Outcome Based Physical Education

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Health and Physical Activity Institute
2012
Dr. Susan Nye
[email protected]
As Deb Tackmann said
Real
Relevant
Right Now
William Glasser once said: “We learn…
 10% of what we read
 20% of what we hear
 30% of what we see
 50% of what we see and hear
 70% of what we experience with others
 80% of what we experience personally
 and 95% of what we teach someone else.
Defined:
 A student centered approach that focuses on
empirically measuring student performance,
which are called outcomes.
 Students
must demonstrate that they have
learned the required skills and content.
 300-500
repetitions (Schmidt & Wrisberg,
1991) to develop a new motor pattern and
burn into muscle memory
 3000-5000
repetitions to erase and correct a
bad motor pattern
1.
Students must have Choice
2.
The outcome(s) must be
and
Meaningful
Valuable to the students
Outcome: To run a 5k road
race
What do the students have to
able to
know and be
do to be successful with this
outcome?
Look to
standards for
alignment
Psychomotor (example for 5k outcome)
 Biomechanics of running ( form, running up
hill and down hill, different surfaces)
 How to breathe when running?
 Apply FITT principle and or other principles
of training (overload, progression, etc.)
 Plan, implement, evaluate and modify
personal fitness plan
 LR vs tempo, vs speed vs intervals
 Warm-up / Cool Down
 Mental and Physical Competencies
Example for 5k outcome
 Goal setting / monitoring process (use of
technology)
 Benefits of performing an aerobic activity
 Common running injuries (side stitch, IT band
syndrome, shin splints, plantar fasciitis, arch pain,
etc.)
 Common issues for beginning runners (feeling out
of breathe, face turning red, why is my stomach
cold)
 When does running become easier?
 Nutrition and Hydration
 Clothing (socks, shoes, running attire)
 Physiological and psychological benefits
Example for a 5k outcome
 Running alone or with a buddy
 Road /Race etiquette
 Accepting different characteristics of
others (running speed, etc.) – understand
similarities and differences of others
 Providing compliments
 Running


What objective data will be collected?
What cognitive, affective, and psychomotor
assessments will be gathered?
 Personal


a 5k event
fitness plan
What are the components?
What will be collected daily/weekly to created
the culminating experience?
 Progression
using Bloom’s Taxonomy for content,
activities, and experiences
 Create

mile markers to guide progress
Use formative and authentic assessments
Lessons use a variety of teaching styles
 Lessons guide progress
 Lessons are detailed plans to reach the desired
outcome
 Lessons contain opportunities and experiences to
aid in student learning and success
 Lessons are infused with assessments to measure
student progress

Without lesson plans, a teacher has no idea what
the students will be learning or the progress
students are making.
 Culminating




experience
Creating tee shirts
Developing teams
Ceremony
??
How can you make
physical education content
Real
Relevant
starting
RIGHT NOW
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