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.

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

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

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

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

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

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

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

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

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

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Writing Performance Objectives Cognitive--learning and application of knowledge Psychomotor--learning physical skills Affective--interests, attitudes, appreciations, values

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

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

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

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Writing Affective Objectives Attitudes, appreciations, and values cannot be measured directly but must be inferred by student behaviors.

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

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

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

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

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Analyzing and Developing Motor Skill Content 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.

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Analyzing and Developing Motor Skill Content 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.

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

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

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

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

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