Irfan Ismail Lead Teacher (Physical Education) Assessment in PE: Assessing Students' Decision Making, Skill Execution And Support in Game Play Irfan Ismail Lead Teacher (Physical Education) St Patrick’s School

Outline Football Learning Outcomes (LOs) – 2014 PE Syllabus Assessment Ideas Games Performance Assessment Instrument (GPAI) Introduction Practice Action Research St Patrick’s School

Let’s Look at Skills and Concepts Needed in Football (Soccer) for offence/attack Discussion St Patrick’s School

Learning Outcomes (LOs) Videos St Patrick’s School

Section 7 How do you know your students have learned what you intended them to learn? Assessment “Assessment provides information to make informed judgements about what students know and are able to do to identify the progress and attainment of the physical education goals.” PE Syllabus 2014

Assessments Traditional Assessments Informal teacher observation, monitoring, Q&A Standardized skills test Written tests Alternative Assessments Journals Performance Checklist (Teacher, peer & self observations) Rubrics Authentic Assessments Game Performance Assessment Instrument (GPAI) Team Sport Assessment Procedure (TSAP) Instructional Models for Physical Education. Michael W. Metzler Teaching Sport Concepts and Skills. Mitchell & Oslin

Game Performance Assessment Instrument Authentic Different games Observing and coding performance behaviours 7 components of GPAI Base Decision making Skill execution Support Guard or mark Cover Adjust Scoring system and Tally system

Performance Measures Game Involvement Game Performance No of appropriate decisions + No of inappropriate decisions + No of efficient skill executions + No of inefficient skill executions +No of appropriate supporting movements Game Performance (DMI + SEI + SI ) / 3 Decision Making Index (DMI) No of appropriate decisions / (No of appropriate decisions + No of inappropriate decisions ) Skill Execution Index (SEI) No of efficient skill executions / (No of efficient skill executions + No of inefficient skill executions ) Support Index (SI) No of appropriate supporting movements / (No of appropriate supporting movements + No of inappropriate supporting movements )

Observation of Performance Decision Made Skill Execution Support Name A IA E IE Matthew xxxxxx x xxxx Nicholas xxx Katie xxxxx Sasha xx X

Let’s Try ! Decision Making Support Skills Execution St Patrick’s School

Action Research Introduction Methods and Subjects Results Discussion Conclusion St Patrick’s School

Introduction Unit Plan Alternative Assessment Football offensive concepts Adapted from 2014 PE Syllabus lesson plans Alternative Assessment Performance Checklist Peer Assessment St Patrick’s School

Introduction Authentic Assessment Purpose of Study GPAI Link what was being taught and learned in games-based PE to the assessment of their students (Richard, Godbout, and Griffin 2002) Purpose of Study To assess students’ decision making, support and skill execution ability in game play St Patrick’s School

Introduction Literature Review The Games Performance Assessment Instrument (GPAI): Development and Preliminary Validation. Oslin, Mitchell & Griffin (1998) Assessment of secondary school students’ decision making and game play ability in soccer. Blomqvist, Vanttinen & Luhtanen (2005) Teaching games for understanding in American high school soccer: a quantitative data analysis using the games performance assessment instrument. Harvey, Cushion, Wegis & Massa-Gonzalez (2009) St Patrick’s School

Planning and Teaching Principles The 4 Games Stages Stage 1: Control of the object Simple conditions to more game-like conditions / dynamic conditions Stage 2: Combinations of skills Simple conditions to more game-like conditions Stage 3: Tactics (strategies) (concepts) Small numbers and reduced conditions to more complex Stage 4: Complex game play Larger numbers, specialized roles of players and increased rules and game organization (#of players, space, equipment)

Unit Plan: Developing the Unit Plan Beginning the unit Motivating the students, Pre-testing Developing the body of the unit Simple to complex Repetition and review Game play and practice is integrated throughout A variety of teaching strategies are used Students experience variety in types of learning experience The transition to outside of school is addressed Formative and summative assessment is built in Individual differences are addressed Students are given opportunity for responsible decision making Ending the Unit Culminating experience and unit assessment Designing the PE Curriculum: Promoting Active Lifestyle (Rink, 2009) Refer to PESEB’s unit and Ros’ unit Compare it to their own plan

Methods and Subject One class of Secondary 1 boys (n =19, age range 12-13 years) Mixed ability group according to ability 9 weeks 7 hours of instructions Assessment Game 3 v 3 SSG Video Recorded Baseline (Lesson 1) & Post (Lesson 9) Statistical Analysis Microsoft Excel 2013 Paired- sampled t-test St Patrick’s School

Results n = 19 Baseline Post Test Statistical Significance (p<0.05) Decision Making (A) 2.58 ± 1.71 4 ± 2.41 0.01* Decision Making (IA) 1.37 ± 2.16 0.58 ± 2.31 0.009* Support (A) 2.89 ± 2.26 3.79 ± 2.58 0.08 Support (IA) 0.79 ± 2.45 0.26 ± 2.27 0.04* Skills Execution (E) 2.9 ± 2 4.6 ± 2.7 0.02* Skills Execution (IE) 2.63 ± 2.56 1.95 ± 1.39 0.05 More appropriate Decision Making (DM) and Efficient Skills Execution (SE) reaching statistical significance. Reduction in Inappropriate DM and Support reaching statistical significance. St Patrick’s School

Discussion Assessment of learning and performance against learning outcomes set at the beginning of a unit of teaching Alignment of practice in developing offensive concepts Measure off the ball movement (Support) GPAI in Singapore classroom Video Recording of game play for observation Formative assessment for individual student Time factor St Patrick’s School

Conclusion Defensive concepts GPAI for other Sports St Patrick’s School

Thank You All Q & A irfan_Ismail@moe.edu.sg Acknowledgement Mr Adolphus Tan Principal, St. Patrick’s School Mr Roskhaider Mohamed Saat Teaching Fellow, NIE St Patrick’s School