Three Pillars Approach to serving the Community: A combination of experiences over a course of years may contribute more to youth development, academic attainment, and life success than does one individual program. Therefore, we will offer participants a broad array of services and programs, such as art, music, recreation activities, character education, career and technical training, drug and violence prevention, programming, and technology education.
EDUCATION &
CAREER DEVELOPMENT
Assist youth with academic enrichment opportunities after school and/or during holidays or summer recess. This pillar includes higher order thinking skills that are applied within and across disciplines to solve problems, generate ideas, analyze, formulate arguments, and create plans for action.
I
HEALTH &
PHYSICAL LITERACY
Our Health and Fitness program will be delivered based on the Physical Literacy Concept. Physical literacy is when kids have developed the skills and confidence to participate in many different physical activities and sports.
II
SOCIAL & EMOTIONAL
WELL-BEING
Evidence-based programs designed to promote positive outcomes and prevent problem behavior in students are increasingly being used in educational settings. They have evolved out of different traditions including education, positive youth development, and social and emotional learning (SEL)
III
LEARNING & INNOVATION SKILLS:
Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. These skills include Creativity and Innovation, Critical Thinking and Problem Solving, Communication, Collaboration
INSTRUCTIONAL FRAMEWORK
The purpose of the Instructional Framework is to suggest what students should understand and be able to do at specific grade levels, focusing on helping students to adopt a healthy lifestyle during the years of education from prekindergarten through college. It is designed to provide ample room for teaching innovation and creativity, which are essential to fitness education. Physical education teachers, curriculum coordinators, fitness leaders and administrators should use these materials as a framework for outlining the desired outcomes of fitness education learning experiences.
KEY SUBJECTS
Our program will be rooted in three fundamental skills upon which all others can be built—communication, decision making, and goal setting. We will utilize The CASEL Guide, Effective Social and Emotional Learning Programs: The CASEL Guide provides a systematic framework for evaluating the quality of social and emotional programs and applies this framework to identify and rate well-designed, evidence based SEL programs with potential for broad dissemination to schools across the United States. The Guide also shares best-practice guidelines for district and school teams on how to select and implement SEL programs.
LIFE AND CAREER SKILLS:
Today’s students need to develop thinking skills, content knowledge, and social and emotional competencies to navigate complex life and work environments.
Life and Career Skills include: Flexibility and Adaptability, Initiative and Self-Direction, Social and Cross-Cultural Skills, Productivity and Accountability, Leadership and Responsibility
KEY CONCEPTS
Technique: Understanding of fitness concepts, principles, strategies, and individual differences needed to participate and maintain a health-enhancing level of fitness.
Physical Activity: Participate regularly in fitness-enhancing physical activity.
Health-Related Fitness: Achieve and maintain a health-enhancing level of health-related fitness.
Responsible Personal and Social Behaviors: Exhibit responsible personal and social behaviors in physical activity settings.
Values & Advocates: Value fitness-enhancing physical activity for disease prevention.
KEY CONCEPTS
SELF-AWARENESS: The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts.
SELF-MANAGEMENT: The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations.
SOCIAL AWARENESS: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, & contexts.
RELATIONSHIP SKILLS: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.
RESPONSIBLE DECISION-MAKING: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations.
INFORMATION, MEDIA & TECHNOLOGY SKILLS:
We live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools, and the ability to collaborate and make individual contributions on an unprecedented scale.
Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as: Information Literacy, Media Literacy, Communications, and Technology Literacy
PHYSICAL LITERACY JOURNEY
INDIVIDUAL: Wanting to take part in physical activity. Having the self-confidence to plan and effect a physically active lifestyle. Building the confidence necessary to participate in athletics and fitness programs. Confidence leads to motivation.
GROUP: Having confidence when taking part in different physical activities
COMMUNITY: Having a high level of knowledge and understanding of fitness and sports may increase a person’s desire to continue pursuing community-led programs
ORGANIZATION: Working independently and with others in different physical activities.
KEY RESOURCES
The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL). CASEL supports educators and policy leaders and enhances the experiences and outcomes for all PreK-12 students. While SEL alone will not solve longstanding and deep-seated inequities in the education system, it can create the conditions needed for schools to examine and interrupt inequitable policies and practices, create more inclusive learning environments, reveal and nurture the interests and assets of all individuals.
Evidence-Based Research
EDUCATION and CAREER DEVELOPMENT KEY RESOURCES: 21st century learning requires an innovative support system to engage learners through applicable skills and knowledge, appropriate technologies, and real-world connections to make learning relevant, personalized, and engaging. P21 has identified five critical support systems to ensure all students receive the kinds of learning experiences that build 21st century competency: 21st Century Standards, 21st Century Skills Assessments, 21st Century Curriculum and Instruction, 21st Century Professional Development, 21st Century Learning Environments
HEALTH and PHYSICAL LITERACY KEY RESOURCE: In January 2015, the Sports & Society Program proposed in its report Sport for All, Play for Life: A Playbook to Get Every Kid in the Game that the development of physical literacy in all children sits at the base of the youth sport system as an aspirational goal and, more broadly, should be the foundation of how we socialize children through sports in all forms, from casual to organized recreational to competitive. Before changing its name in 2013 to SHAPE America – Society of Health and Physical Educators, the National Association for Sport and Physical Education’s (NASPE) created a Fitness Education Project team to gather insights from professionals across the country who have worked on national and state physical education standards and district curriculum materials; from content and pedagogy specialists; and from current literature to provide what follows: a comprehensive Instructional Framework for Fitness Education in Physical Education.
SOCIAL and EMOTIONAL WELL BEING KEY RESOURCE: The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL). CASEL supports educators and policy leaders and enhances the experiences and outcomes for all PreK-12 students. While SEL alone will not solve longstanding and deep-seated inequities in the education system, it can create the conditions needed for schools to examine and interrupt inequitable policies and practices, create more inclusive learning environments, reveal and nurture the interests and assets of all individuals.