~ ~ ~~ \ 'PAIlSictlZ CZ4"ctlliolJ CZ,"iPmeIJ1 J"i4~~!~~~ PHYSICAL EDUCATION EQUIPMENT GUIDELINES FOR GEORGIA SCHOOLS Division of Curriculum Development and Pupil Personnel Services Office of Instructional Services Georgia Department of Education Atlanta, Georgia 30334 o Jack P. Nix State Superintendent of Schools 1977 TABLE OF CONTENTS PAGE INTRODUCTION . . . . . . . . . . . . . . . . . . 1 GOALS OF PHYSICAL EDUCATION . . . . . . . . . . . . 1 Implementation of Goals . . . . . . . . . . . . . 2 EXPECTED STUDENT OUTCOMES . . . . . . . . . . . . . 3 Primary 3 Middle. . . . . . . . . . . . . . . . . . . . . 4 Secondary . . . . . . . . . . . . . . . . .4 PHYSICAL EDUCATION EQUIPMENT RECOMMENDATIONS 6 Elementary School Equipment Needs . . 7 Middle and Secondary School Equipment Needs .12 APPENDIX A Physical Education Equipment Inventory . . . . . 21 PHYSICAL EDUCATION EQUIPMENT GUIDELINES INTRODUCTION The recommendations for physical education equipment included in this guide represent an adequate level of equipment. The equipment recommended is not for a minimum program and the user should keep this in mind. The rationale for presenting the adequate level rather than the minimal level can be summed up by the fact that too many educators consider minimum requirements as an adequate program and that many educators accept the minimum as being a mean if only a minimum is presented. The recommendations are based on the premise that all students should be directly involved in activity at all times. Too frequently a few physically gifted students are involved in an activity while the majority are sitting, holding and observing. The task of learning to run while bouncing a ball can hardly be accomplished by watching, observing and listening. The student must run while bouncing the ball. Proper management and an adequate number of balls must be provided if all students are to learn. Most items included in the equipment list have ratios based on the equipment needs for the number of students. This has certain limitations. Class scheduling and equipment use planning will simplify the task of providing equipment. The equipment recommendations included in this guide are based on an instructional program which is designed to meet the following goals. GOALS OF PHYSICAL EDUCATION To assist the learner in efficient and skillful movement which allows a person to pursue an active life style. To develop an understanding of voluntary movement and ways in which the learner may organize his or her movements to accomplish significant purposes in life. To develop an understanding of space, time, mass-energy relationships, and related concepts. To condition the heart, lungs, muscles and other organic systems to respond to increased demands by imposing progressively greater demands upon them. To promote understanding of the social aspects of physical involvement and to enhance positive behavior patterns through interaction during activities. Implementation of Goals In order for these goals to become a reality, one must consider that all physical education instructional planning should include consideration of the physiological development, abilities, interests and needs of the learner. A daily planned physical education instructional program should be provided for all students K-12. Class enrollment should not exceed 40 students. Safety of students should be a paramount factor in decision making concerning student activity, teaching stations, equipment and the facilities to be used. EXPECTED STUDENT OUTCOMES Primary (1) Students should be able to successfully walk, skip, jump, hop, run, leap, turn, throw, catch, strike, extend, flex, climb, twist, curl, push, kick, bat, tug, bend, stretch, fall, lift, pull, bounce, gallop, slide or glide and distinguish between even and uneven rhythm and balance. (2) Students will have explored movement in a minimally structured s~tting, then progressed through semi-directed to directed specific learning. This - 2- would include comprehension of terms such as: high-low, fast-slow, hardsoft, flow-broken and direction. (3) Students will have explored creativity in movement and participated in activities expressing feelings and values through movement. Feelings such as sadness-happiness, alertness-inattention, good self image-poor self image, s-rongness-weakness, and openness are examples of concepts that can be expressed through creative movement. (4) Students will have learned simple games that utilize the fundamental skills of movement. These activities initially should not include those with stringent rules and guidelines, boundary restrictions or complicated inappropriate movement. (5) Students should have an understanding of the role of physical education and its relationship to an individual's agility, cardio-respiratory fitness, flexibility, endurance, speed, power, muscular strength, coordination, balance and good posture. Middle (1) Students will have learned to be good group participants through team involvement in soccer, softball, flag football, basketball, volleyball, angleball, newcomb, boundball and field hockey. (2) Students will have a more accurate and pos.itive self image as a result of self-and peer evaluation, student planning of prescriptive activities and the accompanying dialogue and interraction of decision making. (3) Students will have learned all the basic skills and components for involvement in many activities including basic movement, creative movement, rhythm and dance, relays, games and sports, stunts, tumbling, apparatus, - 3- aquatics (when possible), outdoor activities, introduction to individual and dual sports, team games, special conditioning and personal fitness programs. (4) Students will have become more competent in decision making and self direction by exploring activities in many basic courses and by having opportunities to select alternative courses. Secondary (1) Students will have acquired many values through independent study. These values may include those of self direction, self-motivation, research, self evaluation, self acceptance of responsibility for own learning and the learning of processes which make post school motor involvement an important part of the student's life style. (2) Students will have developed skills, knowledge and understanding of wise use of the out-of-doors through involvement in outdoor education. (3) Students will have furthered group social skills through participation in intramurals, extramurals or interscholastic programs. (4) Students will have acquired desirable health education attitudes and practices such as the importance of emotional health and a positive self image; appreciation and respect for the human body and its vital organs; personal fitness and effects of exercise on body systems nutrition and weight control; and the effects of drugs on the human body. (5) Students will have learned skills of planning, instructional programming and evaluation by active, total participation in curriculum development and anonymous evaluation of the instructor. (6) Students will have broadened their creative skills through programs - 4- that give special attention to expressive, creative and aesthetic movement, These skills can be expressed from the viewpoint of both the observer and participants. (7) Students will be capable of planning and implementing personal programs of wise use of leisure time. (8) Students will have had opportunities to develop skills in wise selection of activities through alternative course selection. (9) Students will have adequate skills and knowledge to positively pursue at least one life-time sport. Examples are archery, tennis, golf, badminton, bowling, angling and casting, shooter sports, hiking and canoeing. PHYSICAL EDUCATION EQUIPMENT RECOMMENDATIONS The selection of equipment for the physical education instructional program must be based on decisions made after considering many important questions. Some of these questions are What facilities are available for the instructional program? Is storage space available? What are the assessed needs and interests of students and the community? What is the skill level of the students who will use the equipment? What is the largest class size? What is the age of the students? Can instructors make efficient use of the equipment? What are the administrative restrictions and attitudes toward the program and specific activities? Will all students on a specific grade or age level participate in physical education simultaneously? Will those scheduling classes allot equipment efficiently? - 5- Will the local course syllabus be utilized? Instructors who have creative talent and innovativeness can save much expense for equipment by improvision. Elementary School Equipment Needs The following equipment listing is for an elementary school of 600 students, and approximately 24 teachers with 25 students per section. The assumption underlying the plan is that there will be four sections per grade level and that only two of these four sections will be using the equipment at anyone given period. This will take very careful planning. Equipment will be needed for approximately 50 students per grade level. A large centrally located equipment room, with a coordinator to supervise, would be a logical answer to equipment dispensation. LEAD UP GAMES RATIO Equip. Student Total 1 5 Playground balls (10"-12") 10 1 5 Playground balls (8"-9") 10 1 1 Playground balls (7" ) 50 1 1 Bean bags 50 1 1 Yarn balls or 7" Nerf balls 50 RHYTHM EQUIPMENT Rhythm sticks Drums Tambourine Tone blocks Bells Scarves - 6- Total 100 15 15 10 10 50 Total Record player (variable speed; also tape player) 5 Records and tapes (as desired and needed) TEAM SPORTS RATIO Equip. Student Total 1 5 Softballs (very soft) 12 1 8 Whiffle balls and bats (softball size) 7 sets 1 5 Bats (softball) 10 Bases 5 sets 1 3 Basketballs "j unior size" 17 1 5 Basketballs official size 10 and weight 1 5 Volleyballs 12 Volleyballs standards and nets 4 sets 1 4 Footballs "j unior size" 13 1 8 Footballs (nerf or whiffle ball) 7 1 5 Soccer Balls (plastic or composition) 12 Tetherball (post, rope and ball) 6 ROPE JUMPING RATIO Equip. Student Ropes (jumping) - long ropes 1 4 (15 to 20 feet) 13 1 1 Ropes (j umping) - individual Number " " 7 feet 30 " " 8 feet 35 " " 9 feet 10 75 - 7- BOWLING Equip. Student 1 3 Bowling balls (3 pins per ball) GYMNASTICS Balance beams (indoor) some 4" Outdoor balance beams Vaulting box or horse Tumbling mats (4' by 8') Individual mats (3' by 4') Ropes (climbing) - indoor Tug-o-war Ropes (50') Spring or vaulting board Total 17 sets 12 4 1 10 10 2 4 1 OTHER EQUIPMENT Equip. Student 1 1 Hoops - small (30") Large hoops (36") Wands (3 feet) Parachutes Elastic ropes Tinikling poles (8' to 10') Shuffle board Ring toss Horseshoes (indoor and outdoor) 50 50 50 3 30 6 to 8 sets 4 sets 8 sets 6 sets OUTDOOR EQUIPMENT (At least six of these) Climbing apparatus Climbing ropes Cargo net - 8- OUTDOOR EQUIPMENT (Cont'd) Total Jungle gym Peg board Overhead ladder Climbing poles Tunnels (concrete drain pipe) Parallel bars Dodge post The above mentioned items may be a part of the confidence course. Basketball goals on courts 8 (two courts) Chinning bars (multi-height) 2 sets Confidence course (one small for primary) 2 Hurdles 10 High jump pit, bars and stands 1 Broad jump pit 1 MISCELLANEOUS Ball pump Vests (25 one color and 25 another) Stop watches (1 game timer) Tape measure (50 ft. - may wish metric) Tape measure (100 feet) Yard or meter sticks Flag football sets Batting tees Catcher's masks - 9- Total 2 50 6 2 2 10 2 4 4 MISCELLANEOUS (Cont'd) Total Whistles (1 for each teacher) 25 Cones for markers 20 Marble Dust marker 1 Marble Dust (varies) - 50# bags 20 annually Marking pen and ink (permanent ink) 1 Shot put (811) 2 Masking tape (indoor marking) 10 rolls Shoe polish (indoor marking) 10 bottles) Nylon net bags or surplus duffle bags for equipment transport and storage Net standards 2 sets Middle and Secondary School Equipment Needs Equipment purchase for the middle and secondary school should be based on assessed needs for a comprehensive instructional program. The equipment recommendations are based on a student population of 900 for the middle school and 1,500 students for the secondary school. All students in the middle school will be enrolled in physical education whereas, not all students in the secondary program will be enrolled in physical education. ITEMS Field Hockey Sticks stub toe Indian toe Balls practice Shin guards Scrimmage vests - 10 - NO. OF ITEMS 20 20 3 doz. 35 pro 20 ITEMS Field Hockey (cont'd) Goalie pads Chest protector Softball Softballs (soft) Bats Bases and homeplates Gloves & mitts Catcher's mask Chest protector Pitcher's plate Volleyball Volleyballs Net Recreational games Deck tennis rings Table tennis equipment Horseshoe sets Shuffleboard sets Tetherba11 outfits Paddle tennis equipment Basketball Basketballs Scrimmage vests Whistles Nets Score books - 11 - NO. OF ITEMS 2 pro 2 20 15 2 sets 25/30 6 6 2 18 6 8 sets 4 sets 4 sets 4 sets 4 4 sets 15 20 4 6 3 ITEMS NO. OF ITEMS Football (Flag) Footballs 15 Flagbelts or flags 30 Scrimmage vests 20 Soccer-Speedball Goals and nets 1 set Soccer balls 20 Shin guards 28 prs. (Same as hockey) Scrinnnage vests 20 Personal Fitness Assessment Stop watches 6 Tape measure 2 Marking tape Weight scales Fitness score cards Cognitive test Special equipment for test items Yard or meter sticks 6 Gymnastics & Tumbling--Gymnastics equipment is an expensive investment and usually allows partici- pation of only one student at a time. Effective organization is needed to make good use of the time for learning. Special training in gymnastics is necessary for safety in teaching. NO. OF ITEMS Record player/tape player 2 Selection of records/tapes Chalk - 12 - NO. OF ITEMS Spotting belt 2 Mats 6' X 12' x 2" 12 (tumbling) 6' x 12' x 4" 4 (apparatus) 8' X 12' x 4" 4 (apparatus) Balance beam regulation 1 low 3 Reuther board 2 Sidehorse 1 Transporters (Be sure they can be used with all apparatus.) 1 Horizontal bar 1 Uneven bars 1 Parallel bars 1 Rings 2 Rope climbs 2 Track and field Batons 10 Measuring tape Starting blocks 5 Stopwatches 2 Discus 3 High jump standards & crossbars 2 Pit (mats for high jump pit) 1 Track and field (cont'd) Hurdles Long Jump pits 2 - 13 - ITEMS Track and Field (~ont'd) Rakes Shot put - junior 8# Rhythms Rhythm instruments (as needed) Record player (one tape player) Selection of records Wands Jumping ropes (short and long) Bamboo poles (Tinikling) Lummi sticks Parachute Archery Bows ls.lb. 20 lb. 25 lb. Bow rack Arrows 28 inch Flu Flu arrows Arrow rack Finger tabs Universal Arm guards Ground quivers Cardboard throw aerial targets - 14 - NO. OF ITEMS 2 2 30 30 18 30 2 5 10 5 1 12 doz. 1 doz. 1 20 20 20 3 ITEMS Archery (cont'd) Hay bales and field archery targets Foam light weight targets - 36" Target faces 36" Target stands Badminton Rackets Shut tlecocks Rubber Feather Nets Standards (Depends on gymnasium arrangement) Golf Irons 119 III I! 5 113 Woods I! 3 Putters Putting cups Golf mats Plastic balls Regulation balls Flags Marble dust - 15 - NO. OF ITEMS 6 8 24 6 30 2 doz. 1 doz. 4 6 15 15 10 10 15 10 4 8 10 doz. 5 doz. 9 10 ITEMS Bowling--Make arrangements with local lanes when possible. Gym-Bowl Sets (plastic pins & rubber balls) Outdoor Education Compass (liquid filled if possible) Firs t aid kit Camping equipment tents or cabin tmlbrella backpacking-pup axe hatchets saw shovels twine rope lanterns ice chest cooking utensils eating utensils Coleman stove - 2 burner water container ground cloth Tarp Archery (see separate list) Casting and angling rods and reels - 16 - NO. OF ITEMS 5 sets 10 1 1 1 2 2 1 2 2 1 1 2 1 ITEMS NO. OF ITEMS Water and soil analysis kits 1 each Combatives Self-Defense tumbling mats 10 Wrestling mats (not the same as tumbling mats) 1 Protective head gear Tennis Tennis rackets (vary grip sizes 4-1/2 to 4-7/8) 35 Presses 35 Tennis balls 8 doz. Ball boy 1 Tennis nets 4 Bicycling--Arrange with dealers for use of bikes for teaching or have students bring bikes from home. Tool Kit adjustable wrench, etc. Films S.D.E.; Schwinn; National Safety Council Miscellaneous Inflating pump Whistles (one per teacher) and for referee 10 Scrimmage vests 20 Metal measuring tape (one 100 ft. length) 2 - 17 - Appendix A PHYSICAL EDUCATION EQUIPMENT INVENTORY I. Balls A. Basketballs 1- Midget 2. Regular B. Bowling Balls l. Plastic C. Footballs l. Midget 2. Regular D. Playground Balls l. 6" 2. 7" 3. 8" 4. 10" 5. 12" 6. E. Soccer Balls l. Plastic 2. Regular F. Softballs G. Tetherba11s H. Volleyballs I. Whiffleballs l. 3" 2. 4" 3. 5" 4. Football J. Yarn Balls II. Gymnastics Equipment A. Balance Beam l. Indoor a. Improvised b. Connnercial 2. Outdoor B. Horse l. Side 2. Long C. Mats l. Washable vinyl cover, velcro fastener, accordian fold a. 4' by 4' b. 4' by 5' c. 4' by 6' d. 4' by 8' e. 4' by 12' f. -- 2. Other D. Parallel Bars E. Ropes (climbing) l. Indoor 2. Outdoor - 18 - F. Springboard G. Twist Board H. Vaulting Box I. Horse (side) III. Small Hand Equipment A. Bean Bags B. Hoops l. 30" diam. 2. 36" diam. C. Lummi Sticks D. Parachutes E. Ropes (jump) l. Regular a. primary class 12' b. primary individual 7' c. upper elementary class 14'-16' d. upper elementary class individual 8'9' F. Elastic (Japanese) l. Small 2. Large G. Table Tennis Equipment H. Tinikling Poles--8' I. Wands -- 36" J. Bats-(Plastic & Reg.) IV. Rhythm Equipment (Primary) A. Drums B. Rhythm Sticks c. Tamborines D. Tom Tom's E. Tone Blocks V. Rhythm Equipment (General) A. Drums B. Record Player l. All speeds 2. One speed C. Records l. Ballroom dance 2. Exercise 3. Folk dance 4. Lummi sticks 5. Modern dance 6. Rhythms VI. Indoor Equipment A. Horseshoes B. Ring Toss C. Shuffle Board VII. Outdoor Equipment A. Primary l. Climbing apparatus 2. Concrete animals - 19 - 3. Slides 4. Tunnels ------- VIII. Elementary _ A. Basketball goals - - - B. Chinning bars _ C. Obstacle course - - - D. Swedish gyms _ E. Tether ball poles _ F. Volleyball standards and nets --------- IX. General Equipment A. Ball pump _ B. Pinnies ------------ C. Stop watches _ D. Softball Equipment 1. Bases 2. Bats 3. Gloves 4. Protective equip- ment E. Tape Measures 100' - 20 -