1. Health and Physical Activity Institute 2012 Dr. Susan Nye nyesb@jmu.edu

2. As Deb Tackmann said Real Relevant Right Now

3. William Glasser once said: “We learn…  10% of what we read  20% of what we hear  30% of what we see  50% of what we see and hear  70% of what we experience with others  80% of what we experience personally  and 95% of what we teach someone else.

4. Defined:  A student centered approach that focuses on empirically measuring student performance, which are called outcomes.  Students must demonstrate that they have learned the required skills and content.

5.  300-500 repetitions (Schmidt & Wrisberg, 1991) to develop a new motor pattern and burn into muscle memory  3000-5000 repetitions to erase and correct a bad motor pattern

6. 1. Students must have Choice 2. The outcome(s) must be Meaningful and Valuable to the students

7. Outcome: To run a 5k road race What do the students have to know and be able to do to be successful with this outcome?

8. Look to standards for alignment

9. Psychomotor (example for 5k outcome)  Biomechanics of running ( form, running up hill and down hill, different surfaces)  How to breathe when running?  Apply FITT principle and or other principles of training (overload, progression, etc.)  Plan, implement, evaluate and modify personal fitness plan  LR vs tempo, vs speed vs intervals  Warm-up / Cool Down  Mental and Physical Competencies

10. Example for 5k outcome  Goal setting / monitoring process (use of technology)  Benefits of performing an aerobic activity  Common running injuries (side stitch, IT band syndrome, shin splints, plantar fasciitis, arch pain, etc.)  Common issues for beginning runners (feeling out of breathe, face turning red, why is my stomach cold)  When does running become easier?  Nutrition and Hydration  Clothing (socks, shoes, running attire)  Physiological and psychological benefits

11. Example for a 5k outcome  Running alone or with a buddy  Road /Race etiquette  Accepting different characteristics of others (running speed, etc.) – understand similarities and differences of others  Providing compliments

12.  Running a 5k event  What objective data will be collected?  What cognitive, affective, and psychomotor assessments will be gathered?  Personal fitness plan  What are the components?  What will be collected daily/weekly to created the culminating experience?

13.  Progression using Bloom’s Taxonomy for content, activities, and experiences  Create mile markers to guide progress  Use formative and authentic assessments

14.  Lessons use a variety of teaching styles  Lessons guide progress  Lessons are detailed plans to reach the desired outcome  Lessons contain opportunities and experiences to aid in student learning and success  Lessons are infused with assessments to measure student progress Without lesson plans, a teacher has no idea what the students will be learning or the progress students are making.

15.  Culminating experience  Creating tee shirts  Developing teams  Ceremony  ??

16. How can you make physical education content Real Relevant starting RIGHT NOW