Princi PE ch 10

A physical education curriculum

"includes all knowledge, skills, and learning experiences that are provided to students within the school program."

Curriculum Models

A teacher's philosophy, along with program goals and objectives, influences the focus of instruction. Curriculum models are focused, theme-based, and represent a particular philosophy. There is not a "one size fits all" model for all content taught in physical education.

Instruction.

Acquire expertise in instructional media, technology, and physical education content. Gather knowledge of students' needs and backgrounds. Sequence tasks progressively based on differing students' abilities and progress toward the lesson objectives. Modify lesson plans during instruction according to students' needs and abilities.

Combinations

Addition of other skills and movement concepts once the basic skills and critical elements are mastered.

Adventure Education

Allows students to learn about themselves and their peers as they take on individual and group tasks and challenges Teachers act as facilitators as students collaborate and problem-solve with one another to accomplish a task.

Culminating activity

Application of the skill in different content areas within games, sport, gymnastics, and dance.

Project Adventure

Based on five philosophical concepts, which include challenge, cooperation, risk, trust, and problem solving.

The Hidden Curriculum

Based on unintended and implicit messages that are implied by teachers and learned by students. Few physical education teachers explicitly educate their students about gender, sexuality, race, or class issues. Many students and teachers feel isolated, oppressed, and marginalized. Physical educators have the potential to introduce and educate students to the ideas of privilege, oppression, and power relations.

Four phases in the skill themes approach

Basic skill Combinations Skill in contexts Culminating activity

Fitness Education

Can include units on the health-related components of fitness, walking or hiking, or weight training. Concepts-based fitness and wellness model. Students engage in classroom discussions, laboratory activities, and physical activity experiences. Goal: For students to learn how to develop and execute their own physical activity programs in which they can participate in and out of school.

standards-based education goal

Decrease the achievement gap between the economically advantaged and disadvantaged, whites and minority students, immigrant and U.S.-born children, and students with or without disabilities.

Sport Education Model or SEM

Developed by Daryl Siedentop in 1984. Purpose: Create an authentic sport experience for students in physical education that is developmentally appropriate and to provide opportunities for boys and girls to participate equally.

Skill Themes Approach

Developmental model. Implemented in elementary school physical education. Movement skills and concepts in games, sports, gymnastics, and dance are the basis of this model.

Social Identities in Physical Education

Disability. Gender. Body issues. Race. Class. Sexuality.

Cultural Studies Model

Emphasizes students' development as "literate and critical consumers of sport, physical activity, and the movement culture." Goal: For students to be able to observe, analyze, and critique physical activity and sport issues and topics in a variety of contexts. Learning experiences occur in both the classroom and the gymnasium. Mostly implemented in Ireland, England, Australia, and New Zealand.

Adventure Education Three essential elements.

Experiential learning cycle. Full value contract. Challenge by choice.

Organization.

Formulate plans with specific objectives and tasks that minimize transition and management time. Maximize opportunities for students to practice skills. Supervise and monitor student performance and provide feedback. Assess students' progress toward lesson plan objectives.

Student Perspectives

Goal: For students to feel a sense of ownership and responsibility in their learning experiences. Voice. Choice. Empowerment.

Full value contract

Group members design and agree to a contract in regard to the behaviors they feel should be demonstrated among all group members throughout the task, activity, or unit.

Personal and Social Responsibility Model or PSRM

Hellison's model. Focuses on the development of the whole student, including how students think, feel, and interact with others. Embraces students as individuals, provides them with a voice, allows them to make decisions on their own, and places less emphasis on skill development and academic achievement.

Formative Assessment.

Implemented at the beginning of or during a unit of instruction. Informs teachers and students whether students are learning. Suggests how to plan upcoming lessons for students to achieve the unit goals and objectives.

Summative Assessment.

Implemented at the end of a unit of instruction. Informs teachers and students about what students have learned over the course of the unit. Usually associated or equated with a grade.

Motivation.

Learn students' interests and seek creative ways to involve students in the learning process. Use reinforcement techniques, such as checklists, contracts, and award systems. Give students a voice and provide them with choice and opportunities to be responsible.

Human relations.

Listen to students and accept them for who they are. Provide students with opportunities to build their self-confidence and self-worth. Establish and maintain a rapport with all students. Have a sense of humor.

Every Student Succeeds Act

Main principles. Closing the opportunity gap between those students who are fit and unfit, those who are skilled and unskilled, and those who are active and those leading a sedentary lifestyle. Goal: Provide more state and local control over student learning and gain support and recognition for the importance of health and physical education in every student's school experience.

Basic skill

Mastery and achievement of the critical elements of the skill according to the age and developmental level of the students.

Performance-Based Assessment.

Measures higher levels of student learning, specifically students' understanding of concepts and ability to apply knowledge.

NASPE

National Association for Sport and Physical Education

SHAPE America Standards in Physical Education

National Standards and Grade-Level Outcomes for K to12 Physical Education, 2014. Provide a framework for student learning, "what a student should know and be able to do" as a result of a quality physical education program. Assessment: PE Metrics.

Examples of Assessments.

Observations. Checklists. Rubrics. Journals. Portfolios, print or electronic. Essays and role plays. Projects. Game performance.

Outdoor Education

Occurs in the natural setting, where teachers and students have little to no control over the environment and potential hazards that may arise. Emphasis placed on skill development. Cost can be a factor for equipment.

Salient teacher behaviors can be divided into several broad areas.

Organization, communication, instruction, motivation, and human relations.

Teaching Games for Understanding, TGfU,/Tactical Games Model or TGM

Problem-based approach to games teaching. Goal: Improve students' game performance by combining tactical awareness with skill execution and increase students' interest in and excitement about games. Games Classification System. Game-Practice-Game format.

Assessment and Accountability

Salient component needed to measure whether students have learned and are achieving the national standards. Holds physical education programs and teachers accountable for student achievement. Instructional alignment: Connecting the standards, instruction, and assessment components of physical education curricula and units of instruction.

Skill in contexts

Skills, movements, and combinations performed in a variety of contexts.

Communication.

Speak clearly and project your voice. Provide clear and precise directions, explanations, and instructions. Ask thought-provoking and critical-thinking questions to enhance students' involvement in the learning process. Use eye contact, smiles, and high fives. Articulate high expectations for all students.

shape america standards and outcomes

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

Changes in Physical Education Content

Standards-based. Teachers' philosophies about: Physical education. Geographic location. School and program context, for example, facilities, equipment, class size. Time.

PSRM Levels

Teachers and students can assess their personal and social responsibility based on five different levels. Level One: Respecting the rights and feelings of others. Level Two: Participation and effort. Level Three: Self-direction. Level Four: Helping others and leadership. Level Five: Outside of the gym.

standards-based education

The national standards movement was not a quest to develop a national curriculum; rather, the charge was to formulate educational goals for the nation on "what students should know and be able to do."

Characteristics of Effective Teaching

Use of a variety of pedagogical skills and strategies to: Ensure that their students are appropriately engaged in relevant activities a high percentage of the time. Hold positive expectations for their students. Create and maintain a classroom climate that is warm and nurturing.

Thinking back to your pre-K to 12 physical education classes, reflect upon the following questions

Were athletes and higher skilled students given special privileges? Did students with disabilities participate with the rest of the class or were they off to the side, away from the action? Were girls and boys treated the same? Did teachers have high expectations for all students, regardless of race?

in 2015 15 states

allowed school district waivers in place of physical education requirements

in 2015 31 states

allowed substitutions for physical education

Unit plan

allows teachers to make sure the content and tasks taught from lesson to lesson connect with one another and align with the standards and unit objectives.

the cultural studies model provides students with

an in-depth understanding of the social issues integrated within our sport and physical activity culture. in today's society, where most of our knowledge and understanding of the world is influenced and constructed by our society, it is important for students to become critical consumers of the messages delivered from these societal influences.

pat griffin six styles of female participation

athletes, jv players, cheerleaders, lost souls, femmes fatales, and system beaters

skill themes basis

based on Ralph Laban's movement analysis framework, focuses on movement categories such as body awareness, space awareness, effort, and relationships.

individualized education plan (IEP)

by law each identified student with a disability must have one of these

team affiliation

can be developed since students are placed on the same team for the entire season (i.e., unit). this pro-vides teams time to learn how to play and inter-act together as they work toward a common goal.

instructional alignment

connecting the standards, instruction, and assessment components of physical education curricular and units of instruction.

The _____ model develops knowledge to observe, analyze, and critique physical activity and sport issues and topics in a variety of contexts.

cultural studies

teaching

defined as those interactions of the teacher and the learner that make learning more successful

instructional skills

essential for effective teaching when planning lessons for students, effective teachers use their knowledge of the content to be taught in conjunction with instructional objectives and students needs, to provide appropriate experiences leading to the attainment of stated goals

A lesson plan includes all knowledge, skills, and learning experiences that are provided to students within a school physical education program.

false

Assessment incorporates all of the goals, objectives, content, instructional materials, and individual lessons.

false

Effective teaching behaviors can be divided into several broad areas: organization, competition, instruction, assessment, and human relations.

false

Physical education pedagogy has meaning and importance for only physical education teachers in K-12 schools.

false

Which type of assessment informs teachers how to plan upcoming lessons for students to achieve unit goals and objectives?

formative

Researchers in physical education pedagogy may address questions such as

how does appropriate practice develop motor skills, improve performance, and enhance student learning? how much time are students engaged in physical activity throughout a physical education class? how do different curriculum models enhance students' participation, enjoyment, and learning in physical education? how does personal and social responsibility influence students' comfort, sportspersonship, and engagement in physical education? to what extent does the social and public context of physical education impact students' experiences in physical education? how does motivation influence student engagement, performance, and level of participation? What strategies can teachers utilize to implement assessments within their instruction to determine if their students have learned? how do teachers and students navigate or address social issues [e.g., (dis)ability, gender, race, socioeconomic status, sexuality] in the physical education setting?

communication skills

include verbal and nonverbal expressive skills, written competencies, and the ability to use various media

formal competition

includes contests in for-mats such as preseason and regular-season play, tournaments, and leagues. All games are played according to a schedule designed by the physical education teacher.

Unit of instruction

incorporates all of the goals, objectives, content, (that is, tasks, activities, key terms and concepts), instructional materials, and individual lessons.

Quality physical education programs focus on

increasing physical competence, health-related fitness, personal and social responsibility, and enjoyment of physical activity for all students so that they can be physically active for a lifetime.

_____ involves connecting the standards, instruction, and assessment components of physical education curricula and units of instruction.

instructional alignment

TGM games classification

invasion (e.g., basketball, soccer) net/wall (e.g., volleyball, tennis) striking/fielding (e.g., softball, kickball) target (e.g., golf, bowling)

Lesson plan

is a specific outline of all of the objectives, tasks, and assessments that will be included for one particular lesson.

Physical education pedagogy

is concerned with the study of teaching and learning processes of physical activity. Emphasis is placed on curriculum and instruction, that is, teaching and teacher education.

festivity

is included throughout the entire season as groups select their own team names and colors at the beginning of the season, take pictures or create posters that represent their teams, and perhaps even include an awards ceremony at the conclusion of the culminating event.

ability to motivate students

is the goal of every teacher

lesson plan outline

lesson focus learning objectives and standards teacher goals management plan equipment needs resources instructional and activity tasks modifications for differentation teaching cues and questioning organization of tasks closure assessment

season

longer units, between and 20 lessons, to provide students enough time for teams to practice together and compete against other teams in the class

outdoor education places

more emphasis on skill development than adventure education

unit plan outline

needs assessment national/state standards and outcomes unit goals and objectives assessment plan management plan content analysis/ content map block plan instructional materials resources

_____ measures higher levels of student learning, specifically students' understanding of concepts and ability to apply knowledge.

performance based assessment

The _____ curriculum model embraces students as individuals, provides them with a voice, allows them to make decisions on their own, and places less emphasis on skill development and academic achievement.

personal and social responsibility

record keeping

primarily includes statistics taken by teachers or students during formal competitions. these statistics can provide feedback for teams to help guide them in areas of the game in which they need to improve.

No child left behind (NCLB)

proposed in 2001, to narrow the achievement gap

in 2014, SHAPE America

released the third edition of National Standards and Grade-Level Outcomes for K-12 Physical Education

Main features of the SEM model include

seasons, team affiliation, formal competition, record keeping, a culminating event, and festivity.

SEM is a

student-centered, inclusive model that requires everyone to play and be involved with some aspect of the game in each lesson.

Challenge by choice

students, within a lesson or activity, choose which task they want to perform and the level of physical or emotional risk they would like to take.

culminating event

such as a champion-ship in sport-related games or a final competition in gymnastics and dance. normally, a winning team is declared in this

The _____ model is a problem-based approach in physical education that aims to improve students' sports performance by combining tactical awareness with skill execution to increase students' interest and excitement about sports.

teaching games for understanding model

With the development of the national standards

the activity became the medium through which instruction was delivered for students to achieve performance outcomes. Standards became the focal point rather than the activity.

movement culture

the infrasturcture, norms, practices, policies, and values associated with sport recreation, and physical activity at the local, national, and international

experiential learning cycle

the learning process begins with the learning experience, then proceeds to observations and reflections (what happened?) followed by abstract concepts and generalizations (so what?), and concludes with application and transference of the lessons learned to other adventure-based activities (now what?)

primary themes of psrm model

the levels should be integrated across all physical education content personal and social responsibility behaviors should be transferred outside of the physical education and school settings students should be empowered teachers and students should develop a relationship

As in PsRM

the more responsibility and ownership students have in physical education, the more opportunities they will have to learn.

In the 2017 to 2018 academic year

the new federal legislation, the Every Student Succeeds Act or E S S A replaced the No Child Left Behind or NCLB Act, which includes physical education as students' well-rounded education.

Effective teachers possess superior human relations skills. They listen to students and accept and treat them as individuals.

true

In December 2015, the No Child Left Behind Act (NCLB) was replaced with the Every Student Succeeds Act (ESSA).

true

Physical education pedagogy is concerned with the study of teaching and learning processes of physical activity.

true

The overall goal of the sport education model (SEM) is to educate and develop students to be competent, literate, enthusiastic sportspersons.

true

cultural studies model comprises

two components as learning experiences occur in both the classroom and the gymnasium first component is for teachers to select a specific content area second component is for students to engage in group and class discussions, research projects, journal writing, and presentations

The National Association for Sport and Physical Education (NASPE) has established content standards for physical education programs that indicate what students should know and be able to do. These standards include all of the following except:

understanding that physical activity provides opportunities for competition in sport.

organizational skills

very important for establishing the learning environment and facilitating student involvement in activities