1. Think, Pair, Share
Why did you choose to become a health and physical education teacher? Start by writing down three responses on paper.

2. PE Program and Curriculum
Big Picture

3. Purpose of PE
This should roll right off your tongue! What is it? Don’t answer out loud, write on your paper in one sentence or less.
Answer: Promote lifetime physical activity and fitness
Everything we do should be looked at through this lens
SHAPE – “The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.”

4. New PE
emphasizes knowledge and skills for a lifetime of physical activity;
is based on national standards that define what students should know and be able to do;
keeps students active for most of class time;
provides many different physical activity choices;
meets needs of all students, especially those who are not athletically gifted;
features cooperative, as well as competitive, games
Dr. Woolard (

5. New PE
develops student self-confidence, fair play, and responsibility and eliminates practices that humiliate students
assesses students on their progress in reaching goals, not on whether they achieve an absolute standard;
promotes physical activity outside of school;
focuses, at the high school level, on helping adolescents make the transition to a physically active adult lifestyle;
is an enjoyable experience for all students.

6. Q&A
What document(s) defines the content of PE and what students should learn as a result of instruction?
Standards
Define what students in our field “should know and be able to do.”
Standards should permeate planning, instruction, assessment, and reflection
The continuous cycle

7. Who created the standards
SHAPE America – Society of Health and Physical Educators

8. National Standards
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. 

9. Pennsylvania Department of Education (PDE) Standards
Academic Standards for Health, Safety and Physical Education
This document includes Academic Standards for Health, Safety and Physical Education in these categories:
10.4 Physical Activity
10.5 Concepts, Principles and Strategies of Movement

10. Domains of Learning
Before standards, curriculum and learning goals were often thought of in three domains. Domains provide insight concerning the methods and techniques through which PE teachers provide information.
Psychomotor – physical involving movement (perform, mirror)
Cognitive - knowledge or mind based (identify, state, describe)
Affective - beliefs, feeling or emotions (communicate respectfully, play by the rules, demonstrate teamwork)
also
Psychomotor – the doing or physically engaged child
Cognitive – the thinking or mentally engaged child
Affective – the feeling or emotionally engaged child

11. Group Work
Create a list of 10 activity units your group would teach for a 10th grade physical education class.
What factors influenced your decisions?

12. Activity Selection & Sequence
Compare to:
National Sporting Goods Association (NSGA)
2011 Participation - Ranked by Total Participation
Possible activities in PE

13. Participation Over a Lifetime by Type of Activity - 2012 Physical Activity Council Report

14. Activity Selection & Sequence
Compare to
Corbin, C. B. (2001). The “untracking” of sedentary living: A call for action. Pediatric Exercise Science, 13(1),
Most frequently performed activities in PE:

15. Participation by Activity

16. Activity Interests for Sedentary Americans (PAC Report 2015)

17. How Lifetime Activity Patterns Affect PE Content Being Taught

18. Why Emphasize Fitness and Lifetime Activities in HS?
In line with the stated goal of PE, research and SHAPE America
Students have been doing team sports since the 3rd grade and generally know if they want to pursue that sport as adults or not.
Time to move on to new activities
Skill disparities have grown quite large in football for example and teaching to such a diverse skill set is difficult
Most adults are active through fitness and lifetime activities

19. Activity Selection & Sequence
Concerns:
“I lost interest in gym…because we played the same games over and over. There are only so many times one can play pickleball or mat-ball without going insane.”
“There was very little focus on fitness, and most of the activities revolved around team sports.
“I disliked physical education class because we mostly played sports that were not interesting to me.”
“Ninth grade physical education was the same thing as all the previous years.”
“There was very little focus on fitness, and most of the activities revolved around team sports.”

21. Activity Selection & Sequence
Sequencing an activity unit
You are teaching a 6 lesson basketball unit in the 8th grade, what would your instructional focus be on each day?
Day 1 –
Day 2 –
Day 3 –
Day 4 –
Day 5 –
Day 6 –
Your try

22. Activity Selection & Sequence
Sequence – Prevents same thing year after year
Levels of Activities:
Level 1 - Discrete skills such as the bump, set, serve, and spike.
Level two - Combinations of skills such as forearm pass and set, set and spike, serve and bump, three or more hits
Level three - Strategy concepts such as hitting to open spaces, serve receive patters, returning to home base, and communication
Level four – Small sided games such as 3 on 3 bumping only, 2 on 2 regulation allowing the ball to bounce, etc
Appropriate level of challenge for each game or group
Level 5 – Regulation Activity (often not necessary)
Compare to Lesson Topics for Basketball

23. Instructional Models What are instructional/curriculum models?
Answer: Prescribed content and mode(s) of delivery
Why are they important?
Answer: This is how you will be trained over the next 3 ½ years

24. Movement Educ./Exploration (k-2)
Focus is on developing the basic/universal movement which are the building blocks of sports and physical activity.
Based upon themes
Traditional units are not used
Where delivered: KIN 300

25. Fitness/Wellness (k-12)
Built on the health related fitness components
Muscular strength, muscular endurance, cardiovascular endurance, flexibility, body composition
Often assessed via Fitnessgram
Measures the five health related fitness components: body composition, cardiovascular endurance, flexibility, muscular strength & muscular endurance
Where delivered: KIN 104
Personal fitness programs, weight training machines/free weights

26. Academic Integration (k-12)
Cross curricular teaching
Physical education incorporates reading, math, science, writing, history into class.
Anyone experience this anywhere K-12?
Other subjects are supposed to incorporate PE into their instruction?
Often not the case
Sample Cross Curricular Ideas
Where delivered:
throughout the program

27. Skill Themes (3-5)
Developing individual sport skills using movement education concepts.
Typically taught in grades 3,4,5
Functions as a bridge between movement education and sports.
Examples
Where delivered: KIN 300

28. Social Integration (K-12)
Teaching personal and social responsibility through physical activity. 
Hellison’s Model
Example 1, 2
Character Education
SUNY Cortland
Character Counts

29. Sport Education (6-12)
Teaching PE in ways modeled after a sport season
Typically done in middle and high school
5 components: season, affiliation, formal competition, culminating event, records.
Sample captain’s packet
Where delivered: KIN 302

30. Adventure education
Fostering personal and social growth through challenge by choice. Also exposes students to lifetime activities.
Other names: project adventure, team challenge, outward bound PE
Low elements: scenario, develop plan, execute, debrief
High elements: overcoming fear, realizing potential, working in tandem, “rush”
Where delivered: KIN 102

31. Elective Model
Just do it :)
Possible activities

32. Summary of Instructional Models
K-2: movement education (forces, directions, pathways)
3-5: skill themes (dribbling, striking, catching)
6-8: tactical approach (soccer, Ultimate, badminton) and/or sport education
9-12: elective with guidelines, tactical and/or sport ed.
Throughout: adventure, social integration, academic integration

33. Think, Pair, Share 6 Questions to Answer
How good was the program at each grade level
1 Elementary
2 Middle School
3 High School
What activities did the
4 Middle school program focus on?
5 High school program focus on?
6 How did they assess you in the MS & HS? If so, how?

34. Practice
Now that you are a curriculum/program master, you’ll be addressing one of the three following scenarios