1. TEACHING INSTRUCTIONAL MODELS IN STANDARDS BASED PHYSICAL EDUCATION Don Cain, Ph.D 1

2. WELCOME! Program Improvement in Physical Education (PIPEline) Workshop NASPE Overview NASPE Overview 2

3. Introductions and Expectations, pg. 7 How would you describe your current physical education program? How would you describe your current physical education program? What do you know about the following Instructional Models? What do you know about the following Instructional Models? Sport Education Sport Education Tactical Approach to Teaching Games Tactical Approach to Teaching Games Teaching Personal and Social Responsibility Teaching Personal and Social Responsibility What previous experience have you had (if any) using the following Instructional Models? What previous experience have you had (if any) using the following Instructional Models? Sport Education Sport Education Tactical Approach to Teaching Games Tactical Approach to Teaching Games Teaching Personal and Social Responsibility Teaching Personal and Social Responsibility 3

4. Workshop Agenda Describe Your Current Program Describe Your Current Program Introduction to the Models Introduction to the Models TPSR Demonstration Lessons TPSR Demonstration Lessons Tactical Approach Demonstration Lessons Tactical Approach Demonstration Lessons A Mini Sport Education Season A Mini Sport Education Season Plan for the Future Plan for the Future 4

5. WORKSHOP OUTCOMES This workshop will provide: This workshop will provide: 1) Information to teach instructional models in standards-based education 2) An overview of three instructional models 3) Opportunities to examine three instructional models that are part of best practices in K-12 physical education 4) A variety of teaching and organizational tips to help you implement the instructional models in your PE curriculum 5

6. WORKSHOP OUTCOMES contd. 5) Sample assessment tools and ideas about infusing assessment into instruction 6) Offer ideas for initiating effective and meaningful change. 6

7. New NASPE National Standards for Physical Education pg. 9 Standard 1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3 The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self- expression and/or social interaction. Standard 3 The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self- expression and/or social interaction. 7 http://www.aahperd.org/about/announcements/new-national-standards.cfm

8. AAHPERD New Vision: Healthy People – Physically Educated and Physically Active!" New Vision: Healthy People – Physically Educated and Physically Active!" Our New Mission is: "To advance professional practice and promote research related to health and physical education, physical activity, dance and sport." Our New Mission is: "To advance professional practice and promote research related to health and physical education, physical activity, dance and sport." 8

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12. National Association for Sport and Physical Education (NASPE) recommends that schools provide 150 minutes per week of instructional physical education for elementary school students, and 150 minutes per week of instructional physical education for elementary school students, and 225 minutes per week for middle and high school students for the entire school year. 225 minutes per week for middle and high school students for the entire school year. NASPE is an association of the American Alliance for Health, Physical Education, Recreation and Dance. NASPE is an association of the American Alliance for Health, Physical Education, Recreation and Dance. http://www.aahperd.org/naspe/publications/S hapeofthenation.cfm http://www.aahperd.org/naspe/publications/S hapeofthenation.cfm http://www.aahperd.org/naspe/publications/S hapeofthenation.cfm http://www.aahperd.org/naspe/publications/S hapeofthenation.cfm 12

13. Standards Based Curriculum Quick read pg. 10-13 the definitions of curriculum and instructional models. Quick read pg. 10-13 the definitions of curriculum and instructional models. We will be working with these instructional models in today’s workshop. We will be working with these instructional models in today’s workshop. Personal and Social Responsibility Personal and Social Responsibility Teaching Games for Understanding Teaching Games for Understanding Sport Education Sport Education 13

14. Models Featured, pg. 14-15 TPSR TPSR Ability to take responsibility for their actions and behaviors both in and outside of class Ability to take responsibility for their actions and behaviors both in and outside of class TGFU TGFU Teaching tactics and strategies to be successful during game play Teaching tactics and strategies to be successful during game play Sport Ed. Sport Ed. Provide authentic, educationally rich sport experiences. Provide authentic, educationally rich sport experiences. Pg. 16-models for grades 3-5 Pg. 16-models for grades 3-5 14

15. The Personal and Social Responsibility Model

16. Origins Created by Don Hellison Created by Don Hellison Rooted in practical work with troubled youth Rooted in practical work with troubled youth Over 30 years of curriculum development Over 30 years of curriculum development Widely practiced in US and abroad Widely practiced in US and abroad Considered exemplary model for working with troubled youth in PE, sport camps, extended day programs, etc. Considered exemplary model for working with troubled youth in PE, sport camps, extended day programs, etc.

17. Values Respect students strengths and struggles Respect students strengths and struggles Create a physically and psychologically safe learning environment Create a physically and psychologically safe learning environment Recognize students’ capacity for making decisions and taking on responsibility Recognize students’ capacity for making decisions and taking on responsibility Empower students Empower students

18. Levels of Responsibility Respect the rights and feelings of others Respect the rights and feelings of others Effort and participation Effort and participation Self direction Self direction Leadership Leadership Transfer “outside the gym” Transfer “outside the gym”

19. Class format Awareness talk Awareness talk Activity Activity Group meeting Group meeting Reflection time Reflection time

20. Practical Inquiry, Examples of my own curriculum development Implemented in Elementary, Middle, and High School Implemented in Elementary, Middle, and High School At risk students in high school At risk students in high school Applied to children with disabilities Applied to children with disabilities 10 years of application 10 years of application Developed applications throughout lessons Developed applications throughout lessons

21. Results of Research Studies Positive attitudes and motivation among students Positive attitudes and motivation among students Caring environment and connection to real life is valuable to students Caring environment and connection to real life is valuable to students Improvement in responsible behavior in programs Improvement in responsible behavior in programs Students can see relevance to other settings Students can see relevance to other settings Limited changes in other settings Limited changes in other settings

22. Next Steps Compare impact to ‘business as usual’ Compare impact to ‘business as usual’ Behavior in program Behavior in program Caring learning environment Caring learning environment Attitudes and motivation Attitudes and motivation Responsible behavior in the program Responsible behavior in the program Transfer to school setting Transfer to school setting positive conduct positive conduct Attentance/tardiness Attentance/tardiness GPA? GPA?

23. TPSR Student Qualities All students have strengths All students have strengths Each student is an individual Each student is an individual Each student knows things the teacher does not and each student has a voice Each student knows things the teacher does not and each student has a voice All students have the capacity to make good decisions All students have the capacity to make good decisions 23

24. TPSR - What Does it Look Like? Awareness Awareness Goal Setting and Practice Goal Setting and Practice Reflection Reflection 24

25. 25 Personal and Social Responsibility LEVELS AND EXPECTATIONS Level 5OUTSIDE THE GYM (THE ULTIMATE GOAL) Level 4CARING Level 3SELF DIRECTED Level 2PARTICIPATION Level 1 RESPECT Level OIRRESPONSIBILI TY

26. 26 LESSON FORMAT GENERAL STRATEGIES SAMPLE STRATEGIES 1. AWARENESS TALK Awareness Teach the levels 2. LESSON Direct Instruction All-touch rule (I) Reciprocal teaching (IV) Individual decision-making “No plan no play (IV) Teacher-directed option (I) Task difficulty choices (II) Level III time (III) Coaching roles (IV) Group decision-making NBA time out (I, V) Emergency plan (I) Talking bench (I) 3. GROUP MEETING Group decision-making Program evaluation Problem-solving 4. REFLECTION TIME Individual decision- making Self-evaluation (COUNSELING TIME: One to one check in, negotiation, personal plans)

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33. Dividing the Class Three separate playing areas Three separate playing areas Professional players: Serious about outcome Professional players: Serious about outcome Semi Pro: competitive but not serious Semi Pro: competitive but not serious Recreation players: Just want to have fun and don’t care about outcome Recreation players: Just want to have fun and don’t care about outcome 33

34. Lesson #1 Lesson Objectives: Lesson Objectives: Students will understand the object and basic rules of the game. Students will understand the object and basic rules of the game. Students will participate in a modified version of Ultimate for assessment of entry skills. Students will participate in a modified version of Ultimate for assessment of entry skills. Students will understand the goals of the different levels in TPSR. Students will understand the goals of the different levels in TPSR. Learning Activities: Learning Activities: Teacher introduces the goals and levels of TPSR with a poster and/or handout as visual aid. Teacher introduces the goals and levels of TPSR with a poster and/or handout as visual aid. Teacher and students brainstorm examples of behaviors at each of the levels. Teacher and students brainstorm examples of behaviors at each of the levels. Students play 3 v 3 games of ‘keep away’ (with a specific number of passes completed counting as a ‘goal’). Teacher stops play periodically to discuss the strategies that seem to be working. Students play 3 v 3 games of ‘keep away’ (with a specific number of passes completed counting as a ‘goal’). Teacher stops play periodically to discuss the strategies that seem to be working. Closure & Reflection: Closure & Reflection: Teacher and students discuss the levels experienced and observed during game play and the impact of those levels on the students’ playing experiences. Teacher and students discuss the levels experienced and observed during game play and the impact of those levels on the students’ playing experiences. 34

35. Lesson #2 Lesson Objectives: Lesson Objectives: Students will understand the techniques for throwing a disc (frisbee) backhand and catching a disc using the ‘Sandwich’ catch. Students will understand the techniques for throwing a disc (frisbee) backhand and catching a disc using the ‘Sandwich’ catch. Students will understand the impact their levels of responsibility can have on their and their classmates’ learning. Students will understand the impact their levels of responsibility can have on their and their classmates’ learning. Students will be successful at throwing and catching a disc. Students will be successful at throwing and catching a disc. Learning Activities: Learning Activities: Teacher and students discuss the goals of the lesson and students set individual TPSR goals. Teacher and students discuss the goals of the lesson and students set individual TPSR goals. Students practice throwing and catching the disc using the following techniques: Students practice throwing and catching the disc using the following techniques: Backhand throw Backhand throw Sandwich or Pancake catch. Sandwich or Pancake catch. Students practice in groups of 4 – two students throwing, two students observing. Students practice in groups of 4 – two students throwing, two students observing. Students play a 4 v 4 keep away game (with a specific number of passes completed counting as a ‘goal’). Students play a 4 v 4 keep away game (with a specific number of passes completed counting as a ‘goal’). Closure & Reflection: Closure & Reflection: Students describe strategies that helped them throw and catch the disc successfully. Students describe strategies that helped them throw and catch the disc successfully. Students reflect on the TPSR goals achieved during the lesson. Students reflect on the TPSR goals achieved during the lesson. Using observation checklist puts observers at level 4 Using observation checklist puts observers at level 4 35

36. Lesson #3 Play Ultimate games of 3v3 within your teams using foam ball instead of the discs Play Ultimate games of 3v3 within your teams using foam ball instead of the discs Four consecutive throws and catches without dropping scores one point. Four consecutive throws and catches without dropping scores one point. Cannot take any steps with ball Cannot take any steps with ball Stay within playing area Stay within playing area No touching No touching 36

37. Debrief the 3 Lessons Everyone complete page 29 and 21 Everyone complete page 29 and 21 Talk about the levels that were accessible during each of the lessons. Talk about the levels that were accessible during each of the lessons. For example the peer observation lesson put students at level 4 by virtue of the activities in the lesson For example the peer observation lesson put students at level 4 by virtue of the activities in the lesson 37

38. Complete on pg. 21 38

39. 39 TPSR Resource

40. Tactical Lesson Format Initial Game (situation-based) (situation-based) Question/ Answer (tactical problem, decision-making, & rules) (tactical problem, decision-making, & rules) Practice Task Practice Task (on-the-ball skills & off-the-ball movements) (on-the-ball skills & off-the-ball movements) Final Game Final Game (put it all together) (put it all together) 40

41. Tactical Games Speed Ball, pg. 34: an invasion game that combines the skills used in basketball, football, and soccer. Traditionally played outdoors but can be modified for indoors on a basketball court. Speed Ball, pg. 34: an invasion game that combines the skills used in basketball, football, and soccer. Traditionally played outdoors but can be modified for indoors on a basketball court. 11 players on a team move the ball down field and score a goal by kicking into soccer goal, drop kick through goal posts or passed into the end zone. Basket is replaced indoors. Or taken out. 11 players on a team move the ball down field and score a goal by kicking into soccer goal, drop kick through goal posts or passed into the end zone. Basket is replaced indoors. Or taken out. Our purpose today is sticking with basketball/football passing skills and soccer skills with dribbling and passing with feet with endline or modified soccer goal. Our purpose today is sticking with basketball/football passing skills and soccer skills with dribbling and passing with feet with endline or modified soccer goal. 41

42. Tactical Games Team Handball is another invasion game played indoors Team Handball is another invasion game played indoors Combination of basketball, football, soccer Combination of basketball, football, soccer Two steps with ball must dribble or pass Two steps with ball must dribble or pass Goals are scored by throwing into net similar to soccer Goals are scored by throwing into net similar to soccer Refer to handout Refer to handout Assessment on pg. 50-51 Assessment on pg. 50-51 42

43. 43 By Stephen A. Mitchell, Judith L. Oslin, & Linda L. Griffin Published 2006, Human KineticsHuman Kinetics

44. Sport Education Pickleball 44

45. Sport Education Objectives, pg.55 1. “Develop sport specific techniques and fitness.” 2. “ Appreciate & be able to execute sport-specific play.” 3. “ Participate at developmentally appropriate level.” 4. “Share planning & administration of sport experiences.” 5. “Work effectively within a group toward a common goal.” 6. “Appreciate the rituals & conventions that give sports their unique meanings.” 7. “Develop the capacity to make reasoned decisions about sport concerns.” 8. “Develop & apply knowledge about umpiring, refereeing, and training.” 9. “Become involved in sport after school.” (Siedentop et al., 2004, p.8-12) 45

46. Features of SE Model, pg. 57 Seasons: - we will have a __ minute pre-season, __ minute regular season, and a __ minute, post-season culminating event Seasons: - we will have a __ minute pre-season, __ minute regular season, and a __ minute, post-season culminating event Team Affiliation and Differentiated roles – You have been working with your team all morning, time to select a Captain, Manager, Statistician… (see role descriptions) Team Affiliation and Differentiated roles – You have been working with your team all morning, time to select a Captain, Manager, Statistician… (see role descriptions) Formal Competition – will occur during the ‘regular season’ and ‘culminating event’ Formal Competition – will occur during the ‘regular season’ and ‘culminating event’ Record Keeping – Statistician will keep the total points awarded their team (see score sheets) Record Keeping – Statistician will keep the total points awarded their team (see score sheets) Festivity – Each team should select a motto/cheer – Captain’s Responsibility Festivity – Each team should select a motto/cheer – Captain’s Responsibility Culminating event – by the last games of the play-offs, each team should select who will receive the following awards: Best Sport, Hustle, MVP (need awards- from manual) Culminating event – by the last games of the play-offs, each team should select who will receive the following awards: Best Sport, Hustle, MVP (need awards- from manual) 46

47. Roles, Season, and Selection, pg. 59 Teacher Roles Teacher Roles Student Roles, pg. 61-62 Student Roles, pg. 61-62 Season Length Season Length Selection of Coaches and Teams, pg. 60, 64 Selection of Coaches and Teams, pg. 60, 64 Contracts, pg. 64, 65, 66 Contracts, pg. 64, 65, 66 47

48. What is the most effective way to organize teams? Preseason allocation of students to teams by the teacher Preseason allocation of students to teams by the teacher Preseason allocation of students to teams by the teacher and students Preseason allocation of students to teams by the teacher and students Skill challenges (volleyball) Skill challenges (volleyball) Small tournaments (racket sports) Small tournaments (racket sports) Student selection committee using a rating scale Student selection committee using a rating scale Draft system Draft system * Coaches conduct a blind a draft * Coaches conduct a blind a draft 48

49. Differentiated Roles for Today’s Workshop, pg. 62 Captain Captain Coach Coach Manager Manager Statistician Statistician Publicist Publicist Sport Board Representative Sport Board Representative Teams of 6 and complete page 61 Teams of 6 and complete page 61 49

50. Point Earning System, pg. 82 Head Festival Officials will collect points from teams’ statisticians. Head Festival Officials will collect points from teams’ statisticians. Team: Team: Ready for Day: 1 point, entire team ready to warm-up on whistle blast Ready for Day: 1 point, entire team ready to warm-up on whistle blast Fair Play: 2 points fair play, support, encouragement Fair Play: 2 points fair play, support, encouragement Competition: Winning team receives 2 points, tying 1 Competition: Winning team receives 2 points, tying 1 Individual: Individual: Performance: earn points for skill performance Performance: earn points for skill performance Role Responsibility: 0-3 for members performing roles Role Responsibility: 0-3 for members performing roles Team player: 0-3 for displaying appropriate team behavior Team player: 0-3 for displaying appropriate team behavior On Task: 0-3 for being on Task. On Task: 0-3 for being on Task. 50

51. Assessments (earning additional points) Assessment #1, Ball Handling, Conduct lesson and assessment on page 98 Assessment #1, Ball Handling, Conduct lesson and assessment on page 98 Assessment #2, Game performance, pg. 101 Assessment #2, Game performance, pg. 101 51

52. SE Pickleball Season Awards & Recognition Refer to page 104 Refer to page 104 52

53. Getting Started Refer to page 58 and complete. Refer to page 58 and complete. 53

54. How do I implement a new model in my program? Pg.145 1. Start Small 2. Keep a Goal in Mind 3. Go with your best class… or your worst 4. Expect Resistance 5. Go with Your Strengths 6. Emphasize 2 or 3 Features at the Outset 7. Find a Colleague who is Interested 54

55. Develop an Action Plan, pg.146 Review what you’ve learned at this workshop about: Review what you’ve learned at this workshop about: Teaching Personal & Social Responsibility Teaching Personal & Social Responsibility Tactical Approach to Teaching Games Tactical Approach to Teaching Games Sport Education Sport Education Identify where you will try one or more of these models (specific class and unit of instruction) Identify where you will try one or more of these models (specific class and unit of instruction) List the preparations needed before implementing List the preparations needed before implementing 55

56. Conclusion Questions, comments, and complete evaluation Questions, comments, and complete evaluation 56