects of physical education programs for children and those that are counterproductive. The purpose of this document is to describe, in a very straight forward way, practices that are both developmentally and instructionally appropriate and inappropriate for children in pre-school and elementary physical education programs.

3.3.2.  PREMISES OF PHYSICAL EDUCATION PROGRAMS FOR CHILDREN

In any discussion of physical education programs for children, there are three major premises that need to be understood.

3.3.2.1. Physical education and athletic programs have different purposes.

3.3.2.1.1.  Athletic programs are essentially designed for youngsters who are eager to specialize in one or more sports and refine their talents in order to compete with others of similar interests and abilities. Developmentally appropriate physical education programs, in contrast, are designed for every child from the physically gifted to the physically challenged. The intent is to provide children of all abilities and interests with a foundation of movement experiences that will eventually lead to active and healthy lifestyles. Athletic competition may be one part of this lifestyle, but it is not the only part.

*Developmentally Appropriate Physical Education Practices for Children, National Association for Sport and Physical Education, Reston, Virginia, 1992.



3.3.2.2.  Children are not miniature adults.

3.3.2.2.1.  Children have very different abilities, needs and interests than adults. It is inadequate simply to "water down" adult sport or activity programs and assume that they will be beneficial. Children need, and learn from, programs that are designed specifically with their needs and differences in mind.


3.3.2.3.  Children in school today will not be adults in today's world.

3.3.2.3.1.  More than ever before, we are in a time of rapid change. Consequently, educators have the challenge of preparing children to live as adults in a world that has yet to be clearly defined and understood. The only certainty is that they will have different opportunities and interests than currently exist. Contemporary programs introduce children to the world of today, while also preparing them to live in the uncertain world of tomorrow. In brief, they help them learn how to learn and to enjoy the process of discovering and exploring new and different challenges in the physical domain.

3.3.2.3.2.  Tomorrow's physical activities may look quite different from today's. Present programs need to prepare children with basic movement skills that can be used in any activity, whether it be popular today or yet to be invented. Mastery of basic skills encourages the development and refinement of more complex skills leading to the ultimate enjoyment of physical activity for its own sake.

3.5.  Physical Education Class Grading Policy

3.5.1.  All grades in Physical Education are based on a point scale.  Grades will be evaluated at mid-term and again at the end of each trimester on the basis of an individual’s total points earned during the grading period.  Grading emphasis in Physical Education Class is on participation, effort, progress, sportsmanship, and skill level.  Each class period is worth 5 points.  A student may earn the full 5 points by dressing properly, being on time for class, and displaying maximum effort, progress, and sportsmanship.  Skill level and athletic ability will also be assessed throughout the duration of the term through skill testing and direct observation.  Quizzes and written exams may also be given to assess knowledge of both general and specific areas related to the units being taught.    

3.5.2.  Points will be deducted for the following infractions:

3.5.2.1.  Tardiness                    minus    1/2 point
3.5.2.2.  Improper P.E. Uniform            minus    1/2 point
3.5.2.3.  Lack of effort                  minus    1~2 points
3.5.2.4.  Inappropriate Attitude/ Behavior         minus    1~2 points
3.5.2.5.  Unexcused non-participation        minus    2 points

3.5.2.6.  The following grading scale percentages are based on the total number of points possible in any given grading period (trimester).  The point totals may vary from class to class and term to term depending on the number of classes held.

3.5.3.  Standard Grading Scale for Grades 4~9 Mainstream, MI and UI classes
A+     =      97 ~ 100%            C+     =     77 ~ 79%
A       =      93 ~ 96%            C       =     73 ~ 76%
A-      =      90 ~ 92%            C-      =     70 ~ 72%
B+     =      87 ~ 89%            D+    =     66 ~ 69%
B       =      83 ~ 86%            D       =     60 ~ 65%
B-      =      80 ~ 82%            F       =     59% and below

3.5.4.  Standard Grading Scale for Mainstream Grades 1,2,3, & LI classes
O    =       Outstanding
VG    =       Very Good
G    =    Good
S    =        Satisfactory
NI    =     Needs Improvement
ID    =    Insufficient Data

3.6.  Participation in Physical Education Class:

3.6.1.  All students attending school are expected to dress for and participate in Physical Education classes to the best of their ability on any given day as scheduled.  Notes from parents or teachers indicating their child/student’s condition are welcome, but will not automatically excuse them from participation.  Only an official document from a Physician indicating the student’s condition and length of time they are to be excused from athletic participation will be accepted.  This official document must be presented to the Physical Education Teacher prior to class.  If on any given day a student is not feeling well or cannot perform certain tasks they need only to notify their P.E. teacher and the teacher will modify or limit the student’s participation based on the information provided to them by the student. 

3.6.1.1.  For example:  In all cases the student will be asked to do the best they can under the circumstances without putting the student’s health in danger or aggravating an existing health condition.  If a student informs the P.E. teacher that he/she has a headache or stomach ache, the teacher will likely allow them to observe P.E. class, but the student is required to dress in proper P.E. clothing to obtain the class points for that class period. 

3.6.2.  Students should not be withheld from P.E. class by homeroom or special subject teachers without prior consent and approval of the P.E. Teacher. 

3.7.  Physical Education Clothing

3.7.1.  Acceptable clothing for Physical Education consists of a t-shirt or sleeveless shirt, shorts and athletic shoes and socks.  Students should have their name written on their P.E. clothing for easy identification if lost or forgotten.  P.E. clothing may be any color, but may not contain any profanity or promoting of controlled substances or alcohol.

3.7.2.  The following types of clothing and accessories are not acceptable for Physical Education class and points will be deducted for improper clothing being worn:  school uniform, blue jean pants, dress pants, earrings, bracelets, necklaces, dress shoes, boots, platform shoes, loose socks or any other clothing deemed unfit or unnecessary for Physical Education class.  If improper clothing or accessories are worn, the student will receive 1 warning and explanation.  All subsequent violations will result in class points being deducted. 











 
3.8.  Playground Rules & Safety Regulations for Recess

3.8.2.  In order to maintain a safe, clean, and orderly playing environment, teachers on ‘playground safety patrol’ must be diligent in enforcing the following rules and safety regulations.  If a student is found to be in violation of any of the following rules and safety regulations, the teacher on duty should follow these steps:
1st Offense:            rule clarification and warning
2nd Offense:        ask the student to leave the court for that recess or     lunch     playtime session.  (or personal ‘time out’)
3rd ,4th  Offense:        Out for longer period of time (1 day, 2 days, 1 week,     etc.)

3.8.3.  PLAYGROUND SAFETY RULES AND REGULATIONS:

3.8.3.1. THE JUNGLE GYM IS FOR LOWER ELEMENTARY STUDENTS.

3.8.3.2. ALL STUDENTS IN THE JUNGLE GYM AREA MUST BE SUPERVISED.

3.8.3.3.STUDENTS ARE NOT ALLOWED IN THE PARKING LOT.

3.8.3.4.NO FOOD, DRINK, CANDY, GUM,  ETC. ON THE PLAYGROUND.

3.8.3.5.ALL EQUIPMENT AND PLAYING MATERIALS MUST BE PICKED UP AND RETURNED TO THE PROPER STORAGE PLACE AFTER USE.

3.8.3.6.NO KICKING BALLS DURING RECESS/LUNCH TIME. 

3.8.3.7.NO HANGING ON THE COURT DIVIDER NETS, VOLLEYBALL NETS, OR BASKETBALL GOALS.

3.8.3.8.STUDENTS ARE NOT ALLOWED TO ENTER THE EQUIPMENT STORAGE SHED.  EQUIPMENT FOR PLAYGROUND USE WILL BE IN THE GRAY BOX.

3.8.3.9.STUDENTS ARE EXPECTED TO SPEAK ENGLISH TO THE BEST OF THEIR ABILITY WHILE USING THE PLAYGROUND.


3.9.  CHANGING ROOM SAFETY RULES & REGULATIONS

3.9.1. ENTER THE CHANGING ROOMS ONLY IF YOU ARE CHANGING CLOTHES FOR P.E. CLASS OR AFTER SCHOOL ATHLETICS. 

3.9.2. ABSOLUTELY NO FOOD, DRINKS, GUM, CANDY, ETC. IN THE CHANGING ROOMS.

3.9.3.  DO NOT LOCK THE CHANGING ROOM DOOR; OTHER STUDENTS MAY NEED TO ENTER.

3.9.4.  GET IN AND OUT!  IT SHOULD TAKE NO LONGER THAN 3 MINUTES TO CHANGE CLOTHES. 

3.9.5.  USE THE BOX SHELVING FOR YOUR CLOTHING.  DO NOT LEAVE YOUR THINGS ON THE FLOOR.

3.9.6.  KEEP YOUR HANDS TO YOURSELF AND DO NOT TOUCH WHAT IS NOT YOURS!

3.9.7.  REMEMBER TO TAKE ALL OF YOUR BELONGINGS WITH YOU.

3.9.8.  DO NOT LEAVE VALUABLES IN THE CHANGING ROOMS. 

3.9.9.  STUDENTS ARE EXPECTED TO SPEAK ENGLISH WHILE IN THE CHANGING ROOMS.