1. Foundations of 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

2. 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

3. 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

4. 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

5. 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

6. Percentage of Schools that Require Physical Education by Grade

7. 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

8. 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

9. 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

10. 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

11. Assessment
Without assessment how would we know whether our participants have achieved anything?

12. Formative Assessment
Evaluates data about participants’ progress throughout the program
Continual assessment of progress
Provides constant feedback of performance

13. 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

14. 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

15. 7 Rationales for Fostering Functional Growth
Action-Centered Programming
Unfamiliar Environment (Stimulate Senses)
Climate of Change (Prob. Solving & Surprise)
Assessment Observations
Supportive Small-Group Development
Focus on Successful Functioning for Everyone
Changes in the Leader’s Role
1) Doing their learning rather than listening to how it is done
2) Stimulate their senses in new and unique situations
Unclear definition of success
Some people may resist - Be Ready!
3) Problem solving in a functional way (Eustress)
Create environments that motivate people to change
4) The greater the lattitude and the higher eustress, the more likely a learner will “project” unique and individual personality aspects into the test situation.
5) Small group-interaction promotes a higher level of emotional safety and support
6) People fail all the time in their lives… Get them to focus on their abilities not their disabilities
7) Be a director then a supporter - you arein a more approachable position to positively influence

16. Planning Your Lessons APPLE LEADERSHIP MODEL
Assess
Plan
Prepare
Lead
Evaluate

17. ASSESS Who Are They? Identify Program Goals... Logistics: Time
Location
# of Leaders
# of Participants

18. PLAN What Will Work? What Will Be Fun?
Does It Align With & Meet Lesson Goals?
Sequence Of Activities:
What Do I Start With?
How Much Time For “Ice-Breakers”?
How Much Time Per Activity?
How Does It Wrap-Up...
What Information Do They Need To Know About You?

19. Goals
Statements of purposes, intents, and aims that reflect desired outcomes/accomplishments
Broad in direction
Long-term outcomes

20. Objectives Derived from goals
Describe learning and what individuals should know, do, or feel
Very specific in nature
Short-term outcomes
Build cumulatively

21. PREPARE Gather Props and Materials Prep Co-Leaders
Have A Back-Up Plan (I.E. Bad Weather)
Check Out The Location Beforehand!

22. LEAD Invite, Don’t Impel (Challenge By Choice)
Discuss a “Full Value Contract”
Set A Tone:
Build Trust
Make People Feel Comfortable
Model Appropriate Behaviors
Use Humor & Fantasy (Increase Fun Factor)
Style:
Clear & Simple
Be Enthusiastic
Communicate (Listen & Respond)
*Empower clients by proactively informing them that they, not you, control a major part of determining the degree of challenge, risk, and competence with which they will engage…
-Could be Full or Partial participation!
-Recognize that the attempt is more important then performance
*Have participants agree to not discount themselves before beginning the experience
-Done to bring out or allay any fears they might of the experience
-Validate their reasons for being involved
-Reduce client passivicity and apathy
-& Motivate participation!
*Use humor and don’t be afraid to make yourself look silly to ease the tension…
*Whatever energy you bring will be exhibited in your participants (If you are boring… they will be boring/ If your first impression is uplifting then they will reciprocate this and uplift you...

23. Establishing Initial Boundaries
Set Parameters Of Acceptable Behavior Early On In A Program or Lesson (Part of Intro.)
Demonstrate By Word & Example That You Will Follow The Guidelines & That You Will Not Allow Anyone To Stray Beyond The Accepted Limits
Know Your Own Boundaries
Deal Only With Topics That You Can Manage Comfortably
Use Your Common Sense
If An Issue Arises That You Cannot Deal With Effectively Seek Out Help & Support

24. Provide Appropriate Challenges Be Creative!
Experiment & Model Risk-Taking
Ask Yourself: Why Am I Doing What I’m Doing? - Have A Good Answer…
Be Prepared To Change Your Plan
Observe & Listen
Most importantly… HAVE FUN!
Remember

25. EVALUATE During The Program:
Monitor The Group & Adjust Activity Selection Accordingly
Debrief When Appropriate
What Is The Group Ready For]
Is It Safe To Discuss
Focus on 1 or 2 Topics (No More)
Ask “What / So What / Now What”
React - Adapt To What Happens With The Group

26. After The Program: What Worked? What Would Have Worked Better?
What Would You Do Differently Next Time?

27. The Purpose & Focus Of Debriefing
Purpose Generates Opportunity For Learning And Creates Meaning From The Experience
Focus On The “Here & Now” - Examine The Direct Group Experience
Open-Ended Debriefs Can Produce Significant Learnings As Long As They Are Relevant & Important
If Group Members Want To Drift Off Track The Leader Needs to Refocus The Group’s Attention
Help Them Understand The Application Of What They Are Learning
Make Connections To Real World Experiences

28. Closure
A Good Ending - “Are There Any Last Thoughts Before We Move On?”
All Issues Don’t Have To Be Resolved
May Need Several Experiences Working Together To Improve On Issues & Learning Interactions
Closure Simply Brings A Safe And Satisfactory Ending, With The Recognition That An Issue Can Be Re-Examined At A Later Time If Necessary & Appropriate

29. 3 LEVELS OF A DEBRIEF 1. Group Level
Group Dynamics Affecting The Group’s Cohesiveness (I.E. Devaluing Behaviors, Sexism, Peer Pressure, Etc.)
Potential To Become Emotional
Promotion of Emotional Intelligence

30. 2. Interpersonal Level
Perceptions That People Have Of Each Other & The Way Those Perceptions Affect People’s Behaviors
Negativism
Acceptance
Trust & Safety
Fear Of Being Judged

31. 3. Intrapersonal Level Perceptions That Individuals Have Of Themselves
Self Recognition Of Fears, Self-Concept, Etc.
Usually Surfaces Unexpectedly During A Debrief

32. OPEN-ENDED QUESTIONS How Did You Feel During The Activity?
What Allowed The Group To Be Successful?
What Just Took Place In This Activity?
*** Start With Broad Questions & See What Emerges That Is Relevant & Worth Discussion
*** Good Leaders Are Like Good Fishermen… Patient & Looking For The Big One!

33. HEADLINERS
Ask Participants To State A Word Or Phrase That Sums Up The Experience For Them
Oftentimes, One-Word Comments Are Easier To Share And Can Be Just As Informative As Longer Statements!
The Thumbs Up Scale...

34. AVOID POINTED QUESTIONS
Did You Succeed At This Task?
Was There Good Communication?
Did Anyone See Examples Of Leadership?
*** All Of These Questions Beg For Yes/No Answers, And That Is Probably What You’ll Get