… TO TEACH OUTSTANDING TEACHERS ENGAGE YOUNGSTERS, INTERACT WITH THEM, DRAW ENERGY AND DIRECTION FROM THEM, & FIND WAYS TO GIVE THEM A REASON TO FOLLOW ALONG

From The Old To The New… Traditional Programs zWaiting turns zLong roll call zTeam sports – large group format zMulti-activity format (short units do not provide adequate time for many students to gain a confidence- building level of competence in any activity) Lessons in “New P.E.” zHave a clear instructional purpose (i.e., essential content) zContent selection, management protocols & instruction should aim toward increasing activity and learning engagement time zSmall-sided teams zEquipment for all students zChoices of activities with differing levels of difficulty & intensity zAssess student learning

Developmentally Appropriate or Best Practices zEquipment - varied by texture, weight, size, color zMaximizes time-on-task zProvides sufficient challenges/success for all students  Logically sequenced content zNon-gender biased Incorporates best practices: zScaffolding zPinpointing zFeedback zFocus Skill or Concept zSkill Progressions zContextual Variability zSet Induction/Closure

Criteria for Learning Experiences: lessons should… zdevelop essential content through a series of instructional tasks zhave potential to improve the motor skills; conceptual understanding; or social-emotional attributes zprovide maximal activity or practice time for all at an appropriate level of difficulty (i.e., individualize/differentiate) zreinforce fitness concepts & contribute to fitness development zand……?

The Movement Framework – Elementary PE 101 zBody Awareness:  Locomotor Skills  Manipulative Skills  Stability Skills z Spatial Awareness:  Directions  Pathways  Levels  Range of Movement z Effort Awareness:  Qualities/Dynamics of Movement z Relationship Awareness:  Following/Leading  Under/Over  On/Off  Etc.

zSKILLS & MOVEMENT CONCEPTS can be taught…..  Alone and in combination  Individually & in small groups  Within the context of a games, dance or gymnastics lesson The Movement Framework – The Foundation of All Lessons

An Example of Standards Based Instruction in Elementary P.E. zPzPDE A. Recognize and use basic movement skills and concepts. VVerbs: recognize; use NNouns: movement skills; concepts Essential Questions: 1.What is a movement skill? 2.What is a movement concept? Answers = Essential Content of a lesson

Essential Content (EC) zAnswers: zMovement concepts are:  The elements of space, effort & relationships zMovement skills are:  The manipulative, locomotor & stability movement skills There are several manipulative skills that constitute EC. One manipulative skill is BOUNCING. The EC specific bouncing could be specified as: Bouncing is a manipulative skill performed in many types of activities/games Bouncing is a serial skill Bouncing can be performed stationary or on-the-move

Behavioral Objective EC = Bouncing is a manipulative skill performed in many types of activities & games Psychomotor Objective therefore = Students will use the manipulative skill of bouncing within a variety of practice situations as assessed by the teacher checklist. Assessment: Teacher Checklist…refer to handout

Secondary P.E. Content…an example z C Identify and apply strategies for skill improvement.  Verbs: identify; apply  Nouns: strategies; skill; improvement Essential Questions: 1. What is a skill? 2. What are strategies that aid skill improvement? Answers = EC Skill = A sequence of actions resulting in a purposeful movement. Skills are described by specific critical elements as well phases, i.e, the preparation, execution and follow-through phase Types of Skills = open; closed; discrete, serial, continuous; externally paced, internally paced; fine or gross motor Strategy = a principle or set of guidelines that aid in developing a motor skill such as whole or part practice; variable practice conditions; mass/distributed practice

Essential Content & Behavioral Objective…a sample Essential Content: Variable practice conditions Behavioral Objective: Students will participate in several activities and determine which activities applied the strategy of variable practice. Assessment: Formative – Students will use a teacher- designed taskcard describing practice scenarios in which they will physically participate. Students will then decide which activities applied variability of practice.

Lesson Progressions zPractice parts of a skill; then whole zModify equipment zVary spatial arrangement zVery the focus – goal oriented or process oriented zNo. of people involved zNumber of combined skills or actions

Lesson Progressions linked to… Conditions of Performance zLess Difficult  Low speed  Low force  Stationary sender  Stationary receiver  Movement forward  Medium level of trajectory z More Difficult  High speed  High force  Moving sender  Moving receiver  Movement backward or sideways  High or low level of trajectory

Instructional Task Design zRemember…  Informing Task  Extending Task  Refining Task  Application Task zShould you go from an informing task directly to an application task? Refer to handout…..