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

Big Picture

 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.”

 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
)

 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.

 What document(s) defines the content of PE and what students should learn as a result of instruction?
 Define what students in our field “should know and be able to do.”
 Standards should permeate planning, instruction, assessment, and reflection
 The continuous cycle

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

 Standard 1The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
 Standard 2The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
 Standard 3The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
 Standard 4The physically literate individual exhibits responsible personal and social behavior that respects self and others.
 Standard 5The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

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

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

 Create a list of 10 activity units your group would teach for a 10 th grade physical education class.
 What factors influenced your decisions?

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

- 2012 Physical Activity Council Report

 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:

Activity Interests for Sedentary Americans (PAC Report 2015)

 In line with the stated goal of PE, research and SHAPE
America
 Students have been doing team sports since the 3 rd 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

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 matball 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.”


 You are teaching a 6 lesson basketball unit in the
8 th 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 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

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

 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

 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

 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

 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

 Teaching personal and social responsibility through physical activity.
 Hellison’s Model
 Example 1 , 2
 Character Education

SUNY Cortland
 Character Counts

 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
 Where delivered: KIN 302

 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

 Just do it :)
 Possible activities

 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

 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?

 Now that you are a curriculum/program master, you’ll be addressing one of the three following scenarios