PHYSICAL EDUCATION
Philosophy
The philosophy of the MacDuffie School Physical Education program is to develop positive self-concept through a variety of movement activities and games. Additionally, the importance of cooperation, effort, preparation, and knowledge are emphasized while developing physical skills. Through a sound Physical Education program, students will be able to develop strategies to help them appreciate the significance of lifetime activities.
Physical Education is required of all students at MacDuffie. Participation in a competitive MacDuffie team sport meets this requirement during that particular season. Students must pass Physical Education each year in order to graduate from MacDuffie.
1700/1710 – Middle School and Upper School PE Classes
Each quarter, various units are covered to support the philosophy and give students a variety of activities in which to participate. The fall curriculum covers any or all of: soccer, football, field hockey, rugby, ultimate Frisbee, or alternative games. The winter term covers selections from among basketball, pillo-polo, volleyball, badminton, and ping-pong. In the spring, the offerings may include lacrosse, tennis, cricket, softball, and kickball. Additionally, cross-curriculum activities such as dance, aerobics, and scientific analysis may be incorporated. The fitness room is available for use by Physical Education and individual students for cardiovascular conditioning and weight training. Students are encouraged to design a personal program to measure improvement. Each PE lesson is broken down into four different components: warm-up, fitness, lesson focus (unit), and cool down.
GRADING PHILOSOPHY
Physical Education students receive letter grades A, B, C, D, and F. The students are graded in five areas at the end of each class period and/or practice session using a point system. Definitions of the five graded areas follow:
- Affective Domain:
The student’s behavior regarding sportsmanship, attitudes, values, teamwork, cooperation, self-esteem, and helpfulness. - Cognitive Domain:
The student’s behavior in relation to intellect, knowledge, problem-solving, etiquette, and strategy. - Psychomotor Domain:
The performance of movement. - Effort:
The exertion of physical or mental power. - Attendance/Preparedness:
Regular attendance in class: the student’s behavior and preparedness for class and compliance with regulations concerning proper physical education attire.
Letter grades have the same numerical equivalents in both the Upper and Middle Schools (see page 2):
- A - The student exceeds the expectations in all five domains of behavior. Exemplary effort is exhibited, and the student arrives at class on time and is always prepared.
- B - The student exceeds the minimum requirements in the five domain areas and has developed an above average command of the skills and strategies involved in the activity/unit.
- C - The student meets the minimum requirements in the five domain areas. The student has an average command of the skills and strategies required to perform the activity.
- D - The student’s performance fails to meet the minimum objectives in the required five domains. The student has failed to grasp the skills and strategies necessary to perform the activity.
- F - The student has not completed the course. The student has not met the requirements of the five domains. The student should expect to repeat the course.
HEALTH EDUCATION PHILOSOPHY
Our youth face an increasingly complex society. In order to prepare MacDuffie students better to meet the challenges that confront them daily, students in the tenth grade participate in a semester-long wellness workshop with their peers while students in the Middle School meet for the whole year. The health curriculum is sequenced to present age-appropriate material in a format conducive to discussions at each level. The goal of this program is to promote healthy behaviors and lifestyles through health awareness, knowledge, and wellness skills development. Topics include: growth and development, personal health and fitness, safety/injury prevention, mental and emotional health, substance use prevention, consumer health, disease prevention and control, family life, nutrition, community and environmental health. Life skills such as effective time management and stress reduction techniques are also covered.
1700 – Middle School Wellness Program
In an integrated course of study encompassing both Physical Education and Health, the students are introduced to ideas of holistic wellness. This includes personal (social, physical, emotional and mental), community, and even global health perspectives. Topics covered include conflict resolution skills, cooperation skills, physical exercise, nutrition, hygiene, and reproductive health. The interaction and relationship between these different perspectives are investigated through activities, games and discussions.
1714 – Upper School Health (one semester)
The tenth-grade wellness program builds upon knowledge which students have learned in earlier classes through a series of experiential and didactic exercises. Students learn how to incorporate health and wellness skills into their daily lives.
Please note: Any student enrolled at MacDuffie prior to Grade 11 is required to take one semester of Health in the Upper School.
