Instructional Practices K-12 Physical Education National Association for Sport and Physical...

Instructional Practices Instructional Practices K-12 Physical K-12 Physical

EducationEducation

National Association for Sport National Association for Sport and Physical Educationand Physical Education

Don Cain, Ph.DDon Cain, Ph.D

PIPELine WorkshopsPIPELine Workshops

NASPENASPE Sets the StandardSets the Standard22

PIPElinePIPElineWorkshop OutcomesWorkshop Outcomes

1.1. Provide information to implement a Provide information to implement a standards-based curriculum.standards-based curriculum.

2.2. Provide an overview of curriculum modelsProvide an overview of curriculum models3.3. Provide opportunities to examine Provide opportunities to examine

instructional strategies/best practices in instructional strategies/best practices in physical education.physical education.

4.4. Provide a variety of teaching styles to meet Provide a variety of teaching styles to meet needs of students.needs of students.

5.5. Provide sample assessment tools and ideas Provide sample assessment tools and ideas about infusing assessment into instruction.about infusing assessment into instruction.

6.6. Provide information on an interdisciplinary Provide information on an interdisciplinary approach to teaching physical education. approach to teaching physical education.

7.7. Offer ideas for initiating effective and Offer ideas for initiating effective and meaningful change.meaningful change.


IcebreakersIcebreakers Four CornersFour Corners• Would you rather attend a:Would you rather attend a:

Super BowlSuper Bowl Seventh game of NBA ChampionshipSeventh game of NBA Championship Olympic finals in track and fieldOlympic finals in track and field The US open finals in TennisThe US open finals in Tennis

• Given the opportunity would you rather:Given the opportunity would you rather: Ski down a mountain slope of fresh powderSki down a mountain slope of fresh powder Ride the rapids in ColoradoRide the rapids in Colorado Surf on some mega waves in HawaiiSurf on some mega waves in Hawaii Hike to tope of Yosemite FallsHike to tope of Yosemite Falls

• Your favorite way to work out aerobically:Your favorite way to work out aerobically: Training for a ½ marathon or endurance eventTraining for a ½ marathon or endurance event Rowing across a lakeRowing across a lake CyclingCycling DancingDancing


A Physically Educated PersonA Physically Educated Person

On page 13 take a couple minutes On page 13 take a couple minutes and write, what you believe to be and write, what you believe to be a physically educated person.a physically educated person.

Share what you wrote with the Share what you wrote with the person next to you.person next to you.


NATIONAL STANDARDS FORNATIONAL STANDARDS FOR PHYSICAL EDUCATION PHYSICAL EDUCATION

A physically educated personA physically educated person: (Refer to Page 14): (Refer to Page 14)1.1. Demonstrates competency in motor skills and Demonstrates competency in motor skills and

movement patterns needed to perform a variety of movement patterns needed to perform a variety of physical activities.physical activities.

2.2. Demonstrates understanding of movement concepts, Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to principles, strategies, and tactics as they apply to the learning and performance of physical activities.the learning and performance of physical activities.

3.3. Participates regularly in physical activity. Participates regularly in physical activity. 4.4. Achieves and maintains a health enhancing level of Achieves and maintains a health enhancing level of

physical fitness.physical fitness.5.5. Exhibits responsible personal and social behavior Exhibits responsible personal and social behavior

that respects self and others in physical activity that respects self and others in physical activity settings.settings.

6.6. Values physical activity for health, enjoyment, Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.challenge, self-expression, and/or social interaction.

NASPENASPE Sets the StandardSets the Standard

Program EvaluationProgram EvaluationSelf-AssessmentsSelf-Assessments

Pg. 15, 16, and 19Pg. 15, 16, and 19 Place a check in the box that best Place a check in the box that best

rates your program.rates your program. Turn to the person on your right or Turn to the person on your right or

left and discuss your program evals.left and discuss your program evals.

66


Appropriate Practices Appropriate Practices GuidelinesGuidelines


Refer to your pg. 17-18Refer to your pg. 17-18

88


Appropriate PracticeAppropriate PracticeLearning EnvironmentLearning Environment

With your partner(s) quick read pg. 20-With your partner(s) quick read pg. 20-21 discuss your own appropriate 21 discuss your own appropriate practice examples and compare practice examples and compare NASPEs A.P.NASPEs A.P.• Obtaining students’ attention-gatheringObtaining students’ attention-gathering• Equipment DistributionEquipment Distribution• Making GroupsMaking Groups• DisciplineDiscipline

Be prepared to share with entire group.Be prepared to share with entire group.

99


Appropriate PracticeAppropriate PracticeInclusionInclusion

In your groups, quick read 22-23In your groups, quick read 22-23 Discuss your own appropriate Discuss your own appropriate

practices and compare to NASPEs A.P.practices and compare to NASPEs A.P.• Visual ImpairmentsVisual Impairments• Hearing ImpairmentsHearing Impairments• Physical DisabilitiesPhysical Disabilities• Emotional DisabilitiesEmotional Disabilities• Learning DisabilitiesLearning Disabilities

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In your groups, quick read 24-26In your groups, quick read 24-26 Discuss your own appropriate Discuss your own appropriate

practices and compare to NASPEs practices and compare to NASPEs A.P. as it relates to A.P. as it relates to Strategies for Strategies for Teaching with Large Class SizesTeaching with Large Class Sizes

Be prepared to share one of your Be prepared to share one of your group’s best appropriate practices.group’s best appropriate practices.

1111

Appropriate PracticeAppropriate PracticeMaximizing ParticipationMaximizing Participation


Introducing PedometersIntroducing Pedometers

A pedometer is spring loaded, A pedometer is spring loaded, counter balanced mechanism.counter balanced mechanism.

Pedometers measure the Pedometers measure the up-and-up-and-downdown motion of the hip in a vertical motion of the hip in a vertical plane.plane.

A primary use of pedometers in PE A primary use of pedometers in PE is to help students monitor their is to help students monitor their daily activity and set meaningful daily activity and set meaningful goals.goals.


Multi-UseMulti-Use

Teaches respect and responsibilityTeaches respect and responsibility

Serves as external motivation to Serves as external motivation to have students move, (activity have students move, (activity survey)survey)

Transferable to classroom proficiency Transferable to classroom proficiency testing in Math and Writingtesting in Math and Writing


PEDOMETERSPEDOMETERS

0.03 4

RESETSETMODE

Top Clip to Open

Hold 2-3 Seconds toReset to Zero

Push MODE 3 Times1 - ex time

2 - mile

3 – Step

4 - Calorie

ExTimeMilestep

Top Clip to Open

Front

4Walk Life

Back


PedometersPedometers

Push MODE 3 Times1 - ex time

2 - mile

3 – StepHold 2-3 Seconds toReset to Zero

Top Clip to Open


Opening the PedometerOpening the Pedometer

Open devices by the top clip and Open devices by the top clip and holding open the top of the back clip.holding open the top of the back clip.

Pop it open using your index finger in Pop it open using your index finger in a upward motion.a upward motion.

You cannot open it if you hold it from You cannot open it if you hold it from the front of the pedometer.the front of the pedometer.


Pedometer FunctionsPedometer Functions

Push the Push the ModeMode button for each button for each functionfunction

1.1. Ex timeEx time: displays how much time : displays how much time is spent moving.is spent moving.

2.2. MileMile: how much distance was : how much distance was covered during exercise time.covered during exercise time.

3.3. StepStep: How many steps were : How many steps were covered during exercise.covered during exercise.


Pressing ButtonsPressing Buttons

Do notDo not press Set Button, this will press Set Button, this will erase all programmed memory.erase all programmed memory.

Prior to starting activity push Prior to starting activity push YellowYellow Reset button and hold for 2-3 Reset button and hold for 2-3 seconds to reset pedometer to Zero.seconds to reset pedometer to Zero.

Shake pedometers when closed and Shake pedometers when closed and open to see difference in data.open to see difference in data.


How to WearHow to Wear Worn on the waistband Worn on the waistband

directly above the knee.directly above the knee. Providing belts to students Providing belts to students

who wear beltless garments, who wear beltless garments, (flag football belts).(flag football belts).

When wearing, cover must be When wearing, cover must be closed.closed.


Pedometer PlacementPedometer Placement Keeping the pedometer on Keeping the pedometer on

your waistband, reset your your waistband, reset your pedometer to 0 and walk and pedometer to 0 and walk and count all steps to 25.count all steps to 25.

Ensure that the cover is Ensure that the cover is closed.closed.

Stop at 25 steps and check Stop at 25 steps and check your steps. your steps.

How close are you to 25How close are you to 25


Rationale/Explanation of IAsRationale/Explanation of IAs

IA’s help to become engaged immediately IA’s help to become engaged immediately IA’s help students to focusIA’s help students to focus IA’s should be independent of the teacherIA’s should be independent of the teacher They do not occur after squads but replace They do not occur after squads but replace

the squadsthe squads IA’s should promote maximum participationIA’s should promote maximum participation IA’s can reinforce academic content such as IA’s can reinforce academic content such as

following directions and readingfollowing directions and reading IA’s can reinforce personal and social IA’s can reinforce personal and social

responsibility through activitiesresponsibility through activities• Answer questions on p.13 after activities.Answer questions on p.13 after activities.


Appropriate PracticeAppropriate PracticeClass DesignClass Design

Instant Activities, (IA)Instant Activities, (IA)• Fitness Station signsFitness Station signs• Fit Deck CardsFit Deck Cards• Locomotor warm-upLocomotor warm-up• Locomotor bean bag Locomotor bean bag • P. 14-16P. 14-16

2424


Reflect on ActivityReflect on ActivityInstant ActivitiesInstant Activities

Complete the Reflection sheet on 33.Complete the Reflection sheet on 33.

2525


Activity 5: Jogging vs Walking

Refer to page 4 of small book and/or page 17 -19 of workshop


Pedometer Frisbee Golf Course


Locomotor Warm-upLocomotor Warm-up

Begin by having the students come Begin by having the students come into the gym and retrieve into the gym and retrieve pedometers.pedometers.

Students then start walking around Students then start walking around outside of gym.outside of gym.

Grades K-8Grades K-8 Higher grades (6-12) can be Dynamic Higher grades (6-12) can be Dynamic

Stretching warm-upStretching warm-up


Locomotor Bean bag/ballLocomotor Bean bag/ball

Same as locomotor warm-up but Same as locomotor warm-up but include an object to toss up in the include an object to toss up in the area, dribble, or hold (depending on area, dribble, or hold (depending on grade)grade)

Grades K-12Grades K-12


Fitness Station SignsFitness Station Signs

Grades 4-12Grades 4-12 Go to a station that is set up with no Go to a station that is set up with no

more that 4 people at each station.more that 4 people at each station.


Instant ActivityInstant Activity Fit DeckFit Deck

Grades 2-12Grades 2-12 Go to a station that is set up with no Go to a station that is set up with no

more that 4 people at each station.more that 4 people at each station.


Appropriate PracticeAppropriate PracticeCurriculum and Instructional ModelsCurriculum and Instructional Models

Quick read Pg. 34-35 and discuss with Quick read Pg. 34-35 and discuss with your partner(s) which you use and your partner(s) which you use and why, plan to share with groupwhy, plan to share with group• Direct InstructionDirect Instruction• Cooperative LearningCooperative Learning• Sport EducationSport Education• Peer TeachingPeer Teaching• Inquiry TeachingInquiry Teaching• Tactical GamesTactical Games• Teaching for Personal and Social ResponsibilitiesTeaching for Personal and Social Responsibilities

3838


Personal and Social Personal and Social ResponsibilityResponsibility

LEVELS AND EXPECTATIONS, Pg. 36LEVELS AND EXPECTATIONS, Pg. 36

Level 5Level 5 OUTSIDE THE GYMOUTSIDE THE GYM (THE ULTIMATE GOAL) (THE ULTIMATE GOAL)

Level 4Level 4 CARINGCARING

Level 3Level 3 SELF DIRECTEDSELF DIRECTED

Level 2Level 2 PARTICIPATIONPARTICIPATION

Level 1 RESPECTLevel 1 RESPECT

Level OLevel O IRRESPONSIBILITYIRRESPONSIBILITY


TPSR ResourceTPSR Resource


Teaching Games for Teaching Games for Understanding/Tactical GamesUnderstanding/Tactical Games

Net GamesNet Games Divide into two separate groupsDivide into two separate groups Input checklist for net gamesInput checklist for net games Play practice PlayPlay practice Play


Teaching Games for Teaching Games for Understanding/Tactical GamesUnderstanding/Tactical Games

Invasion Games, pg. 41-Invasion Games, pg. 41-

Goal, improve game performanceGoal, improve game performance Emphasis, understand strategiesEmphasis, understand strategies Skills and tactics are taughtSkills and tactics are taught Sequence of appropriate gamesSequence of appropriate games Emphasis, CognitiveEmphasis, Cognitive Recognition, transfer of tacticsRecognition, transfer of tactics Play, Practice, PlayPlay, Practice, Play


Assessment Rubric Assessment Rubric

1.1. Observe the Invasion GameObserve the Invasion Game2.2. Refer to pg. 47Refer to pg. 473.3. Assess a specific team during playAssess a specific team during play


Reflect on ActivityReflect on Activity

Refer to pg. 48 and complete the Refer to pg. 48 and complete the assessment.assessment.

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By Stephen A. Mitchell, Judith L. Oslin, & Linda L. Griffin

Published 2006, Human Kinetics


Spectrum of Teaching StylesSpectrum of Teaching Styles

In groups of 4-6In groups of 4-6 Quick Read pg. 62-70 and select and which Quick Read pg. 62-70 and select and which

style that you personally use frequently.style that you personally use frequently. In your group create one lesson that is In your group create one lesson that is

related to a member of your groups related to a member of your groups teaching style and be prepared to share teaching style and be prepared to share with whole group. with whole group.

Samples are on pages 71-87Samples are on pages 71-87


Identify and assess each of the below Identify and assess each of the below areas for each group’s task/lessonareas for each group’s task/lesson

1.1. Task Task

2.2. Teaching Style(s)Teaching Style(s)

3.3. Grade levelGrade level

4.4. National StandardsNational Standards

5.5. ObjectivesObjectives

6.6. Teacher’s RoleTeacher’s Role

7.7. Student’s RoleStudent’s Role

8.8. EquipmentEquipment

9.9. AssessmentAssessment5353


Self-AssessmentSelf-Assessment Quick Read Page #88-89.(no #)Quick Read Page #88-89.(no #) Circle which lesson assessments and Circle which lesson assessments and

Curricular assessments that you use Curricular assessments that you use in your program. in your program.

Add up how many circles you have at Add up how many circles you have at bottom of page bottom of page

Discuss and share with partner.Discuss and share with partner. Which column has more and why?Which column has more and why?


TennisTennis

Racquet and Ball Handling SkillsRacquet and Ball Handling Skills Roll the ball on racket, forehand, Roll the ball on racket, forehand,

palm uppalm up• Touch floor with handTouch floor with hand• Knees to floorKnees to floor• Sit down and upSit down and up• Skip, gallopSkip, gallop

Same with Backhand, Palm downSame with Backhand, Palm down

5555


Tennis Cont.Tennis Cont. Ball handling skillsBall handling skills

• Ball tap downBall tap down Waist level down and catch with opposite handWaist level down and catch with opposite hand Continuously bounce downContinuously bounce down Tap down while movingTap down while moving EdgiesEdgies Bump up and catchBump up and catch Bump up and cradleBump up and cradle Eye highEye high Alternate sides with racketAlternate sides with racket

5656


Tennis Cont.Tennis Cont.

Self RalliesSelf Rallies• Toss ball, bounce on floor, bump with Toss ball, bounce on floor, bump with

racket and trap with handracket and trap with hand• Bump 5x and trap itBump 5x and trap it• Self-RalliesSelf-Rallies• Partner bump upsPartner bump ups• Group Bump passGroup Bump pass

Tennis Four SquareTennis Four Square

5757


Tennis Cont.Tennis Cont. Partner Toss, Tap, and catchPartner Toss, Tap, and catch

• Show forehand gripShow forehand grip• Partner tosses ball with one bouncePartner tosses ball with one bounce• Partner Taps ball back to playerPartner Taps ball back to player• 5 times each5 times each• Move back after each time if successfulMove back after each time if successful• Drop tap and trapDrop tap and trap• Drop tap, tap back, and trap 6xDrop tap, tap back, and trap 6x• Forehand play over a net 4 taps and step Forehand play over a net 4 taps and step

backback

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Tennis cont.Tennis cont.

Warm-up (Short Court Tennis)Warm-up (Short Court Tennis)• Drop and tap to each other within a Drop and tap to each other within a

small court over a line/net. small court over a line/net. • Point is earned when ball cannot be Point is earned when ball cannot be

returned.returned.• 4 points game is over4 points game is over

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Striking Assessment Standard 1Striking Assessment Standard 1K-2K-2

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Striking Rubric K-2Striking Rubric K-2

6161


Striking Assessment 3-5Striking Assessment 3-5

6262


Tennis Rubric 3-5Tennis Rubric 3-5

6363


Standard 1, 6-8Standard 1, 6-8

6464


Striking Rubric 6-8Striking Rubric 6-8

6565


Striking Assessment 9-12Striking Assessment 9-12

6666


Striking Rubric 9-12Striking Rubric 9-12

6767



Refer to pg. 104Refer to pg. 104

6868


19 different Assessment Series Titles 19 different Assessment Series Titles

To order the NASPE Assessment Series go to:


Interdisciplinary InstructionInterdisciplinary Instruction

Teachers frequently link physical Teachers frequently link physical education experiences with concepts education experiences with concepts being taught in mathematics, reading, being taught in mathematics, reading, science, social studies, art and music.science, social studies, art and music.

Physical education is part of a Physical education is part of a multidisciplinary curriculum, but multidisciplinary curriculum, but integration doesn’t compromise teaching integration doesn’t compromise teaching the concepts important to developing a the concepts important to developing a physically educated individual.physically educated individual.

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$10. For a Bone Activity$10. For a Bone Activity

Health-Related conceptsHealth-Related concepts• MathMath• ReadingReading• Team WorkTeam Work• HealthHealth• FitnessFitness

http://doncain1.wikispaces.com/http://doncain1.wikispaces.com/PE+DocumentsPE+Documents

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Treasure IslandTreasure Island

Health-Related conceptsHealth-Related concepts• MathMath• ReadingReading• Team WorkTeam Work• HealthHealth• FitnessFitness

http://doncain1.wikispaces.com/http://doncain1.wikispaces.com/PE+DocumentsPE+Documents

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Refer to pg. 111 and complete form.Refer to pg. 111 and complete form.

7373


Appropriate PracticeAppropriate PracticeEducational Value of a GameEducational Value of a Game

Match the developmental level of children?Match the developmental level of children? Allow for active participation by all?Allow for active participation by all? Are students challenged?Are students challenged? Promote positive social behaviors?Promote positive social behaviors? Is the game safe?Is the game safe? Is learning occurring?Is learning occurring? Does game reinforce motor skills/movement Does game reinforce motor skills/movement

concepts?concepts? Does game reinforce secondary purpose such Does game reinforce secondary purpose such

as personal/social responsibility, or health-as personal/social responsibility, or health-related fitness or cognition?related fitness or cognition?

Pg. 112Pg. 112


Best PracticesBest Practices Vary the gameVary the game Explain and demonstrateExplain and demonstrate Use instant replaysUse instant replays Ask questionsAsk questions Let students create and modify gameLet students create and modify game Provide feedbackProvide feedback Break games down into learning Break games down into learning

pieces.pieces.


Physical Best ResourcesPhysical Best Resources

National Association for Sport and PE (NASPE) Copyright 2005 ISBN: 0736048057

ISBN13: 9780736048057216pp

National Association for Sport and PE (NASPE) Copyright 2005 ISBN: 0736048030

ISBN13: 9780736048033208pp

Regular Price: $29.00 (U.S. dollars


Body Work TagBody Work TagK-8K-8

Body Work TagBody Work Tag


Walking Clubs Walking Clubs Rebecca Trask, South Mifflin Rebecca Trask, South Mifflin

ElementaryElementary 2-3 times at recess, (15 minutes)2-3 times at recess, (15 minutes) Toe tokens & card punches Toe tokens & card punches


Walk

ing fo

r mile

s

Card

punch


AdditionalAdditional Resources Resources Toe Tokens Toe Tokens www.fitnessfinders.netwww.fitnessfinders.net The cost is $5.95 for 75 tokens. The cost is $5.95 for 75 tokens.

Shipping is around $5-$10. and Shipping is around $5-$10. and the order is received via USP the order is received via USP Ground within 2 days. Ground within 2 days.


Walk along wrist bandsWalk along wrist bands.69 each.69 each


Using TechnologyUsing Technology

Different ways to integrate technology Different ways to integrate technology into your programinto your program


ResourcesResources

ISBN 0-7360-4484-1Pangrazi, RP., Beighle, A., Sidman, C.L., 2003.Pedometer power: 67 lessons for k-12. Champaign, IL: Human Kinetics www.humankinetics.com


http://doncain1.wikispaces.comhttp://doncain1.wikispaces.com

PE Journal 8-04.docPE Journal 8-04.doc

Activities handbook 03-04.docActivities handbook 03-04.doc

activities handbook assignment.docactivities handbook assignment.doc

Personal Fitness Book 8-04 1st 2 9weeks.docPersonal Fitness Book 8-04 1st 2 9weeks.doc

Personal Fitness Book 8-04 after x-mas break.docPersonal Fitness Book 8-04 after x-mas break.doc

Personal Fitness Book.docPersonal Fitness Book.doc

Personal walkikng Book 8-04.docPersonal walkikng Book 8-04.doc

Portfolio handbook.docPortfolio handbook.doc

Locomotor skills handbook 3-5.docLocomotor skills handbook 3-5.doc

Locomotor skills handbook K-2.doc Locomotor skills handbook K-2.doc


www.fitdeck.comwww.fitdeck.com


Questions and Evaluation!Questions and Evaluation!

[email protected] [email protected]

http://doncain1.wikispaces.comhttp://doncain1.wikispaces.com

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