KNR 242. Traditionally we have emphasized the product Shift toward emphasizing process There is little correlation between fitness scores and engagement.

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Presentation transcript:

KNR 242

Traditionally we have emphasized the product Shift toward emphasizing process There is little correlation between fitness scores and engagement in physical activity Fitness scores are influenced by many factors that are out of our control Fitness testing should be used for educational purposes not grading

Biological Psychological Social and economic Environmental

Body types: Somatotypes meosmorphs: muscular in appearance endomorphs: soft and round in appearance ectomorphs: thin Somatotype can effect student’s ability to perform motor tasks

This needs to be addressed in physical education with a move toward higher order thinking skills at the secondary level Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

Key at the secondary level in terms of acquiring motor skills Receiving Responding Valuing Organizing Characterizing

Is content specific Fitts & Posner, 1967 Cognitive Stage Motor Stage Autonomous Stage

Knowing individual differences helps teachers individualize instruction. Students in one grade level may be as much as 11 months different in age, not counting older students who have been held back. The trend is toward inclusion and acceptance of all students.

Motor ability factors predispose students to success in different activities (agility, balance, coordination, flexibility, strength, speed). Programs should include a variety of activities so students will find something commensurate with their abilities and be challenged to extend their abilities.

Focus on what students can do. Equal educational opportunities require different treatments to meet differing needs of students.

Choosing teams Elimination games Grading policies

Listen to students. Learn names and pronounce them correctly. Learn about students--cultures, interests. Give leadership opportunities. Provide success in skill performance and fitness activities. Compliment students when deserved and appropriate.

Modify activities. Emphasize cooperation. Capitalize on students' strengths.