Foundations of PE

• Only field that helps students develop their motor skills

• Primary field that helps students interact and learn cooperation, appropriate behavior, and social responsibility

• Primary field that develops wellness

Physical Education Public Information Project (PEPI)

• Describes the significant contribution PE can make to overall education– PE is health insurance– PE contributes to academic achievement– PE provides skills and experiences that can last

a lifetime– PE helps develop a positive self-image– PE teaches cooperation with others

NASPE’s Definition of a Physically Educated Person

• HAS learned skills necessary to perform a variety of physical activities

• IS physically fit• DOES participate regularly in P.A.• KNOWS the implications & benefits from

physical activity involvement• VALUES P.A. & its contributions to a

healthful lifestyle

Content Standards in PE

• Demonstrates competency in many movement forms and proficiency in a few

• Applies movement concepts & principles to the learning & development of motor skills

• Exhibits a physically active lifestyle• Achieves & maintains a health-enhancing

level of physical fitness

• Demostrates responsible personal & social behavior in P.A. settings

• Demo’s understanding and respect for differences among people in P.A. settings

• Understands that P.A. provides opportunities for enjoyment, challenge, self-expression, & social interaction

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K 1 2 3 4 5 6 7 8 9 10 11 12

Percentage of Schools that Require Physical Education by Grade

Cognitive Domain of Learning

• Concerned with the acquisition of knowledge & the development of intellectual skills– Knowledge-bringing to mind appropriate info.– Comprehension-grasp the meaning of material– Application-use & apply info. in new situations– Analysis-relationships between pieces of info.– Synthesis-creatively produce new structures– Evaluation-judge value of ideas/concepts based on

some kind of criteria or standard

Affective Domain of Learning

• Receiving-sensitivity to events (listening)

• Responding-sharing thoughts & ideas

• Valuing-appreciation of people & events

• Organizing-interrelationship among values

• Character-internalized values and behavior is appropriate

Affective Domain & Social Development

• Feelings of belonging, recognition, & respect for self and others

• Team-work, compete fairly, accept social responsibility, & respect the rights feelings of others (good citizenship)

• Promote positive self-concept & self-esteem

Psychomotor Domain of Learning

• Reflex movements-little or no conscious volition in response to stimuli

• Fundamental movements-the basics• Perceptual ability-interprets stimuli so adjustments

(auditory, visual, tactile, kinesthetic) can be made• Physical ability-efficiently functioning body

(endurance, strength, agility, flex.)

• Skilled movements-complex movement tasks that have be mastered

• Nondiscursive communication-movement expressions that communicate a message or artform

Assessment

• Without assessment how would we know whether our participants have achieved anything?

Formative Assessment

• Evaluates data about participants’ progress throughout the program

• Continual assessment of progress

• Provides constant feedback of performance

Summative Assessment

• Occurs at the conclusion of a program• Can focus on product or process• Can use Norm-referenced tests-compare

performance to a standard or population with similar characteristics

• Can use Criterion-referenced tests-compares performance to a predetermined criteria

Authentic Assessment

• Assessment takes place in a realistic situation as opposed to an artificial or contrived setting often associated with traditional assessment approaches

• I.E. Self-Assessment

• I.E. Peer-Assessment

• I.E. Subjective analysis

7 Rationales for Fostering 7 Rationales for Fostering Functional GrowthFunctional Growth

• Action-Centered Programming

• Unfamiliar Environment (Stimulate Senses)

• Climate of Change (Prob. Solving & Surprise)

• Assessment Observations

• Supportive Small-Group Development

• Focus on Successful Functioning for Everyone

• Changes in the Leader’s Role

Planning Your Lessons

APPLE LEADERSHIP MODEL

Assess

Plan

Prepare

Lead

Evaluate

ASSESS

• Who Are They?

• Identify Program Goals...

• Logistics:– Time

– Location

– # of Leaders

– # of Participants

PLAN

• What Will Work?

• What Will Be Fun?

• Does It Align With & Meet Lesson Goals?

• Sequence Of Activities:

– What Do I Start With?

– How Much Time For “Ice-Breakers”?

– How Much Time Per Activity?

– How Does It Wrap-Up...

• What Information Do They Need To Know About You?

Goals

• Statements of purposes, intents, and aims that reflect desired outcomes/accomplishments

• Broad in direction

• Long-term outcomes

Objectives

• Derived from goals

• Describe learning and what individuals should know, do, or feel

• Very specific in nature

• Short-term outcomes

• Build cumulatively

PREPARE

• Gather Props and Materials

• Prep Co-Leaders

• Have A Back-Up Plan (I.E. Bad Weather)

• Check Out The Location Beforehand!

LEAD• Invite, Don’t Impel (Challenge By Choice)

• Discuss a “Full Value Contract”

• Set A Tone:

– Build Trust

– Make People Feel Comfortable

– Model Appropriate Behaviors

– Use Humor & Fantasy (Increase Fun Factor)

• Style:

– Clear & Simple

– Be Enthusiastic

– Communicate (Listen & Respond)

• Establishing Initial Boundaries– Set Parameters Of Acceptable Behavior Early On In A Program

or Lesson (Part of Intro.)– Demonstrate By Word & Example That You Will Follow The

Guidelines & That You Will Not Allow Anyone To Stray Beyond The Accepted Limits

– Know Your Own Boundaries• Deal Only With Topics That You Can Manage Comfortably• Use Your Common Sense• If An Issue Arises That You Cannot Deal With Effectively

Seek Out Help & Support

• Provide Appropriate Challenges

• Be Creative!

• Experiment & Model Risk-Taking

• Ask Yourself: Why Am I Doing What I’m Doing? - Have A Good Answer…

• Be Prepared To Change Your Plan

• Observe & Listen

• Most importantly… HAVE FUN!

EVALUATE

• During The Program:– Monitor The Group & Adjust Activity

Selection Accordingly– Debrief When Appropriate

• What Is The Group Ready For]

• Is It Safe To Discuss

• Focus on 1 or 2 Topics (No More)

• Ask “What / So What / Now What”

• React - Adapt To What Happens With The Group

• After The Program:– What Worked?– What Would Have Worked Better?– What Would You Do Differently Next

Time?

• The Purpose & Focus Of DebriefingThe Purpose & Focus Of Debriefing– Purpose Generates Opportunity For Learning And

Creates Meaning From The Experience

– Focus On The “Here & Now” - Examine The Direct Group Experience

– Open-Ended Debriefs Can Produce Significant Learnings As Long As They Are Relevant & Important

• If Group Members Want To Drift Off Track The Leader Needs to Refocus The Group’s Attention

– Help Them Understand The Application Of What They Are Learning

• Make Connections To Real World Experiences

• ClosureClosure– A Good Ending - “Are There Any Last Thoughts

Before We Move On?”

– All Issues Don’t Have To Be Resolved

• May Need Several Experiences Working Together To Improve On Issues & Learning Interactions

• Closure Simply Brings A Safe And Satisfactory Ending, With The Recognition That An Issue Can Be Re-Examined At A Later Time If Necessary & Appropriate

3 LEVELS OF A DEBRIEF3 LEVELS OF A DEBRIEF

• 1. Group Level

– Group Dynamics Affecting The Group’s Cohesiveness (I.E. Devaluing Behaviors, Sexism, Peer Pressure, Etc.)

– Potential To Become Emotional

• Promotion of Emotional Intelligence

• 2. Interpersonal Level

– Perceptions That People Have Of Each Other & The Way Those Perceptions Affect People’s Behaviors• Negativism• Acceptance• Trust & Safety• Fear Of Being Judged

• 3. Intrapersonal Level– Perceptions That Individuals Have Of

Themselves• Self Recognition Of Fears, Self-Concept, Etc.

• Usually Surfaces Unexpectedly During A Debrief

OPEN-ENDED QUESTIONSOPEN-ENDED QUESTIONS

• How Did You Feel During The Activity?

• What Allowed The Group To Be Successful?

• What Just Took Place In This Activity?

– *** Start With Broad Questions & See What Emerges That Is Relevant & Worth Discussion

– *** Good Leaders Are Like Good Fishermen… Patient & Looking For The Big One!

HEADLINERSHEADLINERS

• Ask Participants To State A Word Or Phrase That Sums Up The Experience For Them– Oftentimes, One-Word Comments Are Easier

To Share And Can Be Just As Informative As Longer Statements!

– The Thumbs Up Scale...

AVOID POINTED QUESTIONSAVOID POINTED QUESTIONS

• Did You Succeed At This Task?

• Was There Good Communication?

• Did Anyone See Examples Of Leadership?

– *** All Of These Questions Beg For Yes/No Answers, And That Is

Probably What You’ll Get