Performance Objectives and Content Analysis Chapter 8 (c) 2007 McGraw-Hill Higher Education. All...

Performance Objectives and Content Analysis

Chapter 8

(c) 2007 McGraw-Hill Higher Education. All rights reserved.


The Physical Education Content Standards

• NASPE created a Standards and Assessment Task Force to develop content standards for physical education.

• Their work paralleled the work of a national council, established as a result of the Goals 2000: Educate America Act, designed to help professional organizations develop standards.


Content Standards and Performance Standards

• Content standards–describe the knowledge and skills of the discipline

• Performance standards–specify "how good is good enough.” They are used both for student assessment and for evaluating programs.

• Performance benchmarks–describe the progress that should occur as students move toward a performance standard.


Objectives

• Relatively specific outcomes of instruction that can be achieved within a short period of time, such as in a unit or lesson

• Derived from content standards, they serve as stepping stones toward achievement of the standards.


Examples of Unit Objectives

– Students will perform the forearm pass, set, spike, and overhand serve in 6-player volleyball games with reasonable success.

– Students will write individualized fitness plans to develop cardiovascular endurance.


Instructional Objectives

• Performance objective–statement of an attainable outcome, stated with enough specificity to identify what learners will do or produce, or what characteristics they will possess at the end of instruction. – Example: The student will serve 3 out of 5 balls

into the opposite service court using correct form while standing behind the service line on the left service court during a skills test


Essential Components of Performance Objectives

• An observable student behavior (what the learner will do after instruction)

• Conditions under which the learner will perform the task

• Criteria for successful performance


Avoid specifying false situations

• Indicate only those items that will impact the quality of the performance

• Examples:– Size and weight of the equipment– Size of the field or court– Number of people on the team or in the

group– Game play vs. skill test


Criteria

• Objectives can specify process criteria– Example: correct form

• Objectives can specify product criteria– Example: 3 out of 5

• Objectives can specify both process and product criteria– Example: 3 out of 5 using correct form

• Specifying product without process can be problematic


Advantages of Performance Objectives

• Provide criteria for selecting and organizing instructional content and activities into meaningful sequences and choosing appropriate assessment techniques

• Tell parents, administrators, students, or teachers exactly what is to be accomplished and how it will be assessed.

• Increase teacher accountability • Increase student motivation


Concerns about Performance Objectives

• Takes too much time to write objectives• Tendency to omit objectives that can't be easily

written or assessed• Prevents teachers from taking advantage of the

“teaching moment”• Limits innovation• Difficult to specify measurable student behaviors in

fields such as dance• Dehumanizes learning


Writing Performance Objectives

• Cognitive--learning and application of knowledge

• Psychomotor--learning physical skills

• Affective--interests, attitudes, appreciations, values


Verbs must describe observable learner behavior.

• Examples of verbs that can’t be observed– Comprehend– Understand– Know or have knowledge of

• Examples of observable verbs– Identify– Demonstrate– Serve– Run– Explain


Writing Cognitive and Psychomotor Objectives

• Closed objectives demand a single correct response.

• With open objectives, each learner can have a different response and yet meet the behavior specified.


Steps in Writing Performance Objectives

• Define the area of instruction.• Define what the student will be able to do

at the conclusion of instruction.• Describe the conditions under which the

student's performance will be evaluated.• Specify the criteria for acceptable

performance.• Evaluate the objectives.


Writing Affective Objectives

• Attitudes, appreciations, and values cannot be measured directly but must be inferred by student behaviors.


Steps in Writing Affective Objectives

• Describe the attitude students should acquire--interests, desires, or appreciations.

• List specific approach or avoidance behaviors.

• Describe conditions under which the approach or avoidance behaviors will occur--must allow free choice.

• Specify the criteria under which the approach and avoidance behaviors will occur--how well, how often, or how much of the behavior must occur.

• Evaluate the objectives.


Approach or Avoidance Behaviors

• Approach behaviors bring students closer to the subject

• Avoidance behaviors lead students away from the subject

• Eliminate activities that cannot be directly or indirectly observed.

• Eliminate uncommon or inappropriate activities.


Rink’s Content Analysis and Development Model

• Sequencing learning experiences for skills within a lesson or lessons and within a unit or curriculum, beginning with less difficult or less complex skills or concepts, gradually adding difficulty and complexity


Analyzing and Developing Motor Skill Content

• What does it mean to be skilled with this content?--deals with student ability to use the skill to accomplish its purpose; effectiveness

• Extensions--changing or manipulating the difficulty or complexity of the skill by adapting equipment, instruction, spatial arrangements, players, desired outcomes, game play or performance



• What does a skilled performer look like?--deals with performance quality or efficiency. The performance should be mechanically correct for the performer and situation.

• Refinement--qualities that clarify performance expectations, usually used as teaching, evaluation, and feedback cues.



• What must the performer do to adjust to the conditions of the game or event?

• Application--use of the skill in a self-testing, competitive, or performance setting congruent with the student's level of performance and the skill.

• Application activities should occur throughout skill learning.


Analyzing and Developing Content for Closed Skills

• Closed skills are done in a relatively stable environment.

• Skill fixation is the goal. Learning involves focusing on identical elements in the body and environment and striving for consistent execution.

• Some closed skills must adapt to different conditions; others to different environments.


Analyzing and Developing Content for Open Skills

• Open skills occur in unpredictable environments in which players and objects move through space. Adjustments must be made in speed, timing, and space.

• Skill diversification is required to meet the multitude of environmental conditions.

• To develop extension activities for open skills, teachers must identify skill responses and decisions required in game play.


Practicing Open Skills

• Practice must include a variety of situations.

• Teachers are responsible for safe, successful practice conditions and must keep students from developing bad habits such as:– Practicing parts of skills too long

– Practicing open skills too long as closed skills

– Using equipment modifications too long


Analyzing and Developing Content for Games Skills

• Stage 1--ability to control the object• Stage 2--combining skills; adding rules; controlling

objects in simple game-like play• Stage 3--using skills with simple offensive and

defensive strategies in modified games• Stage 4--sport games, modified to keep play

continuous, including specialized player positions, rules, penalties, scoring, and out-of-bounds plays


Performance Objectives and Content Analysis

Chapter 8


Performance Objectives and Content Analysis Chapter 8 (c) 2007 McGraw-Hill Higher Education. All...

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