Think,%20Pair,%20Share

1
Think, Pair, Share

• Why did you choose to become a health and
  physical education teacher? Start by writing
  down three responses on paper.

2
PE Program and Curriculum

• Big Picture

3
Purpose of PE

• This should roll right off your tongue! What is
  it? Dont 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.

4
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)

5
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.

6
QA

• 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

7
Who created the standards

• SHAPE America Society of Health and Physical
  Educators
• http//www.shapeamerica.org
• http//www.shapeamerica.org/standards/pe/Mission

8
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. 

9
Pennsylvania Department of Education (PDE)
Standards

• Academic Standards for Health, Safety and
  Physical Education
• This 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

10
Domains of Learning

• Before 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)
• also
• Psychomotor the doing or physically engaged
  child
• Cognitive the thinking or mentally engaged
  child
• Affective the feeling or emotionally engaged
  child

11
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?

12
Activity Selection Sequence

• Compare to
• National Sporting Goods Association (NSGA)
• 2011 Participation - Ranked by Total
  Participation
• Possible activities in PE

13
Participation Over a Lifetime by Type of
Activity- 2012 Physical Activity Council Report
14
Activity Selection Sequence

• Compare to
• Corbin, C. B. (2001). The untracking of
  sedentary living A call for action. Pediatric
  Exercise Science, 13(1), 347-356.
• Most frequently performed activities in PE

15
Participation by Activity
16
Activity Interests for Sedentary Americans (PAC
Report 2015)
17
How Lifetime Activity Patterns Affect PE Content
Being Taught
18
Why Emphasize Fitness and Lifetime Activities in
HS?

• In line with the stated goal of PE, research and
  SHAPE America
• Students have been doing team sports since the
  3rd grade and generally know if they want to
  pursue that sport as adults or not.
• Time to move on to new activities
• Skill disparities have grown quite large in
  football for example and teaching to such a
  diverse skill set is difficult
• Most adults are active through fitness and
  lifetime activities

19
Activity Selection Sequence

• Concerns
• I lost interest in gymbecause 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.

20
(No Transcript)
21
Activity Selection Sequence

• 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

22
Activity Selection Sequence

• 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 hits
• Level 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

23
Instructional Models

• What are instructional/curriculum models?
• Answer Prescribed content and mode(s) of
  delivery
• Why are they important?
• Answer This is how you will be trained over the
  next 3 ½ years

24
Movement Educ./Exploration (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

25
Fitness/Wellness (k-12)

• Built on the health related fitness components
• Muscular strength, muscular endurance,
  cardiovascular endurance, flexibility, body
  composition
• Often assessed via Fitnessgram
• Measures the five health related fitness
  components body composition, cardiovascular
  endurance, flexibility, muscular strength
  muscular endurance
• Where delivered KIN 104
• Personal fitness programs, weight training
  machines/free weights

26
Academic Integration (k-12)

• Cross curricular teaching
• Physical education incorporates reading, math,
  science, writing, history into class.
• Anyone experience this anywhere K-12?
• Other subjects are supposed to incorporate PE
  into their instruction?
• Often not the case
• Sample Cross Curricular Ideas
• Where delivered
• throughout the program

27
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
• Where delivered KIN 300

28
Social Integration (K-12)

• Teaching personal and social responsibility
  through physical activity. 
• Hellisons Model
• Example 1, 2
• Character Education
• SUNY Cortland
• Character Counts

29
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 captains packet
• Where delivered KIN 302

30
Adventure education

• Fostering personal and social growth through
  challenge by choice. Also exposes students to
  lifetime activities.
• Other names project adventure, team challenge,
  outward bound
• PE
• Low elements scenario, develop plan, execute,
  debrief
• High elements overcoming fear, realizing
  potential, working in tandem, rush
• Where delivered KIN 102

31
Elective Model

• Just do it )
• Possible activities

32
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

33
Think, Pair, Share

• 6 Questions to Answer  
• How good was the program at each grade level
• 1 Elementary
• 2 Middle School
• 3 High School
• What activities did the
• 4 Middle school program focus on?
• 5 High school program focus on?
• 6 How did they assess you in the MS HS? If so,
  how?

34
Practice

• Now that you are a curriculum/program master,
  youll be addressing one of the three following
  scenarios