Foundations%20of%20PE

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Foundations of PE

• Only field that helps students develop their
  motor skills
• Primary field that helps students interact and
  learn cooperation, appropriate behavior, and
  social responsibility
• Primary field that develops wellness

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Physical Education Public Information Project
(PEPI)

• Describes the significant contribution PE can
  make to overall education
• PE is health insurance
• PE contributes to academic achievement
• PE provides skills and experiences that can last
  a lifetime
• PE helps develop a positive self-image
• PE teaches cooperation with others

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NASPEs Definition of a Physically Educated Person

• HAS learned skills necessary to perform a variety
  of physical activities
• IS physically fit
• DOES participate regularly in P.A.
• KNOWS the implications benefits from physical
  activity involvement
• VALUES P.A. its contributions to a healthful
  lifestyle

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Content Standards in PE

• Demonstrates competency in many movement forms
  and proficiency in a few
• Applies movement concepts principles to the
  learning development of motor skills
• Exhibits a physically active lifestyle
• Achieves maintains a health-enhancing level of
  physical fitness

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• Demostrates responsible personal social
  behavior in P.A. settings
• Demos understanding and respect for differences
  among people in P.A. settings
• Understands that P.A. provides opportunities for
  enjoyment, challenge, self-expression, social
  interaction

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Percentage of Schools that Require Physical
Education by Grade
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Cognitive Domain of Learning

• Concerned with the acquisition of knowledge the
  development of intellectual skills
• Knowledge-bringing to mind appropriate info.
• Comprehension-grasp the meaning of material
• Application-use apply info. in new situations
• Analysis-relationships between pieces of info.
• Synthesis-creatively produce new structures
• Evaluation-judge value of ideas/concepts based on
  some kind of criteria or standard

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Affective Domain of Learning

• Receiving-sensitivity to events (listening)
• Responding-sharing thoughts ideas
• Valuing-appreciation of people events
• Organizing-interrelationship among values
• Character-internalized values and behavior is
  appropriate

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Affective Domain Social Development

• Feelings of belonging, recognition, respect for
  self and others
• Team-work, compete fairly, accept social
  responsibility, respect the rights feelings of
  others (good citizenship)
• Promote positive self-concept self-esteem

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Psychomotor Domain of Learning

• Reflex movements-little or no conscious volition
  in response to stimuli
• Fundamental movements-the basics
• Perceptual ability-interprets stimuli so
  adjustments (auditory, visual, tactile,
  kinesthetic) can be made
• Physical ability-efficiently functioning body
  (endurance, strength, agility, flex.)
• Skilled movements-complex movement tasks that
  have be mastered
• Nondiscursive communication-movement expressions
  that communicate a message or artform

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Assessment

• Without assessment how would we know whether our
  participants have achieved anything?

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Formative Assessment

• Evaluates data about participants progress
  throughout the program
• Continual assessment of progress
• Provides constant feedback of performance

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Summative Assessment

• Occurs at the conclusion of a program
• Can focus on product or process
• Can use Norm-referenced tests-compare performance
  to a standard or population with similar
  characteristics
• Can use Criterion-referenced tests-compares
  performance to a predetermined criteria

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Authentic Assessment

• Assessment takes place in a realistic situation
  as opposed to an artificial or contrived setting
  often associated with traditional assessment
  approaches
• I.E. Self-Assessment
• I.E. Peer-Assessment
• I.E. Subjective analysis

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7 Rationales for Fostering Functional Growth

• Action-Centered Programming
• Unfamiliar Environment (Stimulate Senses)
• Climate of Change (Prob. Solving Surprise)
• Assessment Observations
• Supportive Small-Group Development
• Focus on Successful Functioning for Everyone
• Changes in the Leaders Role

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Planning Your Lessons APPLE LEADERSHIP MODEL

• Assess
• Plan
• Prepare
• Lead
• Evaluate

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ASSESS

• Who Are They?
• Identify Program Goals...
• Logistics
• Time
• Location
• of Leaders
• of Participants

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PLAN

• What Will Work?
• What Will Be Fun?
• Does It Align With Meet Lesson Goals?
• Sequence Of Activities
• What Do I Start With?
• How Much Time For Ice-Breakers?
• How Much Time Per Activity?
• How Does It Wrap-Up...
• What Information Do They Need To Know About You?

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Goals

• Statements of purposes, intents, and aims that
  reflect desired outcomes/accomplishments
• Broad in direction
• Long-term outcomes

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Objectives

• Derived from goals
• Describe learning and what individuals should
  know, do, or feel
• Very specific in nature
• Short-term outcomes
• Build cumulatively

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PREPARE

• Gather Props and Materials
• Prep Co-Leaders
• Have A Back-Up Plan (I.E. Bad Weather)
• Check Out The Location Beforehand!

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LEAD

• Invite, Dont Impel (Challenge By Choice)
• Discuss a Full Value Contract
• Set A Tone
• Build Trust
• Make People Feel Comfortable
• Model Appropriate Behaviors
• Use Humor Fantasy (Increase Fun Factor)
• Style
• Clear Simple
• Be Enthusiastic
• Communicate (Listen Respond)

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• Establishing Initial Boundaries
• Set Parameters Of Acceptable Behavior Early On In
  A Program or Lesson (Part of Intro.)
• Demonstrate By Word Example That You Will
  Follow The Guidelines That You Will Not Allow
  Anyone To Stray Beyond The Accepted Limits
• Know Your Own Boundaries
• Deal Only With Topics That You Can Manage
  Comfortably
• Use Your Common Sense
• If An Issue Arises That You Cannot Deal With
  Effectively Seek Out Help Support

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• Provide Appropriate Challenges
• Be Creative!
• Experiment Model Risk-Taking
• Ask Yourself Why Am I Doing What Im Doing? -
  Have A Good Answer
• Be Prepared To Change Your Plan
• Observe Listen
• Most importantly HAVE FUN!

Remember
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EVALUATE

• During The Program
• Monitor The Group Adjust Activity Selection
  Accordingly
• Debrief When Appropriate
• What Is The Group Ready For
• Is It Safe To Discuss
• Focus on 1 or 2 Topics (No More)
• Ask What / So What / Now What
• React - Adapt To What Happens With The Group

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• After The Program
• What Worked?
• What Would Have Worked Better?
• What Would You Do Differently Next Time?

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• The Purpose Focus Of Debriefing
• Purpose Generates Opportunity For Learning And
  Creates Meaning From The Experience
• Focus On The Here Now - Examine The Direct
  Group Experience
• Open-Ended Debriefs Can Produce Significant
  Learnings As Long As They Are Relevant
  Important
• If Group Members Want To Drift Off Track The
  Leader Needs to Refocus The Groups Attention
• Help Them Understand The Application Of What They
  Are Learning
• Make Connections To Real World Experiences

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• Closure
• A Good Ending - Are There Any Last Thoughts
  Before We Move On?
• All Issues Dont Have To Be Resolved
• May Need Several Experiences Working Together To
  Improve On Issues Learning Interactions
• Closure Simply Brings A Safe And Satisfactory
  Ending, With The Recognition That An Issue Can Be
  Re-Examined At A Later Time If Necessary
  Appropriate

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3 LEVELS OF A DEBRIEF

• 1. Group Level
• Group Dynamics Affecting The Groups Cohesiveness
  (I.E. Devaluing Behaviors, Sexism, Peer Pressure,
  Etc.)
• Potential To Become Emotional
• Promotion of Emotional Intelligence

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• 2. Interpersonal Level
• Perceptions That People Have Of Each Other
  The Way Those Perceptions Affect Peoples
  Behaviors
• Negativism
• Acceptance
• Trust Safety
• Fear Of Being Judged

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• 3. Intrapersonal Level
• Perceptions That Individuals Have Of Themselves
• Self Recognition Of Fears, Self-Concept, Etc.
• Usually Surfaces Unexpectedly During A Debrief

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OPEN-ENDED QUESTIONS

• How Did You Feel During The Activity?
• What Allowed The Group To Be Successful?
• What Just Took Place In This Activity?
• Start With Broad Questions See What Emerges
  That Is Relevant Worth Discussion
• Good Leaders Are Like Good Fishermen Patient
  Looking For The Big One!

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HEADLINERS

• Ask Participants To State A Word Or Phrase That
  Sums Up The Experience For Them
• Oftentimes, One-Word Comments Are Easier To Share
  And Can Be Just As Informative As Longer
  Statements!
• The Thumbs Up Scale...

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AVOID POINTED QUESTIONS

• Did You Succeed At This Task?
• Was There Good Communication?
• Did Anyone See Examples Of Leadership?
• All Of These Questions Beg For Yes/No
  Answers, And That Is Probably What Youll
  Get