Mr. Elkins. the gym teacher, has to go to a meeting tomorrow. He has written a set of instructions for the substitute teacher. Mr Elkins knows that the substitute teacher has never taught a gym class before. read the paragraph. Think about whether Mr. Elkins kept his audience in mind. After warm-ups, send the kids for two laps. Then, picks teams and have the fourth- and fifth- graders play dodge ball. The third-graders should play freeze tag. Set up all six centers for the first- and second-graders. Put the ball-bouncing center on the opposite side of the gym from balancing center. Thanks and have a great day !

Put your self In Mr. Elkins's place and ask yourself what else Should Mr. Elkins have told the substitute teacher? Describe the sorts of things he should have included since he knew the substitute have never taught a gym class before.

How to do the Work outs

Explanation:

I think the teacher should have told him how to do the workouts.

5 Approaches to Physical Education in School

Because it is guaranteed to reach virtually all children, physical education is the only sure opportunity for nearly all school-age children to access health-enhancing physical activities.

High-quality physical education programs are characterized by (1) instruction by certified physical education teachers, (2) a minimum of 150 minutes per week (30 minutes per day) for children in elementary schools and 225 minutes per week (45 minutes per day) for students in middle and high schools, and (3) tangible standards for student achievement and for high school graduation.

Students are more physically active on days on which they have physical education.

Quality physical education has strong support from both parents and child health professional organizations.

Several models and examples demonstrate that physical education scheduled during the school day is feasible on a daily basis.

Substantial discrepancies exist in state mandates regarding the time allocated for physical education.

Nearly half of school administrators (44 percent) reported cutting significant time from physical education and recess to increase time spent in reading and mathematics since passage of the No Child Left Behind Act.

Standardized national-level data on the provision of and participation, performance, and extent of engagement in vigorous- or moderate-intensity physical activity are insufficient to allow assessment of the current status and trends in physical education in the United States.

Systematic research is needed on personal, curricular, and policy barriers to successful physical education.

The long-term impact of physical education has been understudied and should be a research priority to support the development of evidence-based policies.

Explanation:

answer; technology;

answer; how about carl lewis;