Think, Pair, Share

Think, Pair, Share Why did you choose to become a health and physical

education teacher? Start by writing down three responses on paper.

PE Program and CurriculumBig Picture

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.”

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)

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.

CurriculumAt it’s most basic, curriculum defines

1. What is taught…

Content

2. How it is taught…

Process

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

Who created the standards SHAPE America – Society of Health and Physical Educators

http://www.shapeamerica.org 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.

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.

Pennsylvania Department of Education (PDE) Standards

Academic Standards for Health, Safety and Physical EducationThis 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

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.

Domains of LearningBefore 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)

alsoPsychomotor – the doing or physically engaged child Cognitive – the thinking or mentally engaged childAffective – the feeling or emotionally engaged child

Group Work

Create a list of 10 activity units your group would teach for a 10th grade physical education class.

What factors influenced your decisions?

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.”


Compare to Corbin, C. B. (2001). The “untracking” of sedentary living: A call for

action. Pediatric Exercise Science, 13(1), 347-356.


Compare to: National Sporting Goods Association (NSGA)

2011 Participation - Ranked by Total Participation

Possible activities in PE


Sequencing an activity unit You are teaching a 6 lesson basketball unit in the

8th grade, what would your instructional focus be on each day? Day 1 – Day 2 – Day 3 – Day 4 – Day 5 – Day 6 –

Your try


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 hitsLevel 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 Basketball

Instructional Models

What are instructional/curriculum models?• Answer: Prescribed content and mode(s) of

deliveryWhy are they important?

• Answer: This is how you will be trained over the next 3 ½ years

Movement Education (k-2)

Focus is on developing the basic/universal movement which are the building blocks of sports and physical activity. Based upon themes

Traditional units are not used

Where delivered: KIN 300

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 Fitnessgram Measures the five health related fitness components: body composition,

cardiovascular endurance, flexibility, muscular strength & muscular endurance


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

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


Social Integration (K-12)

Teaching personal and social responsibility through physical activity. Hellison’s Model

Example 1, 2

Character Education SUNY Cortland Character Counts

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/ Sample captain’s packet


Adventure education

Fostering personal and social growth through challenge by choice. Also exposes students to lifetime activities.Other names: project adventure, team challenge,

outward boundPE

Low elements: scenario, develop plan, execute, debrief High elements: overcoming fear, realizing potential, working in tandem, “rush”

Where delivered: KIN 101 (elective class)

Elective Model

Just do it :) Possible activities

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

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?


Types of Assessments Traditional

Pen, paper, homework, projects, portfolio etc

Performance Demonstrated skill

Alternative – Authentic Real world conditions

Peer or self (completion grading) Rubrics

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?

Practice Now that you are a curriculum/program master, you’ll be

addressing one of the three following scenarios

Documents

Think, Pair, Share