Building a Quality Physical Education Program Chapter 6

Characteristics of Quality Programs Developmentally Appropriate Activities – frequency, intensity, duration, and type of activity accommodate students Skill and Fitness Improvement Promotion of PA Facilitation of Learning Maximization of ALT Indirect Competition and Cooperation Indirect Competition – children are encouraged to improve individual achievement Direct Competition – results in a winner or a loser

Characteristics of Quality Programs Inclusion of many Movement Forms Integration of Academic Content Ongoing Student and Program Assessment Compliance with Federal Mandates Title IX, PL 94-142 Qualified Teachers

Program Content Locomotor Skills Nonlocomotor Skills Educational Gymnastics Manipulative Skills Games Rhythmic Activities Fitness

Building a Quality Program Develop a philosophy Develop school-level program goals NASPE Standards, State Standards Keep it simple (1 or 2 per NASPE standard) Determine grade-level goals and benchmarks Goals focus on developmental needs at each level Benchmarks describe the specific behavior that indicates a goal has been met Develop a yearly plan (curriculum)

Sample Goals NASPE Standard 1: Students demonstrate competency in motor skills and movement patterns needed to perform a variety of activities. School-Level Goal: Students demonstrate competency in the basic locomotor and manipulative skills. Grade Level Goal: The student performs basic manipulative skills in lead-up games. Benchmark: The student successfully dribbles a soccer ball during a modified soccer game.

Scope and Sequence Scope – the depth and breadth of movement forms to be taught WHAT is going to be taught Sequence – the order in which the content is taught Must be developmentally appropriate

Writing Lesson Plans Typical Components Include: Movement form – focus of lesson Grade Level Standards Met Benchmarks Met Lesson Objectives – what will the student know (cognitive), value (affective), and be able to do (psychomotor) after the lesson Materials and Equipment

Writing Lesson Plans Typical Components (cont.) Approximate Time – duration of each individual activity Activity Description – DETAILED Class Organization/Formations – address how students will be placed for each activity and how you will move them from one activity to the next (transitions) Student Assessment Success for All (Modifications)

Assessment Collection of data and subsequent use of data to make informed decisions Formal (written) vs. Informal (observation) Formative (ongoing) vs. Summative (conclusive) Authentic vs. Traditional Authentic assessment takes place in a real-life setting as opposed to an artificial setting Traditional assessment is generally paper-pencil and simply focuses on recalling or recognizing facts

Traditional Assessment The two children below are practicing their soccer kicking skills. Only one of them is practicing correctly. Circle the student you think is kicking the soccer ball using the correct form.

Authentic Assessment Students will perform 5 shots on the goal for this assessment. The assessment will take place on the soccer field or another appropriate and safe area. Cones will be placed directly outside the 18yrd. Box (Penalty Area), where the soccer ball will be positioned for shooting. Students will be assessed with the following rubric. Level 1: Student’s shooting foot is not extended at the ankle. Student’s planting foot is parallel to soccer ball. Student does not keep their shooting knee over the ball and head up. Student does not strike the ball with their laces and does not follow through. Level 2: Student’s shooting foot is extended at the ankle. Student’s planting foot is parallel to soccer ball. Student does not keep their shooting knee over the ball and head up. Student does not strike the ball with their laces and does not follow through. Level 3: Student’s shooting foot is extended at the ankle. Student’s planting foot is parallel to soccer ball. Student keeps their shooting knee over the ball and head up. Student does not strike the ball with their laces and does not follow through. Level 4: Student’s shooting foot is extended at the ankle. Student’s planting foot is parallel to soccer ball. Student keeps their shooting knee over the ball and head down. Student strikes the ball with their laces and follows through.