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 (www.drwoolard.com)www.drwoolard.com

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. Curriculum At it’s most basic, curriculum defines 1. What is taught… Content 2. How it is taught… Process

7. 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 permeating planning, teaching, assessing and reflecting

8. Who created the standards  SHAPE America – Society of Health and Physical Educators  http://www.shapeamerica.org http://www.shapeamerica.org  http://www.shapeamerica.org/standards/pe/Mission http://www.shapeamerica.org/standards/pe/Mission  SHAPE’s mission is to advance professional practice and promote research related to health and physical education, physical activity, dance, and sport.

9. 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.

10. 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

11. What Should You Know about Curriculum Development and Content… Curriculum written at the SHAPE level are written broadly to address every state in the United States. Curriculum at the district level is written to address the needs of citizens within a specific geographic region and student needs relative to their environment and local opportunities.

12. 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

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

15. 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.”

16. Activity Selection & Sequence  Compare to  Corbin, C. B. (2001). The “untracking” of sedentary living: A call for action. Pediatric Exercise Science, 13(1), 347-356.

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

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

19. 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 BasketballLesson Topics for Basketball

20. 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

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

22. Fitness/Wellness (k-12)  Built on the health related fitness components  Muscular strength, muscular endurance, cardiovascular endurance, flexibility, body composition  Kelly Smith in Farmington  Stations  Technology (polar, fitness assessment)  Weight room  Often assessed via FitnessgramFitnessgram  Measures the five health related fitness components: body composition, cardiovascular endurance, flexibility, muscular strength & muscular endurance  Where delivered: KIN 104

23. Academic Integration (k-12)  Cross curricular teaching  Physical education incorporates reading, math, science, writing, history into class.  Other subjects are supposed to incorporate PE into their instruction?  Often not the case  Where delivered: throughout the program

24. 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 Examples  Where delivered: KIN 300

25. Social Integration (K-12)  Teaching personal and social responsibility through physical activity.  Hellison’s Model  Example 1, 212  Character Education  SUNY Cortland SUNY Cortland  Character Counts Character Counts

26. 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.  http://www.plu.edu/~sported/ http://www.plu.edu/~sported/  Sample captain’s packet Sample captain’s packet  Where delivered: KIN 302

27. 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 101 (elective class)

28. Elective Model  Just do it :)  Possible activities Possible activities

29. 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

30. Assessment  Done for every unit taught and linked back to the standards  It is important to document what students are LEARNING  If you can’t demonstrate learning, you’re asking to be cut  Why assess?  Determine student learning  Determine student strengths & weaknesses  Analyze teacher strengths and weaknesses  Measure student progress  Others?  Where delivered: KIN 347

31. Types of Assessments  Traditional  Pen, paper, homework, projects, portfolio etc  Performance  Demonstrated skill  Alternative – Authentic  Real world conditions  Peer or self (completion grading)  Rubrics

32. Think, Pair, Share  Questions to Answer  How good was the program and teachers at each grade level?  What activities did the MS and HS program focus on?  How did they assess you in the MS & HS?

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