NOT “ROLL OUT THE BALL” PHYSICAL EDUCATION Multi-Activity Model

General Characteristics A traditional model and the one most commonly used today. Units include a variety of individual, team, and nontraditional activities. The program is varied and can reflect teacher interest and student choice.

Rationale Variety: Accommodates the changing needs of adolescents by offering variety. Areas of Emphasis: Depending on what is offered, can emphasize individual development, partner work, team challenges or cooperative activities. Accommodates Experimentation: Easily accommodates experimentation by the teacher to find activities agreeable to students.

Strengths Teacher Expertise Tapped: Often possible to pair student interest with teacher expertise in a particular area. Ideally teachers are able to teach within their area of expertise Curricular Variety: Can have tremendous variety in curriculum.

Weaknesses Knowledge Base: Requires a large knowledge base and multi-talented teachers to teach. Limitations of Teacher Preparation: An undergrad university program can’t possibly prepare graduates to teach everything, thus attendance at clinics, workshops, reading periodicals are vital. Dumping Grounds: Often beginning teachers are asked to teach outside their area of expertise or teach the classes that no one else wants to teach. Hidden Throw out the Ball: Under the guise of multi- activity, some people throw out the ball and call it a model when it is little more than supervised recess.

How it differs from roll out the ball Clear lesson objectives Planned progressions of tasks to develop competent movers Assessment of student learning occurs