Foundations of PE Only field that helps students develop their motor skills Primary field that helps students interact and learn cooperation, appropriate behavior, and social responsibility Primary field that develops wellness

Physical Education Public Information Project (PEPI) Describes the significant contribution PE can make to overall education PE is health insurance PE contributes to academic achievement PE provides skills and experiences that can last a lifetime PE helps develop a positive self-image PE teaches cooperation with others

NASPE’s Definition of a Physically Educated Person HAS learned skills necessary to perform a variety of physical activities IS physically fit DOES participate regularly in P.A. KNOWS the implications & benefits from physical activity involvement VALUES P.A. & its contributions to a healthful lifestyle

Content Standards in PE Demonstrates competency in many movement forms and proficiency in a few Applies movement concepts & principles to the learning & development of motor skills Exhibits a physically active lifestyle Achieves & maintains a health-enhancing level of physical fitness

Demostrates responsible personal & social behavior in P.A. settings Demo’s understanding and respect for differences among people in P.A. settings Understands that P.A. provides opportunities for enjoyment, challenge, self-expression, & social interaction

Percentage of Schools that Require Physical Education by Grade

Cognitive Domain of Learning Concerned with the acquisition of knowledge & the development of intellectual skills Knowledge-bringing to mind appropriate info. Comprehension-grasp the meaning of material Application-use & apply info. in new situations Analysis-relationships between pieces of info. Synthesis-creatively produce new structures Evaluation-judge value of ideas/concepts based on some kind of criteria or standard

Affective Domain of Learning Receiving-sensitivity to events (listening) Responding-sharing thoughts & ideas Valuing-appreciation of people & events Organizing-interrelationship among values Character-internalized values and behavior is appropriate

Affective Domain & Social Development Feelings of belonging, recognition, & respect for self and others Team-work, compete fairly, accept social responsibility, & respect the rights feelings of others (good citizenship) Promote positive self-concept & self-esteem

Psychomotor Domain of Learning Reflex movements-little or no conscious volition in response to stimuli Fundamental movements-the basics Perceptual ability-interprets stimuli so adjustments (auditory, visual, tactile, kinesthetic) can be made Physical ability-efficiently functioning body (endurance, strength, agility, flex.) Skilled movements-complex movement tasks that have be mastered Nondiscursive communication-movement expressions that communicate a message or artform

Assessment Without assessment how would we know whether our participants have achieved anything?

Formative Assessment Evaluates data about participants’ progress throughout the program Continual assessment of progress Provides constant feedback of performance

Summative Assessment Occurs at the conclusion of a program Can focus on product or process Can use Norm-referenced tests-compare performance to a standard or population with similar characteristics Can use Criterion-referenced tests-compares performance to a predetermined criteria

Authentic Assessment Assessment takes place in a realistic situation as opposed to an artificial or contrived setting often associated with traditional assessment approaches I.E. Self-Assessment I.E. Peer-Assessment I.E. Subjective analysis

7 Rationales for Fostering Functional Growth Action-Centered Programming Unfamiliar Environment (Stimulate Senses) Climate of Change (Prob. Solving & Surprise) Assessment Observations Supportive Small-Group Development Focus on Successful Functioning for Everyone Changes in the Leader’s Role 1) Doing their learning rather than listening to how it is done 2) Stimulate their senses in new and unique situations Unclear definition of success Some people may resist - Be Ready! 3) Problem solving in a functional way (Eustress) Create environments that motivate people to change 4) The greater the lattitude and the higher eustress, the more likely a learner will “project” unique and individual personality aspects into the test situation. 5) Small group-interaction promotes a higher level of emotional safety and support 6) People fail all the time in their lives… Get them to focus on their abilities not their disabilities 7) Be a director then a supporter - you arein a more approachable position to positively influence

Planning Your Lessons APPLE LEADERSHIP MODEL Assess Plan Prepare Lead Evaluate

ASSESS Who Are They? Identify Program Goals... Logistics: Time Location # of Leaders # of Participants

PLAN What Will Work? What Will Be Fun? Does It Align With & Meet Lesson Goals? Sequence Of Activities: What Do I Start With? How Much Time For “Ice-Breakers”? How Much Time Per Activity? How Does It Wrap-Up... What Information Do They Need To Know About You?

Goals Statements of purposes, intents, and aims that reflect desired outcomes/accomplishments Broad in direction Long-term outcomes

Objectives Derived from goals Describe learning and what individuals should know, do, or feel Very specific in nature Short-term outcomes Build cumulatively

PREPARE Gather Props and Materials Prep Co-Leaders Have A Back-Up Plan (I.E. Bad Weather) Check Out The Location Beforehand!

LEAD Invite, Don’t Impel (Challenge By Choice) Discuss a “Full Value Contract” Set A Tone: Build Trust Make People Feel Comfortable Model Appropriate Behaviors Use Humor & Fantasy (Increase Fun Factor) Style: Clear & Simple Be Enthusiastic Communicate (Listen & Respond) *Empower clients by proactively informing them that they, not you, control a major part of determining the degree of challenge, risk, and competence with which they will engage… -Could be Full or Partial participation! -Recognize that the attempt is more important then performance *Have participants agree to not discount themselves before beginning the experience -Done to bring out or allay any fears they might of the experience -Validate their reasons for being involved -Reduce client passivicity and apathy -& Motivate participation! *Use humor and don’t be afraid to make yourself look silly to ease the tension… *Whatever energy you bring will be exhibited in your participants (If you are boring… they will be boring/ If your first impression is uplifting then they will reciprocate this and uplift you...

Establishing Initial Boundaries Set Parameters Of Acceptable Behavior Early On In A Program or Lesson (Part of Intro.) Demonstrate By Word & Example That You Will Follow The Guidelines & That You Will Not Allow Anyone To Stray Beyond The Accepted Limits Know Your Own Boundaries Deal Only With Topics That You Can Manage Comfortably Use Your Common Sense If An Issue Arises That You Cannot Deal With Effectively Seek Out Help & Support

Provide Appropriate Challenges Be Creative! Experiment & Model Risk-Taking Ask Yourself: Why Am I Doing What I’m Doing? - Have A Good Answer… Be Prepared To Change Your Plan Observe & Listen Most importantly… HAVE FUN! Remember

EVALUATE During The Program: Monitor The Group & Adjust Activity Selection Accordingly Debrief When Appropriate What Is The Group Ready For] Is It Safe To Discuss Focus on 1 or 2 Topics (No More) Ask “What / So What / Now What” React - Adapt To What Happens With The Group

After The Program: What Worked? What Would Have Worked Better? What Would You Do Differently Next Time?

The Purpose & Focus Of Debriefing Purpose Generates Opportunity For Learning And Creates Meaning From The Experience Focus On The “Here & Now” - Examine The Direct Group Experience Open-Ended Debriefs Can Produce Significant Learnings As Long As They Are Relevant & Important If Group Members Want To Drift Off Track The Leader Needs to Refocus The Group’s Attention Help Them Understand The Application Of What They Are Learning Make Connections To Real World Experiences

Closure A Good Ending - “Are There Any Last Thoughts Before We Move On?” All Issues Don’t Have To Be Resolved May Need Several Experiences Working Together To Improve On Issues & Learning Interactions Closure Simply Brings A Safe And Satisfactory Ending, With The Recognition That An Issue Can Be Re-Examined At A Later Time If Necessary & Appropriate

3 LEVELS OF A DEBRIEF 1. Group Level Group Dynamics Affecting The Group’s Cohesiveness (I.E. Devaluing Behaviors, Sexism, Peer Pressure, Etc.) Potential To Become Emotional Promotion of Emotional Intelligence

2. Interpersonal Level Perceptions That People Have Of Each Other & The Way Those Perceptions Affect People’s Behaviors Negativism Acceptance Trust & Safety Fear Of Being Judged

3. Intrapersonal Level Perceptions That Individuals Have Of Themselves Self Recognition Of Fears, Self-Concept, Etc. Usually Surfaces Unexpectedly During A Debrief

OPEN-ENDED QUESTIONS How Did You Feel During The Activity? What Allowed The Group To Be Successful? What Just Took Place In This Activity? *** Start With Broad Questions & See What Emerges That Is Relevant & Worth Discussion *** Good Leaders Are Like Good Fishermen… Patient & Looking For The Big One!

HEADLINERS Ask Participants To State A Word Or Phrase That Sums Up The Experience For Them Oftentimes, One-Word Comments Are Easier To Share And Can Be Just As Informative As Longer Statements! The Thumbs Up Scale...

AVOID POINTED QUESTIONS Did You Succeed At This Task? Was There Good Communication? Did Anyone See Examples Of Leadership? *** All Of These Questions Beg For Yes/No Answers, And That Is Probably What You’ll Get