Who’s In The Room
• Name
• School/Agency you represent
• What do you like most about teaching
• What would you change if you could
• What do you want to get out of today
Nebraska’s Context
• Educational decisions are made with
ALL Nebraska school districts in mind
–Omaha Public Schools
(51,966 students K-12)
– Lynch Public Schools
(65 students K-12)
• Strong tradition of local control
Nebraska’s Process • Utilize Nebraska educators
– K-16 Expertise
– Geographically diverse
– Writing team and Editing Team
• Review and utilize nationally recognized resources
and best practices research
• Nebraska’s postsecondary institutions provide input
and certify the standards as “college and career
ready”
• Employer engagement to ensure standards reflect
demands for content within Nebraska’s workforce
• Maintain on-going communication with State Board
of Education and State Board Subcommittee
• Incorporate public input
Standards Workgroup Elementary School
Megan Adkins-UNK
Dawn Brammer-Chadron St.
College
Kathy Burney-Elkhorn
Dan Desmond-Thayer Central
Berniece Jones-Wesleyan Univ.
Cindy Meyer-Doane Univ.
Wyatt Morse-Fremont (Private)
Adam Mohning-Millard
Donna Stewart-Lexington
Sue Temme-Omaha (Private)
Middle School
Matt Avey-Lincoln
Jimmy Combs-Hastings
Nancy Harington-St. Paul
Amy Leuschen-Millard
Dawn Lewis-Arnold & Calloway
Jo Owens-Nauslar-Lincoln (Private)
Brad Rettig-Lincoln
Sara Roether-Franklin
Alex Schnitzer-Nebraska City
Angie Schroeder-Pierce
Allison Smith-North Platte (ESU)
Melissa Wesch-Norris
Consultants:
Marybell Avery – SHAPE America; Julane Hill – NDE
High School
Lacey Batt-Westside 66
Amy Cariotto-Lincoln
Andy Cunningham-Millard
Jeff Ellis-Maywood
Mike Messerole-UNO
Chad Townsend-Omaha
Gregg Wiebusch-Syracuse
Other
American Heart Association
Dept. of Health & Human Services
NE Medical Association
Reviw Team
Matt Avey-Lincoln
Lacey Batt-Westside 66
Ellie Kunkel-Peru State College
Mike Messerole-UNO
Cindy Meyer-Doane Univ.
Wyatt Morse-Fremont (Private)
Jo Owens-Nauslar-Lincoln (Private)
Brad Rettig-Lincoln
Sara Roether-Franklin
Donna Stewart-Lexington
Sue Temme-Omaha (Private)
Chad Townsend-Omaha
Standards Workgroup
Major Resources
• National Standards & Grade Level Outcomes for K-12 Physical Education; SHAPE America, 2014
• Nebraska Physical Education Essential Learnings; NDE, 2006
• State Standards: Departments of Education-Arizona, Ohio, North Dakota
• Nebraska School District Courses
Public Input
• Public Feedback and Input Survey
– Focused on content and rigor
– 90% = reflected the essential knowledge & skills
students need
– 87% = provided clear & specific learning
targets needed for instruction & assessment
– 85% = indicated they were rigorous and
encouraged advanced skill development
– 83% = physical education respondents
– TIME and CLASS SIZE
NE K-8 Highlights
• Five Strands (Overarching Themes): Mirror the 5 National PE Standards
1. Physical Activity Skills and Movement Patterns
2. Movement Concepts, Strategies, and Tactics
3. Health-Related Physical Activity and Fitness
4. Responsible Behavior
5. Physical Activity Benefits
NE K-8 Highlights
• Grade Levels vs. Grade Bands
• Focus on developing competency in
movement patterns and skills
• Clearly articulated learning progressions
– Emerging, maturing, applying
What does E, M, and A Mean?
• Emerging: Introduce and Practice
• Maturing: Competency achieved;
practice for refinement
• Applying: Skills & knowledge acquired;
apply in various settings
NE HS Highlights
• Course-based content standards (No
Strands)
• Combined the 5 National Standards
into 3 State Standards
–Provides a framework for ensuring
quality teaching and learning in
Physical Education
• Emphasis on lifetime physical activities
and physical activity health benefits
What Standards Are NOT • They do not prescribe a particular
curriculum
– A Tool or Framework to help guide teachers,
school, administrators
• They do not subscribe to any one method
or approach to teaching
– Based on Research and Best Practices
• They are not mandated by the Nebraska
Department of Education
– Strongly encouraged
Purpose of Standards
Provide teachers with the most important skills &
concepts students need to know & be able to do
(improves what is taught in the classroom)
Offer guidance & support to develop best
practices in physical education
Help guide schools in the development of their
own curriculum (design units, lesson, practice
tasks)
Provide direction & measurable learning
outcomes (assess/track student progress across
grades)
Provide a basis for evaluating programs, policies,
& practices (provides credibility to our programs)
SUCCESS of Attaining the
Standards is
Directly Related to:
Student contact time
Class size
Appropriate equipment
Available facilities
Certified physical education professionals
Class Size and Time
• Name and E-Mail Address
• School you represent
• Average Class Size
• Time you have to teach physical
education
a) minutes/day
b) days/week
c) for how long (9 wks, 1 semester, etc)
On a sheet of paper, please provide the following:
Definitions
-National Standards and Grade-Level Outcomes For K-12 Physical Education (2014), SHAPE America
Physical Fitness • Ability to carry out daily tasks with
vigor & alertness, without undue
fatigue and with ample energy to
enjoy leisure-time pursuits & respond
to emergencies (cardio-respiratory
endurance, skeletal muscular
endurance, strength & power,
flexibility, & body composition).
-National Standards and Grade-Level Outcomes For K-12 Physical Education (2014), SHAPE America
Athletics
Focus primarily on a specific
skill set, sport, competition,
and/or a prize (i.e. winning)
Physical Literacy
“The ability to move with
competence and confidence
in a wide variety of physical
activities in multiple environments that benefit the
healthy development of the
whole person.”
-National Standards and Grade-Level Outcomes For K-12 Physical Education (2014), SHAPE America
Guided Research:
Motor skill competency
• Is essential for participation in PA and
for health-enhancing fitness
• Skill development as a strategy to
promote PA participation and fitness
National Standards & Grade-Level Outcomes for
K-12 Physical Education, SHAPE America, page 6
Guided Research:
Student Engagement & Intrinsic Motivation
Must be personally engaged in content to
acquire knowledge and skills
• Factors influencing student engagement:
– Perceived competence
– Choice of activity-leads to higher motivation
– Relatedness
– Cognitive demand-need some challenge
– Social comparison-evaluation by peers
decreases engagement & motivation
National Standards & Grade-Level Outcomes for K-12 Physical Education, SHAPE America, page 6-7
• Mastery climate is task oriented, focused on self-
improvement, & enhances student engagement
• Skill development within a lesson increases
engagement of students with lower perceived
competence
• High levels of traditional game play found to
alienate less-skilled students
• Competitive games appeal mainly to highly
skilled students who receive + reinforcement
• Less-skilled student more likely to experience
negative social evaluation & embarrassment
Guided Research: Instructional Climate
National Standards & Grade-Level Outcomes for K-12 Physical Education, SHAPE America, page 7
• More pronounced as students mature
• Girls less active than boys
• Girls prefer noncompetitive, cooperative
activities, dance, fitness, socially interactive
activities
• Most girls (except highly skilled) dissatisfied
with traditional team sports
• Girls more likely to find barriers to participation
(changing clothes, showering)
Guided Research: Gender Differences
National Standards & Grade-Level Outcomes for K-12 Physical Education, SHAPE America, page 7-8
• Focus on health-promoting activity practices & curriculum that teaches lifelong activities
• More likely to continue PA through adulthood
• Responsibility of PE teachers to take a
leadership role in creating physically active
school & communities
• Optimize MVPA during instructional time
(small groups, activity choice, small-sided
games)
Guided Research: Lifetime Activities Approach
National Standards & Grade-Level Outcomes for K-
12 Physical Education, SHAPE America, page 8-9
Application of Research Findings
• Highest priority: Development of motor skill
competence
• Deliberate practice is needed to achieve
mastery
• Deliberate practice involves:
– Carefully planned progressions
– Meaningful, well-designed learning tasks
– Unit lengths that allow for skill acquisition
– Specific, corrective feedback
National Standards & Grade-Level Outcomes for K-12 Physical Education, SHAPE America, page 9-10
• Traditional Team Sport is viewed as a
concern!!
• Grade level outcomes deal with team
sports by:
– Eliminating full-sided games
– De-emphasizing competitive activities
– Team sports only appear in MS outcomes,
in small-sided games
– Team sports are not in HS outcomes
Application of Research
Findings
National Standards & Grade-Level Outcomes for K-12 Physical Education, SHAPE America, page 9-10
• Fitness activities, outdoor pursuits, & dance
– Integrated throughout MS and HS
– Choices within these should vary each year
• Teaching the same activities or sports cannot be supported in an educational
environment
Application of Research
Findings
National Standards & Grade-Level Outcomes for K-12 Physical Education, SHAPE America, page 9-10
Quality Checklist
• Are the learning standards:
–Measurable?
–Appropriately Challenging?
–Connected?
–Clearly worded?
–Scaffolded?
–Specific?
Julane Hill
Coordinated School Health
NE Department of Education
402-471-4352
Dr. Dawn Brammer
Chadron State College
308-432-6489
Lacey Batt-Peters
SHAPE NE President-Elect
Westside High School
402-343-2801
Taking a closer look • Middle School
– PE.7.1 Physical Activity Skills and
Movement Patterns
• Shark
• Sharks & Minnows
• Wall Ball
– PE.7.2 Movement Concepts, Strategies,
and Tactics
• Speedball
• Sabakiball
• Cricket
• Create a Game Project
https://jk065.k12.sd.us/speedball%20rules.htm
• Basketball, soccer & Football
• Scoring:
– Field Goal- 3 (soccer goal)
– Drop kick- 2 (drop kick-football goalpost)
– Touchdown- 1 (endzone)
– Penalty kick- 1 (soccer)
• Starts with soccer kickoff
Speedball Rules Cont.
• Only 1 aerial dribble per possession
• 1 step if received while standing
• 2 steps if received while running
• Hold ball no longer than 3 seconds
• Aerial Conversions:
– Rollup
– Two-foot lift
– One-Foot flick
http://www.sabakiball.net/basic-rules.html
• Goal if knock bakipin off mark
• 3 passes before shoot
• 3 seconds then pass
• Goalie box
• Starts with a tip-off (jump)
http://cricket-rules.com/
• Wickets
• Bowl
• Pitch (the rectangle where runners are)
• 11 players
• Test Cricket= 2 innings
• 10 outs then swtich
• 2 batters at a time
Cricket Rules Cont
• How to get out
– Bowled
– Caught
– Leg Before Wicket (LBW)
– Stumped
– Run Out
– Hit Wicket
– Handled the ball
– Timed out
– Hit the ball twice
– Obstructing the field
• Middle School
– PE.7.3 Health-Related Physical Activity
and Fitness
– PE.7.5 Physical Activity Benefits
• Fitness Friday (Cardio Days)
• Cardio Day Stations Worksheet
• Skill-related Components of Fitness Stations
• Fitness Component Project
• Two By Two Fitness
• UNO Fitness