1. Building a Quality Physical Education Program
Chapter 6

2. Characteristics of Quality Programs
Developmentally Appropriate Activities – frequency, intensity, duration, and type of activity accommodate students
Skill and Fitness Improvement
Promotion of PA
Facilitation of Learning
Maximization of ALT
Indirect Competition and Cooperation
Indirect Competition – children are encouraged to improve individual achievement
Direct Competition – results in a winner or a loser

3. Characteristics of Quality Programs
Inclusion of many Movement Forms
Integration of Academic Content
Ongoing Student and Program Assessment
Compliance with Federal Mandates
Title IX, PL
Qualified Teachers

4. Program Content Locomotor Skills Nonlocomotor Skills
Educational Gymnastics
Manipulative Skills
Games
Rhythmic Activities
Fitness

5. Building a Quality Program
Develop a philosophy
Develop school-level program goals
NASPE Standards, State Standards
Keep it simple (1 or 2 per NASPE standard)
Determine grade-level goals and benchmarks
Goals focus on developmental needs at each level
Benchmarks describe the specific behavior that indicates a goal has been met
Develop a yearly plan (curriculum)

6. Sample Goals
NASPE Standard 1: Students demonstrate competency in motor skills and movement patterns needed to perform a variety of activities.
School-Level Goal: Students demonstrate competency in the basic locomotor and manipulative skills.
Grade Level Goal: The student performs basic manipulative skills in lead-up games.
Benchmark: The student successfully dribbles a soccer ball during a modified soccer game.

7. Scope and Sequence
Scope – the depth and breadth of movement forms to be taught
WHAT is going to be taught
Sequence – the order in which the content is taught
Must be developmentally appropriate

8. Writing Lesson Plans Typical Components Include:
Movement form – focus of lesson
Grade Level
Standards Met
Benchmarks Met
Lesson Objectives – what will the student know (cognitive), value (affective), and be able to do (psychomotor) after the lesson
Materials and Equipment

9. Writing Lesson Plans Typical Components (cont.)
Approximate Time – duration of each individual activity
Activity Description – DETAILED
Class Organization/Formations – address how students will be placed for each activity and how you will move them from one activity to the next (transitions)
Student Assessment
Success for All (Modifications)

10. Assessment
Collection of data and subsequent use of data to make informed decisions
Formal (written) vs. Informal (observation)
Formative (ongoing) vs. Summative (conclusive)
Authentic vs. Traditional
Authentic assessment takes place in a real-life setting as opposed to an artificial setting
Traditional assessment is generally paper-pencil and simply focuses on recalling or recognizing facts

11. Traditional Assessment
The two children below are practicing their soccer kicking skills. Only one of them is practicing correctly. Circle the student you think is kicking the soccer ball using the correct form.

12. Authentic Assessment
Students will perform 5 shots on the goal for this assessment. The assessment will take place on the soccer field or another appropriate and safe area. Cones will be placed directly outside the 18yrd. Box (Penalty Area), where the soccer ball will be positioned for shooting. Students will be assessed with the following rubric.
Level 1: Student’s shooting foot is not extended at the ankle. Student’s planting foot is parallel to soccer ball. Student does not keep their shooting knee over the ball and head up. Student does not strike the ball with their laces and does not follow through.
Level 2: Student’s shooting foot is extended at the ankle. Student’s planting foot is parallel to soccer ball. Student does not keep their shooting knee over the ball and head up. Student does not strike the ball with their laces and does not follow through.
Level 3: Student’s shooting foot is extended at the ankle. Student’s planting foot is parallel to soccer ball. Student keeps their shooting knee over the ball and head up. Student does not strike the ball with their laces and does not follow through.
Level 4: Student’s shooting foot is extended at the ankle. Student’s planting foot is parallel to soccer ball. Student keeps their shooting knee over the ball and head down. Student strikes the ball with their laces and follows through.