Presentation on theme: "USING MEASUREMENT AND EVALUATION TO PROMOTE PHYSICAL ACTIVITY"— Presentation transcript:
1 USING MEASUREMENT AND EVALUATION TO PROMOTE PHYSICAL ACTIVITY Alan C. Lacy, Senior Associate DeanCollege of Applied Science and TechnologyIllinois State University
2 Relationship Between Physical Activity and Physical Fitness Physical activity is body movement that is produced by the contraction of skeletal muscle and substantially increases energy expenditure.Physical fitness is the product of physical activity that includes sets of attributes that people have or achieve relating to their ability to perform physical activity.(USDHHS, 1996)
3 Process Versus Product Process of physical activityProduct of physical fitnessSkill related physical fitnessHealth related physical fitnessProduct of skill proficiency
4 Plan the Work, Work the Plan Construction projectsTravel plansWriting projectsTeaching
6 Planning the Work Formulate program standards. Plan the curriculum. Develop unit outcomes and performance-based objectives.
7 NASPE Standards*Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.*From Moving into the Future: National Physical Education Standards (2nd ed.) (2004) published by National Association for Sport and Physical Education.
8 NASPE Standards* (con.) Standard 3: Participates regularly in physical activity.Standard 4: Achieves and maintains a health-enhancing level of physical fitness.*From Moving into the Future: National Physical Education Standards (2nd ed.) (2004) published by National Association for Sport and Physical Education.
9 NASPE Standards* (con.) Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and and/or social interaction.*From Moving into the Future: National Physical Education Standards (2nd ed.) (2004) published by National Association for Sport and Physical Education.
10 Promoting Physical Activity in Each Learning Domain PSYCHOMOTORStandard 1COGNITIVEStandard 2HEALTH-RELATED PHYSICAL FITNESSStandards 3 and 4AFFECTIVEStandards 5 and 6
11 Working the Plan Effectively deliver the program. Teach to the standards.Promote activity in every domain.Use appropriate assessments.
12 Psychomotor Domain (1)Teach skills to encourage “approach tendency” to physical activity.Offer curricular offerings in which students can feel successful.Utilize variety of assessments to provide feedback and motivation.Avoid overemphasis on competition.
13 Health-Related Physical Fitness Domain (3, 4) Emphasis on Process of ActivityUse criterion-referenced standardsAvoid concluding low fitness scores mean that a student is inactive.Work with students assess and encourage activity patterns outside of schoolEmploy self-testing procedures in addition to more formal testing
14 Cognitive Domain (2)Encourage clear understanding of relationship of health fitness and physical activity.Concepts of health fitnessPersonal workout plansRules and strategies of sportsTechniques of various activities
15 Affective Domain (5, 6)Create appropriate atmosphere for learning and enjoyment in class.Consider student input on activities.Encourage students to express feelings about various activities.Recognize linkage of meeting affective goals with success in other domains.
16 Assessment Guidelines Base evaluation on clearly defined educational objectives.Integrate assessment activities into the instructional processUse fitness scores to help students set personal goals and check progress.
17 Assessment Guidelines (con.) Use results of assessment to inform curricular and pedagogical decisions.Base grading on student achievement of objectives.Employ continuous, formative assessment.Use wide variety of assessment techniques.
19 Case Study – Middle School* Daily 55-minute classes35 coed studentsCurriculum has 3-week unitsSmall weight room, gym, ample field space4 physical education instructors*From Lacy, Alan. (2011) Measurement and Evaluation in Physical Education and Exercise Science. Sixth Edition. San Francisco: Benjamin Cummings.
21 ConclusionThe overarching goal of promoting physically active lifestyles should permeate everything that is taught in physical education.Aligning program standards, curricular plans, pedagogical decisions, and assessment activities is crucial to meeting this goal.