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Online Physical Education (Are you kidding me?) Providing physical education and choice fitness opportunities for students where they live!

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Presentation on theme: "Online Physical Education (Are you kidding me?) Providing physical education and choice fitness opportunities for students where they live!"— Presentation transcript:

1 Online Physical Education (Are you kidding me?) Providing physical education and choice fitness opportunities for students where they live!

2 Presentation Overview 1.Historical perspective 2.Course creation 3.Current status of course 4.Future

3 Testimonials This course allows me to take more classes (full schedule) during the day then exercise afterschool MMU Student Mike Weston, MMU Principal When Kathy & the PE/Health Department came to me with this idea I was ecstatic! This class allows MMU students to experience a quality online class led by a teacher in the building who is there to help out whenever and however it is needed. This course allows me to participate more in the community by having time for extracurricular activities.MMU Student This course helped me prepare for a hiking trip in equator as well as helping me understand how to maintain a healthy lifestyle.

4 Where did this idea come from? 1.BYU credit--School Board acceptance of program credits did not discriminate between quality programs 2.Family-school partnerships overseen by administrators 3.A need for “alternative pathways” to graduation 4.Connecting this generation’s everyday use of technology and physical activity Allows MMU PE teachers to keep students in quality PE classes

5 Why students would rather take an online class? ●Schedule conflicts--AP’s, Honors, Arts etc. ●Not interested in current PE offerings ●Need the time to work a job ●Not comfortable working out with others in a class, sometimes a bit self-conscious

6 What does the research say about motivation and learning?

7 What else does the research say? Technology for Tomorrow’s Teachers: JOPERD Editorial Article March 2014 ● Technology, pedagogy and concept knowledge model ● Recommends the use of fitbit flex in technology

8 What was created? Online Physical Education: Personal Motivation

9 Course Description

10 What does the class look like? ●60 hours=½ credit, 15 weeks o 15 hours are assignment hours (50% of grade)-- approximately 1 hour per week o 45 hours are activity hours (40% of grade)-- approximately 3 hours/wk o remaining 10% of grade--progress to SMART goal

11 How are assignments and workouts recorded? ●MMU uses SchoologySchoology ●Weekly assignments ●Google spreadsheet to record weekly workouts

12 How is fitness recorded? ●Students issued a fitbit (initially) o collects data including very active minutes o total steps o % toward goal o sleep patterns o phone app and website support ●Activity connected to SMART goal through google spreadsheet

13 What is required for assignments? 15 weeks = 15 assignments The first 7 assignments are: o 5 components of fitness o SMART goal o nutrition The remaining 8 assignments are “choice based” and focus on fitness-related research.

14 What is required for a workout? Link to weekly workout templatetemplate Some of the student’s SMART goals: By the end of the semester I will……. *Run 2 miles in 15 minutes *run a 5K road race in under 30 minutes *work through a dance routine for 50 minutes without fatigue *50 push ups without stopping *run a 6 minute mile *swim 50 laps of freestyle crawl in under an hour *run 10 miles without stopping, preparing for military boot camp physical fitness tests *hike a 30 minute hiking trail without stopping *hike Mt. Mansfield with a lb pack *use long/skate boarding to train for snowboarding

15 How has this course progressed? First Year ( ) September:The course had enough for 2 sections (57 students) o Fall--30 students o Spring-27 students October: Quarter 1, half the students FAILING! Semester 2: New group of students, purchased and issued Fitbits to students to track activity End of the year: Student Services Department scheduled seriously motivated students to sign up Second Year ( ) September: 1 section only in the fall, 20 students October: Quarter 1, only 2 failing.

16 Why were they failing? ●Seen as “easy PE credit”, not ready to do the work ●Demands of an online vs traditional class, no one to “answer to” ●Trouble scheduling workouts or completing assignments in a timely, regular manner ●No face-to-face interaction to clarify assignments or answer questions

17 Adjustments made 1.In year 1, created a flex class--”restart button” for failing students after quarter 1. (Work to be completed quarter 2 and 3) 1.Edited syllabus to clearly state the late assignment and late workout out log guidelines 2.Implemented a mandatory face-to-face meeting at the beginning of each new semester. 3.Fitbits not mandatory Still learning...still making adjustments!

18 Concerns as a teacher? ●PE from behind a screen? ●Is this where the future is headed? Guidelines developed o Only two sections, maximum o Student Services Department schedule students who have proven success in the classroom o Seniors fall semester only-not to jeopardize graduation ●What about around 24/7 questions? o Use planning time for student grading, comments, s to students. o Let students know your availability for face to face time.

19 Future of the class Pro’s ● Students going beyond required credits, taking elective credit? ● Keeping MMU students at MMU! ● Earned Credit from a quality program Con’s ● Honor system--are students really doing what they say they are doing? ● New name? ● Relying on technology to track fitness ● Fitbit limitations

20 Questions? and.. Thank you!


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