1. WESTERN MICHIGAN UNIVERSITY PHYSICAL EDUCATION TEACHER/COACH PROGRAM Michigan Department of Education Physical Education Framework 10/7/2015 1

2. PLAN OR CHANCE? 10/7/2015 2

3. MODULE OUTCOMES  Introduce the Mission/Vision for the Michigan Department of Education (MDE) Physical Education Content Standards and Benchmarks  Introduce Michigan’s six Physical Education Content Standards  Introduce the four curricular strands associated with the standards 10/7/2015 3

4. Articulation among vision/standards and strands Identify the domains included in the MDE Framework Identify the components of the Teaching Games for Understanding (TGFU) System 10/7/2015 4

5. PERTINENT DOCUMENTS Content Standards and Benchmarks http://www.michigan.gov/documents/mde/PE_Stnds.Bench_FINAL_2.14.07_2 46701_7.pdf Grade Level Content Expectations http://www.michigan.gov/mde/0,4615,7-140-28753_38684_29234- 162275--,00.html Michigan Merit Curriculum Expectations http://www.michigan.gov/documents/mde/NewMMCPE9-5- 2007_213954_7.pdf 10/7/2015 5

6. WWW.MICHIGAN.GOV/PHYSED GLCE By the Grade: Content expectation documents for each grade K-8 By grade, documents containing what students should know and be able to do at the end of each grade. GLCE Across the Grades: K-8 Scope and Sequence Documents Motor Skills and Movement Patterns Content Knowledge Fitness and Physical Activity Personal and Social Behaviors and Values MMCE: Guidelines: High School Expectations 10/7/2015 6

7. MDE VISION: PHYSICAL EDUCATION Physical Education is a sequential, developmentally appropriate educational program that provides students with the knowledge, skills, fitness and attitudes necessary to lead a healthy (active) lifestyle. From Content Standard and Benchmarks 10/7/2015 7

8. MISSION Pursuit of a healthy, active lifestyle 10/7/2015 8

9. TOOLS / SKILLS NEEDED MOTOR SKILLS FITNESS SKILLS 10/7/2015 9 COGNITIVE SKILLS PERSONAL-SOCIAL SKILLS

10. THEORY BASE What will guide the selection of content provided to students? What does “developmentally appropriate” mean? Motor Development---- HPHE 2400 10/7/2015 10

11. 10/7/2015 11 DEFINITION: MOTOR DEVELOPMENT

12. STANDARDS & BENCHMARKS STANDARDS & BENCHMARKS PE Content Standards and Benchmarks (2007): Six physical education content standards. Benchmarks include more detailed learning objectives for: Early Elementary K-2 Later Elementary 3-5 Middle School 6-8 High School 9-12 10/7/2015 12

13. MICHIGAN PHYSICAL EDUCATION CONTENT STANDARDS Standard 1: Demonstrate motor competency… Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics…. Standard 3: Participate regularly in lifelong physical activity. Standard 4: Achieve and maintain a health-enhancing fitness. Standard 5: Exhibit responsible personal and social behavior… Standard 6: Value physical activity for health, enjoyment, challenge, self-expression and/or social interaction. 10/7/2015 13

14. STRANDS Strand 1: Motor Skills and Movement Patterns (M) Strand 2: Content Knowledge (K) Strand 3: Fitness and Physical Activity (A) Strand 4: Personal/Social Behaviors and Values (B) 10/7/2015 14

15. ARTICULATING STANDARDS AND STRANDS* StandardStrand 1 Movement Concepts Motor Skills 2Cognitive Concepts 3 & 4 Physical Activity Physical Fitness 5 & 6Personal Social Skills 10/7/2015 15 PE content in standards was organized into strands for use within the GLCEs

16. REVIEW Mission? Tools Needed? Number of Standards? Number of Strands? Relationship: Standards/Strands? 10/7/2015 16

17. PHYSICAL EDUCATION DOMAINS Strands Motor Skills/Movement Patterns Content Knowledge Fitness and Physical Activity Behaviors/Values Domains (Content Categories) Motor Skills Movement Concepts Outdoor Pursuits Target Games Invasion Games Net/Wall Games Striking/Fielding Games Rhythmic Activities Aquatics Fitness 10/7/2015 17 Each strand is broken down into domains

18. STRAND 1: MOTOR SKILLS & MOVEMENT PATTERNS 10/7/2015 18 Motor Skills (MS) -Non-locomotor -Locomotor -Manipulative -Aquatic Movement Concepts (MC) -Space Awareness -Effort -Relationships Domains (Categories)

19. STRAND 1: MOTOR SKILLS & MOVEMENT PATTERNS 10/7/2015 19 Aquatics (AQ) Outdoor Pursuits (OP) Rhythmic Activities (RA) Target Games (TG) Invasion Games (IG) Net/Wall Games (NG) Field/Run Games (FG) Domains (Categories)

20. 10/7/2015 20 How the GLCEs and MMCE are Organized

21. COMMON CONTENT Motor Skills Movement Concepts Fitness Rhythmic Activities (Dance) Aquatics 10/7/2015 21

22. GAME CLASSIFICATIONS TEACHING GAMES FOR UNDERSTANDING InvasionNet/WallStriking/FieldingTarget Basketball Netball Team handball Water polo Soccer Hockey Lacrosse Speedball Rugby Football Ultimate Frisbee Net Badminton Tennis Table tennis Pickleball Volleyball Wall Racquetball Squash Handball Baseball Softball Rounders Cricket Kickball Golf Croquet Bowling Lawn Bowling Pool Billiards Snooker 10/7/2015 22

23. INVASION GAMES

24. Purpose of GameInvade opponent’s (defender’s) area to score a goal while simultaneously protecting own goal Concepts and SkillsKeeping possession/getting possession passing, receiving, traveling, dodging, guarding, footwork, changing speed, accuracy Roles of PlayersGoalkeeper, defensive and offensive player Playing AreaShared by all players; rectangular; marked by zones Offensive Strategies Creating space, moving ball/puck to designated areas, transition from offense to defense, organization of players Defensive Strategies Elimination of space, intercepting ball/puck, guarding/marking opponents, elimination of options Examples of Games Basketball, field/ice hockey, football, lacrosse, soccer, team handball, water polo, speedball, ultimate frisbee 10/7/2015 24

25. NET/WALL GAME

26. NET / WALL GAMES Purpose of GameSend ball to opponent’s court so that it cannot be returned through forced error or failure to defend area. Ball held ONLY during service. Concepts and SkillsStriking, volleying, serving, receiving, footwork, trajectory, force, direction, angles, transition (off/def), opponent position (target area) Roles of PlayersAll players require the same skills as they rotate positions Playing AreaArea is divided by a net or wall; Net gamers have separate areas/wall gamers share area Offensive StrategiesPlace ball away from opponent(s), place ball close to boundaries, volley position at net/wall Defensive StrategiesReturn ball keeping inbounds, diverting ball from intended target, anticipating intended target Examples of GamesBadminton, pickleball, tennis, table tennis, volleyball, racquetball, paddleball, squash 10/7/2015 26

27. STRIKING/FIELDING

28. STRIKING / FIELDING GAMES Purpose of GamePlace ball away from fielders in order to run bases and score more runs than opponent Concepts and SkillsPlacement of ball in field, striking, catching, throwing, running, footwork, base/area coverage, body positioning, anticipation, placement of pitch Roles of PlayersSpecific roles for defensive players (pitcher, catcher, infield, outfield)/batting order Playing AreaArea is specifically marked, a “running track “ is designated, common use according to role Offensive StrategiesPlacement of ball according to runner position, base-running (tagging up, advancement) Defensive StrategiesHolding players on base, forcing outs at bases through efficient coverage, double-plays, relay throws Examples of GamesBaseball, softball, cricket, kickball, rounders 10/7/2015 28

29. TARGET GAMES

30. Purpose of GameTo send an object to make contact with a specific, stationary target using fewer attempts than an opponent Concepts and SkillsThrow with accuracy, strike (drive, chip, putt) with specific implements, force, trajectory, direction, impact surfaces Roles of PlayersSame skills required of all players Playing AreaPlaying surfaces are shared; Players take turns; Specific areas are marked for use by all participants Offensive StrategiesThrowing or hitting to a target, avoiding obstacles, implement selection, using fewest throws or strokes to reach target Defensive StrategiesNo defensive strategies Examples of GamesArchery, bowling, croquet, curling, golf, BAGS, pool, disc golf, 10/7/2015 30

31. INCLUSIVE LIST: CONTENT CATEGORIES 10/7/2015 31 Movement Concepts * undergirds ALL motor skills Motor Skills Rhythmic Activities Aquatics Outdoor Pursuits Fitness* undergirds ALL game categories Invasion Games Striking/Fielding Games Net/Wall Games Target Games

32. WMU CURRICULUM REVISED COURSES HPHE 1610- Skills and Instruction: Invasion Games HPHE 1620- Skills and Instruction: Net/Wall Games HPHE 1630- Skills and Instruction: Target/Striking/Fielding Games HPHE 1640- Skills and Instruction: Rhythmic Activities HPHE 1650- Skills and Instruction: Fitness Activities HPHE 2480- Skills and Instruction: Aquatics PEGN 3500- Water Safety Instruction 10/7/2015 32

33. 10/7/2015 33 Common Document for: GLCE MMCE

34. GUIDING DOCUMENTS FOR CONTENT SELECTION GLCE : K-8 MMCE: HIGH SCHOOL 10/7/2015 34

35. 10/7/2015 35 5th Grade Physical Education Grade Level Content Expectations

36. 10/7/2015 36 Strands http://www.michigan.go v/documents/mde/5- PE2_213950_7.pdf

37. 10/7/2015 37 DOMAIN STRAND

38. 10/7/2015 38 READING K-8 MDE GLCE Strand - Domain - Grade Level - Expectation # M - Motor Skill/Movement Pattern Strand MS – Motor Skill 05 - Fifth Grade 5- Fifth Expectation in Motor Skills

39. READING THE GLCE: SKILL Teaching the Skill M.MS.05.05 demonstrate selected elements of the mature form of the manipulative skills of chest pass, bounce pass, hand dribble, volley (e.g., forearm pass, overhead set), and punt in isolated settings. Teaching Drills and Games M.NG.05.01 demonstrate selected solutions to tactical problems, such as maintaining a rally, setting up an attack, (e.g., opening up to teammates), and defending space (e.g., returning to base) during modified, cooperative net/wall games. 10/7/2015 39

40. READING THE GLCE: KNOWLEDGE Teaching the Skill K.MS.05.04 apply knowledge of the critical elements of movement concepts while performing selected manipulative skills: catch, kick, foot dribble, strike with an implement and with the hand, chest pass, bounce pass, hand dribble, volley, overhead pass, and punt in isolated settings. Teaching Drills and Games K.NG.05.01 identify tactical problems, such as maintaining a rally, setting up an attack (e.g., opening up to teammates), and defending space (e.g., returning to base) during modified, cooperative net/wall games. 10/7/2015 40

41. READING THE GLCE Movement Preparation/Fitness Skills 10/7/2015 41

42. READING THE GLCE Knowledge of Fitness Activities 10/7/2015 42

43. READING THE GLCE Class Rules B.PS.05.01 exhibit selected behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion in controlled settings. 10/7/2015 43

44. MMC 10/7/2015 44 Michigan Merit Curriculum Physical Education Credit Guidelines (9-12)

45. MICHIGAN MERIT CURRICULUM EXPECTATIONS (MMCE) Required course for graduation Organized by module instead of strands All four strands included in each module Strand 1: Motor Skills & Movement Patterns (M) Strand 2: Content Knowledge (K) Strand 3: Fitness and Physical Activity (A) Strand 4: Personal/Social Behaviors and Values (B) 10/7/2015 45

46. FITNESS MODULE EXAMPLE A- Strand 3- Standard HR- Domain 2- Expectation in this domain 10/7/2015 46

47. FITNESS MODULE EXAMPLE 10/7/2015 47

48. TARGET GAMES MODULE M----Which strand? 1- What does this represent? TG- What term should be used? 2- What does this number represent? 10/7/2015 48

49. REVIEW What is the common document that serves as basis for physical education mission, vision and assessment? How many standards are there? How many strands? What does GLCE mean? On what grade levels do GLCE focus? What is the difference between GLCE and MMCE? What does the term domain mean? TGFU refers to….. What does M.MS.04.01 mean? 10/7/2015 49

50. FINAL THOUGHTS!