Objectives for Education and the Fields

Goals Statements of purposes, intents, and aims that reflect desired accomplishments Broad in direction Usually 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

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

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