Program Materials and
Activities
Chapter 10
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Purposes of Instructional
Materials
 To
achieve instructional objectives
effectively and economically
 To increase student motivation
 To introduce a lesson, present new
material, clarify a subject or summarize a
lesson
 To improve retention
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Sources of Instructional
Materials
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Catalogs
Textbooks
Journals
Newspaper
Commercial learning packets
Professional persons
Parents, students
University, district or school media center
AAHPERD
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Types of Instructional Materials

Charts, posters, bulletin boards
 Chalkboards, white boards
 Overhead transparencies
 Handouts
 Audiotapes, CD-audio
 Videotapes, films, CD-visual, DVD
 Computers
 Illustrated lectures with computer/slide projector
 Magnetic boards
 Objects and displays
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Selection Criteria
 Choose
material that provide experiences
as close to real life as possible
 Selection of costly materials should be
shared by teachers, students, parents, and
administrators
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Systematic Evaluation Guide
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Do they contribute meaningfully to the topic?
Do they develop concepts that are difficult to
convey through another medium?
Are they true to fact and life, accurate, and
authentic?
Are they up-to-date?
Are they worth the time, cost, and effort?
Do they develop critical thinking skills?
Are they appropriate for the age, intelligence,
and experience of students?
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Technical Quality of the
Materials
 Picture
 Sound
 Mode
of communication
 Message-unbiased and free from
objectionable propaganda or distractions
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Ease of Presentation
 Ease
of operation
 Ease of maintenance
 Quality
 Durability
 Portability
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Examples of Instructional Aids
and Materials
 Media
 Personal
resource files
 Technology
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Media
 Principles
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for use
Instructional media are valuable when they
closely correlate with objectives
A live demonstration is more effective than a
visual aid
The instant replay feature of video recorders
makes them a terrific teaching aid
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Technology

Schools not kept up with the technology used in
businesses, homes and the marketplace
 Has potential to increase efficiency but also can
increase demands upon a teacher’s time
 Does not increase learning nor does it diminish
learning
 Can be an effective learning tool for students
with certain learning styles
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Technology Developmental
Levels
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Level I--Complete a task more efficiently and effectively
Level II--Learn/demonstrate mastery of skills and
concepts in novel ways
Level III--Individualized delivery of course content and
personalized documentation of student learning
Level IV--Realize the promise of integration, flexibility,
and multiple network capabilities
Level V--Not clearly defined, still under development
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Technology
 Can
reduce activity time
 Will not make a poor teacher a good
teacher
 Problem is the time required to learn new
software, develop materials, and integrate
technology into instruction
 Can enhance communication
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Technology Standards
 Developed
by International Society for
Technology in Education (ISTE)
 ISTE stated, “To live, learn, and work
successfully in an increasingly complex
and information-rich society, students must
use technology effectively”
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Technology Can Enable
Students to become:
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Capable information technology users
Information seekers, analyzers, and evaluators
Problem solvers and decision makers
Creative and effective users of productivity tools
Communicators, collaborators, publishers, and
producers
Informed, responsible, and contributing citizens
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
National Educational
Technology Standards for
Students
 Basic
operations and concepts
 Social, ethical, and human issues
 Technology productivity tools
 Technology communications tools
 Technology research tools
 Technology problem-solving and decisionmaking tools
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Basic Operations and Concepts
 Students:
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demonstrate a sound understanding of the
nature and operation of technology systems
are proficient in the use of technology
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Social, Ethical, and Human
Issues
 Students:
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understand the ethical, cultural, and societal
issues related to technology
practice responsible use of technology
systems, information, and software
develop positive attitudes toward technology
used that support lifelong learning,
collaboration, personal pursuits, and
productivity
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Technology Productivity Tools
 Students:
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use technology tools to enhance learning,
increase productivity, and promote creativity
use productivity tools to collaborate in
constructing technology-enhanced models,
preparing publications, and producing other
creative works
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Technology Communication
Tools
 Students:
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use telecommunications to collaborate,
publish, and interact with peers, experts, and
other audiences
use a variety of media and formats to
communicate information and ideas effectively
to multiple audiences
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Technology Research Tools
 Students:
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use technology to locate, evaluate, and collect
information from a variety of sources
use technology tools to process data and
report results
evaluate and select new information
resources and technological innovations
based on the appropriateness to specific
tasks
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Technology Problem-solving
and Decision-making Tools
 Students:
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use technology resources for solving
problems and making informed decisions
employ technology in the development of
strategies for solving problems in the real
world
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
National Education Technology
Standards for Teachers
 Technology
Operations and Concepts
 Planning and Designing Learning
Environments and Experiences
 Teaching, Learning, and the Curriculum
 Assessment and Evaluation
 Productivity and Professional Practice
 Social, Ethical, Legal, and Human Issues
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Standard I: Technology Operations
and Concepts
 Teachers
demonstrate a sound
understanding of technology operations
and concepts.
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Standard II: Planning and
Designing Learning Environments
and Experiences
 Teachers
plan and design effective
learning environments and experiences
supported by technology.
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Standard III: Teaching, Learning,
and the Curriculum
 Teachers
implement curriculum plans, that
include methods and strategies for
applying technology to maximize student
learning.
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Standards IV: Assessment and
Evaluation
 Teachers
apply technology to facilitate a
variety of effective assessment and
evaluation strategies.
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Standard V: Productivity and
Professional Practice
 Teachers
use technology to enhance their
productivity and professional practice.
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Standard VI: Social, Ethical, Legal,
and Human Issues
 Teachers
understand the social, ethical,
legal, and human issues surrounding the
use of technology in PK-12 schools and
apply those principles in practice.
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Fitness
 “Fitness
is the capacity to achieve the
optimal quality of life.”
 Physical fitness - “the ability to carry out
daily tasks with vigor and alertness,
without undue fatigue, and with ample
energy to enjoy leisure-time pursuits and
to meet unforeseen emergencies”
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Health Benefits of Regular
Physical Activity

Reducing risk of:
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dying prematurely
heart disease
diabetes
high blood pressure
colon cancer
depression
stress and anxiety
obesity
unhealthy bones, muscles, and joints
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Teachers Must:
 Do
a better job of fitness education
 Teach importance of fitness
 Provide activities to develop and maintain
fitness
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Authentic Assessment - Fitness
Testing
 Must
demonstrate the desired behavior,
such as muscular strength via curl-up test
 Must link directly to the curriculum
 Must occur on an ongoing basis and is not
just one test score
 Must make students both capable of, and
likely to, apply the tests and results
outside the classroom
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Fitness education programs
must teach principles for
lifelong, individualized
health-related fitness.
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Concept-based Fitness Course
includes:
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Student performance standards
Instructional format
Activity/exercise program
Academic program
Assessment program
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Concept-based Fitness Course
includes:
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Personal portfolios with individual health and
fitness plans
Incentive program
Exercise adherence and motivational strategies
School-family programs
Equipment and technology
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Strategies for Successful Goal
Setting
 Involve
the student in the goal-setting
process
 Start small and progress
 Focus on improvements
 Set specific and measurable goals
 Set challenging and realistic goals
 Write the goals down
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Strategies for Successful Goal
Setting
 Provide
students with strategies
 Support and give feedback about progress
toward goals
 Create goal stations
 Provide opportunities for periodic
evaluation
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Physical Best Program
guidelines for activity
 Provide
enough time for activity
 Let student individualize activities while
exposing them to a variety of activities
 Connect lessons to student interests
 Focus instruction feedback on the process
rather than the product
 Do not use exercise as punishment
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Physical Best Program
guidelines for activity
 Do
not overemphasize fitness test
performances
 Do not post fitness scores or compare
student to each other
 Be aware of social circles and help all
students feel included
 Recognize that physical appearance is
critical to teenagers
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Motivation
 Teacher
is an example of fitness
 Teacher is enthusiastic about physical
fitness
 Encourage intrinsic motivation
 Provide extrinsic motivation

Stickers, T-shirts, certificates
 Schedule
events
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Authentic Assessment in
Fitness Education
 Focus
on process rather than product
 Create rubrics
 Use fitness test for prescription and
individual goal setting
 Students perform periodic selfassessments and record progress toward
personal goals
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Purpose of Fitness Tests
 An
aid for students to know their fitness
status
 Aid in establishing fitness goals
 Not a criteria for a grade
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Types of Fitness Testing
 Self-testing
programs
 Personal best testing programs
 Institutional testing programs
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Possibilities for Authentic
Assessment of Fitness
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Portfolio
Journal or log entries
Student projects
Role play
Written test
Interview
Video analysis
Physiological monitoring
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Movement Skill Instruction and
Practice
 Warm-up
 Demonstartion
 Drills
 Modified
games
 Game or team play
 Competition
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Include Nontraditional Activity
Units
 Work
 Stress
Management
 Self-defense
 Movement Awareness
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Motivation Techniques
 Recognition
clubs
 Skill
charts
 Spotlight board
 Awards
 Change in routine
 Nontraditional activities
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Students Create Games
Teacher provides structure including:
 Purpose-objectives and possible outcomes
 Grade level
 Motor skills needed
 Kind of game (ball, tag, etc.)
 Number of players
 Organization-procedures, formations, boundaries
 Rules
 Scoring
 Equipment
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Tournaments
 Round
robin
 Elimination
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Single, consolation, double
 Challenge
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Ladder, spider web, pyramid, funnel, clock
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Concepts
 To
be physically educated, students must
understand concepts about he body and
activity
 Teaching concepts requires planning
 Learning occurs faster when students
understand the principles involved in skill
performance
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Instruction and Practice
 Concepts
of Physical Education: What
Every Student Needs to Know
 Study guides, journal entries, projects
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Procedures for Using Study
Guides

Use appropriate vocabulary and reading level for
students
 Eliminate nonessential items
 Construct them so student is actively involved in
learning by filling in the blanks or working
through the material to be learned
 Answers to study guides can be provided
through class instruction, individual units, etc.
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Motivational Techniques
 Posters
with a term or rule for the day
 Instructional games
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Crossword puzzle
Pyramid
Word scramble
Bingo
Sports bowl
Baseball
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Affective Activities/Personal and
Social Development
 Two
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goals for personal and social behavior
Exhibits responsible personal and social
behavior that respects self and others in
physical activity settings.
Values physical activity for health, enjoyment,
challenge, self-expression, and/or social
interaction.
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Methods for Helping Student
Develop Personal and Social
Skills
 Integrate
opportunities for students to
develop personal and social skills while
focusing on sports activities
 Focus on activities that specifically
require students to confront and
overcome personal and social obstacles
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Types of Activities
 Challenge Activities
 Initiative Activities
 Risk Activities
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Motivation
 Role
Modeling
 Goal Setting
 Self-Talk
 Self-Assessment
 Conflict Resolution
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Evaluating Progress

Objectives in adventure activities are often
effective and should be evaluated by appropriate
methods
 Cognitive concepts may be tested through
exams or other appropriate means
 Psychomotor skills are evaluated using skills
tests, checklists or other testing procedures,
especially when risk activities are the focus
 Evaluation of adventure activities is often
successful completion of the activity
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Innovative Activities

Interdisciplinary Units
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Heart Adventure
Tropical Rainforest
Time Machine
Space Shuttle
Special Days or Weeks
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Sports Day
Olympics
Super Kid’s Day
National Physical Education and Sport Week
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Program Materials and
Activities
Chapter 10
(c) 2007 McGraw-Hill Higher Education. All rights reserved.