Development Report Locomotor Skills in Kindergarten PE · Web viewHelpful reference videos showing proficient performance of each skill can be found in the “5 8 Years Old” list

District-Determined Measure Example

Locomotor Skills in Kindergarten Physical Education

Content Area and Grade Range: Physical Education, KindergartenDDM Summary: Locomotor skills are the foundations of movements needed to perform a variety of physical activities. They are the building blocks of coordination. This assessment measures students acquisition of these foundational skills of running, galloping, skipping, and hopping.Development Team: David Folli, Ludlow Public Schools; Mary Johansmeyer & Jamie Bishop, Mohawk Trail Regional School District; Rebecca Minton, Northampton Public Schools; Gwynne Morrissey, Collaborative for Educational Services; Linda DavisDelano, Springfield College Last updated: June 16, 2015

Table of ContentsIntroduction 2Administration Protocol 2Instrument 2Scoring Guide 9Measuring Growth and Setting Parameters 9Piloting 10Kindergarten Locomotor Skills Rubric 11

Collaborative for Educational Services – DDM – Kindergarten Physical Education 1

IntroductionWe used a DDM from Ludlow Public Schools as a starting point for this collaborative, crossdistrict elementary level DDM. We ultimately found that the commonly used assessments published in PE Metrics: Assessing National Standards 1 6 in Elementary School (SHAPE AmericaSociety of Health and Physical Educators, 2013) assessed the same skills as our initial assessment, and we liked the format of the published rubrics better. Kindergarten was chosen because locomotor skills are introduced at this level and are the essential foundations of whole body movement required to perform a variety of physical activities, including those involved in team and individual recreation. They are the building blocks of coordination. This DDM was created by four current and former P.E. elementary teachers, a member of the Collaborative for Educational Services with experience in developing assessments, and the director of education preparation and licensure of Physical Education from Springfield College.

Table of Test Specifications

This measure is aligned with: NASPE (National Association for Sport and Physical Education):

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

MA State Standards: 2.1 Apply movement concepts, including direction, balance, level (high,

low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and improve physical performance.

2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and nonlocomotor (twisting, balancing, extending) skills as individuals and in teams.


Cognitive Complexity DifficultyContent Low Moderate High Easy Moderate Hard %

(Standard)

Running 1 1 25

Galloping 1 1 25

Skipping 1 1 25

Hopping 1 1 25

% of Total Items 25 50 25 25 25 50

Administration Protocol

This test will be given three times a year (September, January, and May) for all four locomotor skills. Results of the first and third administrations are used to calculate student growth, while the second administration gives teachers the opportunity to check in on student progress—an instructional best practice. The scripts for describing the tasks and expectations to students are in the Instrument section.

Expectations of prior experience: It is expected that the average kindergarten child will have already experienced locomotor skills in their everyday play prior to entering kindergarten. Young children may acquire running, galloping, skipping, and hopping skills through informal activities. The goal of this assessment and associated instruction is to ensure that all students leave Kindergarten with good whole body movement habits.

Instruction in locomotor skills: Each locomotor skill will be taught during the first few months of the school year. Each skill will be broken down into steps, practiced, and infused into activities and games throughout the school year.

Preparation for all four skill assessments: Allow only safe footwear, i.e., no sandals, boots, bare feet, etc. Assessments can be done inside or outside. If outside, use a smooth, hard surface that is free of obstructions. Setting up a video camera is optional, but highly recommended; make

sure that it is close enough to be in view and close enough to see the


students’ entire bodies to assess the form and consistency of each locomotor skill.

Video use may be especially valuable for large classes, where it is challenging to see individual performances happening simultaneously.

All four skills may be assessed in the course of one 30minute class period, but teachers should use their professional judgment—it may be valuable to assess one or more of these skills during the warm-up or as the main activity.

Cones mark the starting points for three or four lines of students (“squads”). Cones also mark each line’s end point. Each set of start and end cones should be 40 to 60 feet apart. (See diagram below; depends on the length of your gym.) Starting cones should be five feet apart; ending cones should also be five feet apart. Ensure that there are 10 feet of unobstructed space in front of the starting cones, and an additional 15 feet of unobstructed space beyond the ending cones.

Create three or four three-foot squares, five feet apart at each starting point with floor tape, chalk, etc. to be used for hopping assessment.

Accommodations for students with special needs and English Language LearnersThe rubric and task directions make expectations clear for all students. Modeling included in beginning and midyear administrations makes expectations clear to


English Language Learners alongside their peers. Students with physical disabilities will be accommodated in accordance with their IEPs, which may include making lanes wider or distances or time shorter.

Deviations from protocol Based on absence:

Should children be absent on assessment days, they may be assessed at the next most convenient time. If a child enters the school after the start of the year and before Thanksgiving, that child’s locomotor skills may be assessed upon entry and included in the measure’s student population for the year. For children entering the school after Thanksgiving, they may be assessed alongside their peers in the remaining test administration windows (i.e., January and May), but will not be included in the measure’s student population for the year.

Based on individual school context :Teachers should use their professional judgment in deviating from this protocol. Reasons for deviation might include the size of the gym, class size, length of class time, and how often classes meet, e.g., classes that meet twice a week may have quite different experiences and opportunities from classes that meet only once a week. We recognize that some classes meet for only half the year, others for the whole year, and teachers may need to adjust the timeline of this DDM’s administration depending on the length of time they spend with classes in a year. Additionally, being mindful of time for assessment versus time for learning or participation, teachers could consider increasing the number of students performing each skill simultaneously, especially if video is available.

For students who come to kindergarten with well-developed locomotor skills : For numerous reasons, some students arrive in kindergarten with well-developed locomotor skills. Teachers may want to consider the following extensions for these students:

Perform each skill in a circle, approximately the size of the gym, not in place.

Without stopping, perform each skill in different combinations, e.g., skipping to hopping, skipping to galloping to running.


Guidelines for the administration of each skill

Administration of RUNNING Administration of GALLOPING Students will run the length of the lane Students will gallop the length of the

you created with cones. lane you created. Make sure students do not stop Clearly indicate the galloping lane

running until after they pass the (from their starting cone to theirending cone. ending cone) and the stopping zones

Clearly indicate that the running lane (the fifteen feet beyond the endingis from their starting cone to their cone).ending cone. Do not designate right foot or left foot;

After all students first in line (Group 1) use the terms “one foot” and “thearrive at the ending cones, Group 2 other foot”.begins. Students first in line (Group 1) wait at

Group 2 lines up behind Group 1 as their cones until everyone in Group 1they finish, and once all have arrived, has arrived, then all start their returnGroup 3 begins, etc. at the same time.

Once every student has run across, Students should turn around andbegin the process again with Group 1 gallop back with their other footrunning from the end cone to the start leading.cone. Once finished, students will go to the

Repeat as needed to accurately back of their line.assess each student’s performance. Repeat as needed to accurately

assess each student’s performance.

Administration of SKIPPING Administration of HOPPING Clearly indicate the skipping lanes Clearly indicate each student’s

(from their starting cone to their personal space for hopping.ending cone). A stopwatch or a clock will be needed

Assessment process is the same as for timing. Use your own stop and gofor running, assessing three or four signals, allowing students to hop forstudents at a time. 10 seconds on each foot.

Once finished, students go to the Once finished, students go to theback of their line. back of their line.

Repeat as needed to accurately Repeat as needed to accuratelyassess each student’s performance. assess each student’s performance.


InstrumentAny of the following instructions may be repeated to the whole class as often as necessary during each skill’s assessment.

Instructions for students: Running and galloping

RUNNING pretest and mid year test: RUNNING post-test: Today, we are going to work on Today, I am going to watch you run.

running. Stand behind the starting line. This is what running looks like. On my signal, run fast all the way

(Demonstrate the skill to the class.) through the course. Pump your arms forward and Stay in the running lane by running in

backwards, moving them opposite of a straight line.your legs. Your toes point forward and Do not stop running until after youyour foot lands heel to toe. cross the finish line.

On my signal, run fast staying in the Run as fast as you can, showing merunning lane. your best running form by swinging

Do not stop running until after you your arms forward and backward,cross the finish line. having your toes pointed forward and

Run as fast as you can, showing me landing on the heel of your foot first.your best running form.

GALLOPING pre-test and mid year test: GALLOPING post-test: Today, we’re going to work on Today, I’m going to look at your

galloping. galloping. Watch me first. I’m going to put one Stand behind the starting line.

foot in front of the other. Notice how On my signal, gallop to the end of themy back foot chases my front foot lane, with one foot leading.while I am moving forward. (Gallop Stop, then turn around and gallopfour or five paces) back, with the other foot leading.

Stand behind the starting line. Stay in your lane. On my signal, gallop to the end of the This is not a race.

lane, with one foot leading. Show me your best galloping form by Stop, then turn around and gallop using the same foot in front, facing

back, with the other foot leading. forward, bringing your feet together Stay in your lane. without crossing them and without This is not a race. stopping your movement. Show me your best galloping form by

using the same foot in front, facingforward, bringing your feet togetherwithout crossing them and withoutstopping your movement.


Instructions for students: Skipping and hopping

SKIPPING pre-test and mid year test: SKIPPING post-test: Today we are going to work on Today, I’m going to look at you

skipping. skipping. Watch me first. I take a step and a Stand behind the starting line.

hop on one foot and then a step and a Skip from the starting line to the finishhop on the other foot. Keep repeating line, while staying in your lane.this pattern. (Skip four or five paces) This is not a race.

On my signal, start skipping from the Show me your best skipping; stephopstarting line to the finish line, while on one foot, then stephop on thestaying in your lane. other without stopping in between.

This is not a race. On my signal, skip to the finish line. Show me your best skipping!

HOPPING pre-test and mid year test: HOPPING post-test: Today, we are going to work on Today, I am going to watch you hop.

hopping. Stand in the middle of your own Watch me first. I am going to stand on square.

one foot, push off the ground with that On my signal, start hopping on onefoot and land back on the ground with foot in your square until I give the stopthe same foot. Look how I am landing signal.in the same spot from where I took off Then, I will ask you to switch to youreach time. I can hop up and down for other foot.10 seconds without stopping. (Hop up I am looking to see if you take off andand down four or five times) land on the same foot without

Stand in the middle of your own stopping or moving outside yoursquare. square for 10 seconds.

On my signal, start hopping on onefoot in your square until I give the stopsignal.

Then, I will ask you to switch to yourother foot.

I am looking to see if you take off andland on the same foot withoutstopping or moving outside yoursquare for 10 seconds.


Scoring GuideThe scoring rubric thoroughly describes each discrete skill. A level 3 performance describes a proficient performance in detail. Levels below and above that refer to elements of a proficient performance.

At each administration of each skill, look both at students’ form and their ability to consistently execute the skill, as best described in the rubric cells. Note each student’s level of performance in both columns, Form and Consistency. At the end of each of the three administration windows (September, January, and May), add students’ points from the Form and Consistency columns for each skill. The minimum possible score for each skill is 2 points; the maximum is 8.

Helpful reference videos showing proficient performance of each skill can be found in the “58 Years Old” list of Active For Life lesson plans (http://activeforlife.com/lessonplansand-resources/#!prettyPhoto).

Measuring Growth and Setting ParametersElementary P.E. teachers applied a repeated measures approach to the assessment as a way of gathering midyear information on student’s progress. They also chose a pretest/posttest approach to measuring growth, comparing skills at the end of the year to those at the beginning of the year. Students tend to arrive in Kindergarten with a 2 or 3 in Form and a 2 or 3 in Consistency, i.e., a total score in each skill of 4 to 6 points. Teachers wanted to reflect that growth might not be uniform across skills, and came to consensus about using growth in some skills as an indicator.

Parameters

Total Point Gain (Form + Consistency) in X number of skills

High4 or more points in 1 skill

OR3 points in each of 2 or more skills

Moderate

2 points in each of 2 or more skillsOR

3 points in 1 skill AND 2 points in 1 or more skillsLow 0 or 1 points in 3 or more skills

We recommend excluding students from the class growth determination who arrive in kindergarten already scoring 4s in three or more skills in Form and/or Consistency. This should be a very small number of students, if any.


PilotingElementary teachers in the development group and some volunteers from nearby districts piloted the DDM between March 10 and May 31, 2015 (a total of six teachers). We sent a descriptive cover letter via email, along with a copy of the draft assessment tool, scoring rubric, and growth parameters to participating teachers. We asked that teachers pilot the tool before the end of March. On April 3, we sent out a Google Form survey requesting preliminary feedback (we received three responses), and suggesting that a second administration occur around the middle to end of May. We requested follow-up feedback from that second administration on June 8, also via a Google Form, to which we received just two responses. We requested that participating teachers share pilot student data with us, but we received data only from one of the development group teachers.

Please see the file titled “CES Elementary PE DDM Pilot Forms and Data” for the survey tools, summary of responses, and pilot data sample. In particular, we were pleased with one teacher’s response: “The students seemed like they would have done the routine all class. Funny.”

Based on feedback from two surveys and from conversation with the whole development group, we have made the following revisions:

Highlight the value of videotaping student performances for accurate scoring. Put instructions, script, and skill descriptions into bullet format for easy reading. Streamline the instructions onto one piece of paper. Devise suggestions for extending these skills’ challenges for students who arrive

in Kindergarten already highly proficient. Revise proposed length of lanes for performing skills, based on feedback that

numerous elementary gyms are not 60 feet long. Explicitly recognize the need for professional judgment in determining the length of

lanes, the number of students who can perform the skill simultaneously, and duration of the DDM’s administration (e.g., Sept to June, Sept to Jan) dependent on each school’s context and class schedule.

Revise scoring and growth parameters to more accurately reflect student performance of each skill. Suggest the exclusion of students from growth scoring who begin the year already highly proficient.

Revise the score-tracking sheet in line with new parameters to make growth scoring simpler.


Kindergarten Locomotor Skills Rubric

RUNNING GALLOPINGSimilar to the walk, except that the tempo and A form of locomotion which is a combinationbody lean differ. There is a time at which both of an open step by the leading foot and afeet are off the ground simultaneously. Arms closed step by the trailing foot. The sameshould move forward and backward in foot leads throughout. The rhythm is uneven.opposition to the legs without crossing themidline.

Form Consistency Form ConsistencyRuns with 2 or fewer Stops running action Gallops with 2 or fewer Two or more

1essential elements OR essential elements breaks in actionpresent. falls down. present. AND/OR

does not return tothe start with theother foot leading.

Runs with 3 of 4 Runs… Gallops with only 3 of 4 Gallops…essential elements without stopping or essential elements with no more than

2present. falling down, present. 1 break in action

BUT stumbles, runs

for entire task,in erratic pathway or turns and gallopshas inconsistent back to the start,stride. with other foot

leading.Runs with the essential Runs… Gallops with the Gallops…elements of a mature in straight pathway essential elements of a with no break inpattern: without stumbling, mature pattern for action for 40-60

arm/leg opposition stopping, or falling entire task: feet

3 toes point forward down. same foot leading turns and gallops arms swing forward orientation back to the start,

forward/backward moment of non- with the other footand do not cross support leading.midline of body back foot does not

feet land at the ball move in front ofor midfoot. lead foot.

Displays all the Runs… Displays all the Gallops…

4essential elements of a smoothly essential elements of a smoothlymature pattern, with in straight pathway mature pattern, with with continuousfluid motion. without breaks in fluid motion for entire action

stride. task. with each footleading.


HOPPING SKIPPINGSpringing action from one foot and landing on A combination of a step and a hop, first onthe same foot. The knee stays bent and the one foot then the other. The pattern has theankle joint is primarily what accomplishes the alternation and opposition of the walk pluspush into the air. the same-sided one-foot step. It's an uneven

rhythm.

Form Consistency Form ConsistencyPerforms hopping Loses balance Lacks the essential Skips…action incorrectly for OR elements of skipping. for less than 40-60

1both feet cannot sustain feet

hopping motion on ORboth left and right with 2 or morefeet for 10 seconds. breaks in movement

OR loses balance.

Performs hopping Hops… Skips with 1 of 2 Skips…action correctly for one continuously for 10 essential elements for 40-60 feet

2but not the other foot seconds present. with no more than 1

with no loss of break in movementbalance or loss of balance.

BUT does not stay in self-

space.Hops… Hops… Skips with the Skips… taking off from one within self-space essential elements of a for 40-60 feet

foot continuously for 10 mature pattern: with no breaks in

3AND seconds step-hop action movement or loss of landing on the same with no loss of on alternating feet balance.

foot. balance or with a moment ofPerforms action on extraneous arm non-support.other foot. motion.

Performs action on otherfoot.

Hops… Hops… Displays all the Skips… taking off from one within self-space essential elements of a with smooth

foot continuously for 10 mature pattern, with movement

4AND seconds fluid motion. for 40-60 feet. landing on the same with fluid motion

foot ANDwith smooth, consistency on eachbalanced action. foot.

Performs actioncorrectly on other foot.


RUNNING GALLOPING HOPPING SKIPPINGFORM CONSISTENCY FORM CONSISTENCY FORM CONSISTENCY FORM CONSISTENCY TOTAL SKILL GROWTH

Student Sept June Growth Sept June Growth Sept June Growth Sept June Growth Sept June Growth Sept June Growth Sept June Growth Sept June Growth RUNNINGGALLOPING HOPPING SKIPPING Growth Categor Notes (e.g., acA 1 2 1 1 2 1 2 3 1 2 4 2 3 3 0 3 4 1 1 2 1 1 2 1 2 3 1 2 Mod

B 2 3 1 1 3 2 3 3 0 3 4 1 3 3 0 3 3 0 2 3 1 2 2 0 3 1 0 1 Low

C 1 2 1 0 2 2 1 3 2 0 3 3 2 4 2 2 3 1 1 2 1 1 1 0 3 5 3 1 High

D 3 4 1 3 4 1 4 4 0 4 4 0 2 3 1 2 2 0 3 4 1 3 3 0 2 0 1 1 Low Learning disabili

E 0 1 1 0 1 1 3 4 1 3 3 0 0 1 1 0 1 1 0 1 1 0 1 1 2 1 2 2 Mod Student often di

GROWTH KEY

Total point gain (Form + Consistency) in X number of skillsHigh 4 or more points gained in 1 skill OR

3 points gained in each of 2 or more skillsModerate 2 points gained in each of 2 or more skills OR

3 points gained in 1 skill AND 2 points gained in 1 or more skills

Low 0 or 1 point gained in 3 or more skills


Documents

Development Report Locomotor Skills in Kindergarten PE · Web viewHelpful reference videos showing proficient performance of each skill can be found in the “5 8 Years Old” list