Fitnessgram, Assesment and Standards Based Instructional Design Los Angeles Unified School District Division Of Instruction Physical Education Programs Office Fitnessgram, Assesment and Standards Based Instructional Design

Disguising Fitness Dynamic Warm-up Aerobic capacity Upper Body Strength Lower Body Strength Flexibility

Pre test To give us evidence of participant learning Formative assessment of our instruction

Goals and Objectives for Today Proper test administration Recommended Assessment Protocol Principles of Fitness Overload Progression FITT formula Frequency, Intensity, Time and Type Use of assessment to drive instruction Assessment tool before planning lesson

Standards Based Instructional Design What do content standards mean to you? Write down the steps you know in creating a standards based lesson. List the major differences between non-standards based and standards-based planning for instruction 1. Oral discussion 2. Participants - Individually write down then turn to a partner and share your thoughts (Standard selected, determine the evidence of learning, create or select the assessment tool, plan the instruction, create learning opportunities, deliver the instruction, assess student learning, evaluate the assessment data, reteach or move on..) 3. Assessment in standards-based planning is considered before planning instruction.

What Physical Education Content Standards Can Do For Us… Clearly define what students should be learning and achieving at each grade level. Describe what teachers are expected to teach at each grade level as opposed to teaching what they like best. Provide accountability for Physical Education and guidance for the development of curriculum. Students mark is only determined by their ability to meet the grade level standards 4-Dressing, attendance and behavior is work habits and cooperation S4 1 of 4

Traditional Practice Select a topic to teach Design instructional activities Design and give test or assessment Give grade or feedback Move onto new topic or unit The learning is missing S8 1 of 2

SBID Process Select the standard you want them to learn

Over arching standards K-8 Demonstration of motor skills Knowledge of movement concepts Assess and maintain fitness Knowledge of fitness concepts Demonstrate and utilize knowledge of psychological and sociological concepts. Summarize with a partner For question on the test, elaborate that overarching standard 5 deals with the sociological and psychological concepts Match the overarching standard with the content standard exercise Distribute Envelop, 3 minute, and get answers from group Explain the emphasis of 1&2, Movement skills and knowledge 3&4, Fitness and fitness knowledge 5 – sociological and psychological

Over arching standards 9-12 Demonstrate knowledge and competency in motor skills Achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts Demonstrate knowledge of psychological and sociological concepts Pair share

Pacer Lesson - Select a standard Grade 5, 3.8 Assess health-related physical fitness by using a scientifically based health-related fitness assessment. Verb – Assess Content – health-related physical fitness by using a scientifically based health-related fitness assessment Selected Standard is Grade 5, 3.8 Handout lesson and talk about the standard, assessment, criteria for competnece Verb Content

Select or Create Assessment Tool Using verb and content design assessment tool Select your sorter Create the criteria for competence Designate is it formative or summative Now get into groups of three, one participant, one exercise physiologist and one teacher. Taller person goes first

Create the learning opportunities Equipment needs Facilities Extended learning Peripherals Feedback Practice opportunities Provide the handouts of the lesson, the PACER test instructions, the HFZ chart, and the data collector

Principal of progression Gradual increase in the level of exercise that can be manipulated by increasing the frequency, intensity, time or combination of all three. Improving fitness is an ongoing process. Progression refers to how people should increase the overload. Progression in the Mile Run = Frequency – first week I run 12 min. at a 10 min mile pace, one day per week, the second week I run two times per week for 12 min. at a 10 min mile pace, the third week I run 3 times per week for 12 min at a 10 min mile pace. Progression in the Mile Run = Intensity – Running 3 times per week, for 20 min at a 10 min mile pace the first week, second week 3 times per week for 20 min. at a 9 min mile pace. Third week run 3 times per week for 20 min at a 8 min mile pace. Progression in the Mile Run = Time – First week run for 10 minutes 3 times per week, second week run for 11 minutes 3 times per week, third week, run 3 times per week for 12 min. fourth week run 3 times per week for 14 minutes. Any combination of the three above. The rule is 5% to 10% increase per week. The PACER has a built in progression, from more time to complete the laps to less time, which means higher intensity Intensity Time Type

Principle of overload Overload principle states that a body system must perform at a level beyond normal in order to adapt and improve physiological function and fitness. Increase frequency, intensity, or duration (time) of an activity. Overload stresses the physiology of the body and it must follow with proper rest. Example of over load with the PACER – Have the students train at 21 meters for two months then test them at 20 meters. Example of mile run overload – Take the students fastest mile time, divide the mile into four, then subtract 3 seconds from each quarter, then have the students run each of their four laps one at a time for that 3” faster pace, rest then do the next lap at that same pace, and do 5-8 laps at that intensity

Why ?

Fitnessgram for Lifetime Fitness Education (Health-Related) Fitness Components Aerobic Endurance Flexibility Muscle Strength Muscle Endurance Body Composition Components some refer to 4 components of fitness and sometimes you will hear 5 components We are going to use Four and Muscle Strength and Endurance are combined

Philosophy…for Educators Health-Oriented Healthful level of physical fitness Criterion referenced vs Norm referenced

Philosophy…for Educators Educational Linked to state standards Teaches students how and why Educational progression Used as a learning tool Infused into an existing curriculum

Criteria Referenced Testing Aerobic capacity Heart disease Flexibility Low back Shoulder impingements Muscular Strength/Endurance Osteoporosis Low back problems Body Composition Cancer, Diabetes, Hypertension, etc.

Field Test Categories Aerobic Capacity Flexibility Muscle Strength Muscle Endurance Trunk Lift Body Composition How is this different from the Components of Fitness List the diseases related to each area Aerobic capacity – heart disease, hypertensive diseases, lung diseases Flexibility – Shoulder impingements, low back

F.I.T.T. Formula Frequency Intensity Time Type

Aerobic Capacity Assessments Walking test 13 years or older Walk only with heart rate Most valid PACER Progressive, Aerobic, Cardiovascular Run All students Mile Run/Walk Run/Walk the mile as fast as possible Least accurate unless highly motivated

Aerobic Capacity One-Mile Run – record minutes and seconds PACER – record total number of laps Walk Test – record minutes and seconds plus 15 second heart rate F=5-6 Days per week I =MVPA, RPE (7-10)(12-16) T=30-60 daily, 20 min per session T=1st 3 levels of activity pyramid, Large muscle groups rhythmic fashion. Participate

Flexibility Flexibility (Shoulder stretch requires no equipment, back saver requires a measuring device) Back Saver Sit and Reach: record number of inches on each side Shoulder Stretch: record “P” if students completed task or “F” if unable to complete task F=2-3 days per week I =Mild discomfort, slow elongation T=Always warm body, 10-30 seconds T=Controlled stretching, all muscles Perform the shoulder stretch in the classroom Explain the back saver sit and reach

Muscular Strength and Endurance Trunk Lift Required Number of inches chin is above the floor Straight line from mastoid process to hip Best to administer on elevated platform like school stage Curl-Up Must use cadence Record number of curl-ups completed Trunk lift in the classroom – yard stick or long stick, shoulders in line with the mastoid process and torso Curl-up will be in the gym

Muscular Strength and Endurance Upper Body Strength and Endurance Push-up: Record number completed Modified Pull-up: Record number completed Flexed Arm Hang: Record seconds completed

Lessons in the gym Curl-up Push-up FITT formula for strength training Frequency, 2-3 times per week non consecutive days Intensity, to muscle failure Time, 6-15 repetitions Type, major muscle groups

Body Composition Body Mass Index Height/Weight – record inches and pounds No shoes Emotionally safe environment Light clothing on test day

Assessment Protocol If a student has missing data, the answer document should indicate whether there is partial data or if the student was not tested. One of the following reasons should be selected: Absent on test day and all make up sessions Waiver granted by State Board of Education IEP/Special Needs Extraordinary circumstances Medical excuse

The Fitness Assessment Protocol Instruction-Concepts & Tests Why is it important? What does it measure? How to administer? How to practice? 2. Assessment-Fitness Allow students to test one another if possible and self assess. 3. Planning Program Evaluate results, interpret results, assist students to set goals and create improvement plan Methods to use in developing each area 4. Tracking Activity Class time to work on their goals, promote regular physical activity habits, promote FUN fitness activity 5. Reassessment Periodic assessment Evaluate plan, is it working? 6. Revision Reflect, revise or refine Have the teachers in groups of 3 create a Fitness Assessment Process

Importance of quality assessment

Website Physical Education Programs http://achieve.lausd.net/pe Teachers CA Standards (Formerly Common Core SS) sample lessons Scope and Sequence Instructional Guide- Sample Units and Lessons Resources - Elementary Elementary Physical Education Monitoring - CAL 200 Forms (writeable format) Sample Bell Schedules Bulletins Curriculum Grants PETIP Application Marathon Kids Program

Post test Good luck Survey http://bitly.com/phed1024 Don’t forget to sign out

Contact Information Physical Education Programs Office: Dr. Janice Collins, Administrator Janice.Collins@lausd.net (213) 241- 4134 Chad Fenwick, Physical Education Advisor Chad.Fenwick@lausd.net (213) 241 – 4556 Adriana Valenzuela, Physical Education Advisor Adriana.Valenzuela@lausd.net (213) 241- 2575