Annual Assessment Report - William Woods University...bibliography on current topics in Sport Psychology, conduct a qualitative study, a quantitative study, and research and present

Annual

Assessment

Report Physical Education BS, Secondary Education

Certification

Timothy Hanrahan, PhD Assistant Professor, Physical Education

Program Mission: The physical education major is designed to prepare students for the

role of teaching physical education in the elementary and/or secondary school setting.

Students take courses in the physical education major, as well as courses in the education

department. Students must complete their student teaching requirements, as well as pass

the State of Missouri’s teacher certification tests

Annual Assessment Report

Program Profile

2012-2013 2013-2014

Majors (on campus) 28 31

Majors (off campus)

Concentrations (Add Rows

if needed)

NA NA

Full Time Faculty 1

Part Time Faculty

Combine all major students. If your discipline has a secondary education certification component, you

will need to indicate that in the title of this report unless you are submitting a separate report for the

education component.

*If your discipline is a major with one or multiple concentrations, that information needs to be

included as separate content. Report the number of declared students by concentration and each

concentration will need a separate assessment section.

Program Delivery (HLC 3A3)

Traditional on-campus: Yes

Online Program 2 classes

Evening Cohort 1 class

Analysis: Goals are always to increase numbers, but we are satisfied with making sure that we do not lose

numbers. Most students know from the time they are freshmen that they want to become

teachers. Right now, it is difficult to track the Secondary Education majors from Freshman year

onward because students need to declare only one major, and Secondary students see

themselves as subject area majors first. In general, our numbers in Secondary Education have

stayed the same for the last 3 years. We lose a couple of students from Freshman year to Senior

year because they are unable to pass the general education and/or culminating pedagogy

assessment required by the Missouri Department of Elementary and Secondary Education. The

actual time to degree fits and are reflects the program’s expected and advertised time although

expert advising is needed in the case of transfer students. Beginning next academic year, new

certification requirements as required by Missouri DESE will go into place. This will require

expert advising of all Secondary certification students.

Outside Accreditation:

All Education certification programs are accredited by the Missouri Department of Elementary

and Secondary Education. Data uploads are required yearly.

Program Objectives:

Objective 1. Content knowledge and perspectives aligned with appropriate instruction.

Objective 2. Understanding and encouraging student learning, growth, and development.

Objective 3. Implementing the curriculum.

Objective 4. Teach critical thinking.

Objective 5. Creating a positive classroom learning environment.

Objective 6. Utilizing effective communication.

Objective 7. Use of student assessment data to analyze and modify instruction.

Objective 8. Professional practice.

Objective 9. Professional collaboration.

Program Objectives Matrix (from most recent Assessment Plan)

Obj. 1 Obj. 2 Obj. 3 Obj. 4 Obj. 5 Obj. 6 Obj. 7 Obj. 8 Obj. 9

EDU201 IR

EDU211 IRMA

EDU231 R

EDU250 R I

EDU291 I I

EDU292 I I

EDU392 IR

EDU422 IRMA

EDU453 IR MA

EDU492

EDU499 IRMA

PSY316 IRM

PSY221 I

PED418 IA RM RMA

ATR100 I

ATR230 IRM R

PED104 IRMA

PED205 IA

PED207 IA RM R RMA R

PED208 IA RM R RMA R

PED215 IRMA R R

PED220 I

PED221 RMA

PED308 I IR

PED309 I IR

PED321 RMA

PED350 IA RM R RMA

PED405 IRM IRMA

PSY401 IRMA RMA R RMA

I=Introduced R= Reinforced M=Mastered A=Assessed

Assessment of Program Objectives

Objective 1

Content knowledge and perspectives aligned with appropriate instruction.

Methods Methods Portfolio

Benchmark 70% or higher.

Data Collected

(course specific)

Students were asked to create 8 portfolio assignments for each methods

class (elementary, secondary, and adapted physical education). These tasks

encompass all physical education content and education content and asks

students to take cognitive knowledge and apply it to real world experiences.

This final lesson plan encompassed all eight of the portfolio pieces that

address this objective.

Data Collected

(Assessment Day)

Praxis: 4 passed, 1 failed

Results/Outcomes Students were asked to use all eight of these components that you see here

in this document, and answer questions that were physical education

specific. 25/27 scored an average of 70% or higher in the Adapted Physical

Education class, Secondary Methods class, and Elementary Methods class.

Proposed changes

to the assessment

process

With the new MEGA assessments, I have determined that one assignment,

the culminating teacher lesson plan, will suffice instead of collecting data on

all 8 pieces, although students will have access to it.

Budget needs

related to the

objective?

N/A

Objective 2

Understanding and Encouraging Student Learning, Growth and

Development.

Methods PED 350 – Portfolio 8 Unit Plan Assignment

Benchmark 70% or above on rubric

Data Collected

(course specific)

In Adapted Physical Education, students create a 5 lesson plan unit on a

targeted activity that was designed to help students with specific

disabilities. Using content from the entire course, they put together all

this information into this culminating project. 10/12 scored 70% or higher

on this assignment.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Explain the activities used out of class for assessment of the objective.

Identify the total number of students in the assessment and how the

information is collected.

Results/Outcomes Some of the students did not do well on previous pieces, causing them to

score low on this one as well. Overall, students did a very nice job of

learning the components. When I took over the program, it was clear that

we did not have the basic motor learning components to help make this

process work. We have added new matrixes and new components to PED

215 to make this not happen again.

Proposed changes

to the assessment

process

No. The process is good, just need to get it on TK 20.

Budget needs

related to the

objective?

N/A

Objective 3 Implementing the curriculum.

Methods Task portfolio during student teaching

Benchmark Pass external review of Task portfolio after student teaching

Data Collected

(course specific)

During the spring semester, students were asked to turn in Task 1-4 to

me for grading during their student teaching. The grades were given then

to Shari Means and logged as part of her grade for Seminar class. All

students averaged a 2 or higher on every component for all 4 tasks. 6

students completed these tasks from the PE department.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Students presented these tasks as part of Senior Achievement day. This

grade was linked to Shari Mean’s Seminar class.

Results/Outcomes In my estimate and for this being the first time that this had been done, I

thought the student’s did very well and had many activities and

experiences to talk about.

Proposed changes

to the assessment

process

None at this time. The process was solid, just needs to be done over and

over again so we are used to it.

Budget needs

related to the

objective?

Money to receive training for these components and professional

development from DESE on what and how to grade these more

effectively.

Objective 4 Teaching for critical thinking.

Methods 4 part portfolio in Sport Psychology

Benchmark 70 % average on all four assignments

Data Collected

(course specific)

There were 2 PE majors this semester. Both scored above a 70% average

on these assignments, as indicated on Appendix C.

In this assessment, students were asked to create an annotated

bibliography on current topics in Sport Psychology, conduct a qualitative

study, a quantitative study, and research and present on a current topic

in Sport Psychology. These projects are part of the regular class load.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Praxis Exam: Passed by 4 students and failed by 1. Competency in Sport

Psychology was high.

Results/Outcomes Students gained both practical experience in the ways of learning how to

do research, collect data, and provide an evaluation of how the program

is doing. Students spoke very highly of how this helped them apply

theory in practical ways and enjoyed the activities. Their grades were

very good and this was a very practical way to collect data.

Proposed changes

to the assessment

process

In order to help the process of collecting data for TK20 next semester, I

am choosing only one of the portfolio pieces in order to make the

submission process easier. PED students will submit only portfolio

assignment 3 to TK20 and it will be graded using TK20 rubric.

Budget needs

related to the

objective?

If you are giving money, I will take it! I would love to be able to have

them run a real study in which we could give gift cards to students for

taking the online survey.

Objective 5 Creating a positive classroom learning environment.

Methods PED 350: Portfolio 4 assignment (used this spring)

PED 207: Portfolio 5 assignment

PED 418: Portfolio 4 assignment

Benchmark 70% on rubric

Data Collected

(course specific)

Students are asked in each class to create an Applied Behavior Analysis

(ABA) to the specific age range of the class in order to create classroom

rules, theory of reinforcement, and then use this in their final unit plans

during mock teaching. This assignment forces them to achieve Objective

five. 10/12 students scored 70% or above. Shown as Appendix B

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Explain the activities used out of class for assessment of the objective.

Identify the total number of students in the assessment and how the

information is collected.

Results/Outcomes Students were able to really focus on the incorporating both the

psychological and educational theories of a child’s behavior and how

they would then make this practical in the real classroom. It was a good

assignment.

Proposed changes

to the assessment

process

None, just put on TK 20 for each class.

Budget needs

related to the

objective?

No

Objective 6 Utilizing effective communication.

Methods

Benchmark

Data Collected

(course specific)

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Results/Outcomes

Proposed changes

to the assessment

process

Budget needs

related to the

objective?

Commented [HTR1]: Waiting on Ed. Data.

Objective 7 Use of student assessment data to analyze and modify instruction.

Methods Creation of Subjective Test

Benchmark 70% on Rubric

Data Collected

(course specific)

Students were asked to create a subjective test that contained 30

questions using various question methods that were linked to multiple

deconstructed objectives. Activity Rubric in Appendix D.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

4 out of 5 students passed the PRAXIS Exam covering this component

Results/Outcomes 2/3 students were successful in reaching a 70% on the assignment.

Proposed changes

to the assessment

process

None

Budget needs

related to the

objective?

N/A

Objective 8 Professional Practice.

Methods

Benchmark

Data Collected

(course specific)

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Results/Outcomes

Proposed changes

to the assessment

process

Budget needs

related to the

objective?

Commented [HTR2]: Waiting on Ed. Data

Objective 9 Professional collaboration.

Methods

Benchmark

Data Collected

(course specific)

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Results/Outcomes

Proposed changes

to the assessment

process

Budget needs

related to the

objective?

Attach Rubrics and or other explanatory documents pertaining to program assessment discussed in the

chart to the report (portfolio guidelines, assignment sheet)

Commented [HTR3]: Waiting on Ed. Data.

Analysis of Assessment: I did not understand the process at the beginning of this year or who was in charge of this process when I

first was hired. Mr. Lungstrum had told me that the education department had always done it and my

predecessor Dr. Friedrich had left nothing on the topics.

In my haste to do this during Christmas, I was not able to set up the portfolio pieces on TK20 yet because I

had not been trained or shown how to do this, and I still haven’t been. After looking at the test results from

my four students that passed the Praxis on their first tries, I was able to see what we are teaching well and

what needs to be increased from the one that failed.

The real data I received was in the field this semester. Prior to hiring, students had been taught their

methods classes in a classroom setting and had not been asked to actually learn procedures for gyms,

practice on young people prior to student teaching, or create portfolio pieces that were related to the Tasks

they would be asked to do in the PE department. They were exposed in their student teaching because they

could not bring anything new to the classroom and did not know how to actually develop activities, link

objectives, etc. It has been hard playing catch up. I am hoping using these new portfolio pieces will allow for

this to happen better now and that I can keep track of each student as they go throughout the entire

program.

Analysis of the Assessment Process (Empirical & Non-Empirical) (HLC4B3) Data was empirical and collected from rubrics that were created by myself and students were graded

by those rubrics (Appendix A-D). Final data collection was based on whether or not students were over

70%. Data on the other objectives were collected by the Education Department. The outside assessment

was a non-biased assessment which is the PRAXIS II Content Knowledge test. Students must pass this

is order to gain entry into student teaching and be hired as a teacher.

Program Changes Based on Assessment: Since taking over the program at the beginning of the year, I have employed many changes to our

assessment protocols as well as how we collect data on our program in the coming years. Because of

the many changing aspects of DESE, I have employed a new assessment window internally in order to

meet the need for the changing MEGA assessment that will replace the Praxis.

During the two year cycle, data will be collected on all PED classes that are assessed under the new 13

competencies of the MEGA assessment. During each class that is given in the PED program that has

physical education majors in it, an artifact from each course will be uploaded to myself and graded

using a rubric. This will be used in order to gauge whether the competency for that class has been

achieved. In all, a student will submit 13 portfolio tasks to myself. This will be then given to students

and they will keep this digital portfolio. During Senior Assessment Days, they will present this

portfolio and demonstrate whether or not they are ready to take the MEGA content assessment.

At the end of the students’ career, they will also take the MEGA assessment and that data will be sent

directly to the University and used to compare the effectiveness of our portfolio assignments and

whether or not on a yearly basis these areas are being covered effectively.

Through the education department, students will also be collecting information on the Four Tasks

during student teaching for that portfolio. In essence, students are being assessed throughout both their

content and student teaching experience.

****I also think that this should become a project linked directly to the new MEGA content

standards and not the MSIP standards for the basis of this report and that all students in each of the

secondary fields should be separated from the education department for the basis of this report.

They can measure students based on the 9 MSIP standards like we are now using only education

classes and then the PE report can comprise the 13 MEGA content standards. This way we have two

places to collect classroom data and then an outside review of the new Pierson test.

General Education Assessment:

Communication- Students will transmit information effectively in written or spoken form.

The communication GE requirement serves as the foundation for all of my physical education

majors. Written and verbal communication skills are necessary for the practice of being a

teacher, and therefor are used on a daily basis. Students enhance written communication skills

in each course through reflective writing and research papers specifically using APA format.

Students also deliver numerous teaching and presentation pieces throughout the curriculum.

Finally, students practice interviewing skills and techniques and videotape their lessons in the

methods classes.

Mathematics, - Students will solve problems through an analysis of quantitative

relationships.

The GE requirement of math serves as a foundation for our research sequence specifically

understanding statistics. In being an educator in the 21st century, you must validate what you

teach, what the students are learning, and how well they are learning it. In all three methods

classes as well as the two measurement and evaluation classes that student’s take, they must

learn how to collect, analyze, and evaluate data.

Meaning –Students will analyze texts (broadly defined) in order to identify central themes

and interpret underlying meaning.

The meaning GE is supported throughout our curriculum by students using current topics and

journal articles to write annotated bibliographies that help them sort and quickly retrieve

information that can help them collect and analyze research quickly and effectively in order to

prove points they make.

Commented [HTR4]: What do you think about this in the

future? Have a separate secondary ed. Portfolio and PE

portfolio that evaluates teaching and content and then the

outside review would be the new Pierson test?

Historical Perspective – Students will think historically, meaning that they will understand

both how the present is shaped by the past and how the past informs our understanding of

the present.

The History GE is supported throughout the Physical Education curriculum in that students

learn of the history of physical education in the US and worldwide in all courses.

Critical Thinking-Students will use the principles of logic to develop analytical and

reasoning skills.

Critical thinking and analytical reasoning is another necessary skill for a teacher. Critical

thinking is expected in each course and is assessed throughout all the courses, especially in the

methods course to determine if students are using upper level Bloom’s Taxonomy components

to engage students at a higher level.

Diversity – Students will analyze the traditions and values of a variety of cultures.

Diversity is a key foundation for physical education teachers because of the numerous cultures

they will experience in their field. Students analyze how physical education is viewed in

different cultures as well how they can handle differences in opinion with parents of students

that view this differently because of cultural differences.

Creative and Aesthetic Sensibility –Student will examine the products of human creativity in

such endeavors as painting, sculpture, theatre and music.

Creativity is a foundation for expression and is reinforced in the assignments students do in

their methods classes that create ways for students to interact with parents and other staff

members through websites, Twitter, etc.

Natural Science-Students will understand the natural world through systematic observation,

by analyzing data and by forming, testing and revising hypotheses.

Biology serves as a foundation for understanding human development and biological processes

of motor learning and basic anatomy. The GE requirement for biology specifically for PE

students serves as a pre-requisite for our Anatomy and Kinesiology components.

Social Science- Students will study the behavior of people and employ the principles of

science to explain both group and individual behavior.

Students are expected in teaching to have a wide variety of knowledge in social sciences, taking

multiple psychology classes that will help students to understand the minds of students better

each year they develop.

Program Activities: Student Performance Day Activities (Assessment Day):

These activities are typically done through the education department. Next year, I request that the PE

majors spend one day there, and one day with me. We did a PE praxis review day and signed up for

tests online to help with this.

Senior Achievement Day Presentations:

Task presentations at the end of student teaching and done through the education department.

Service Learning Activities:

We were fortunate to be out in the community for much of our methods classes this semester. In PED

207 (Elementary Methods), our final was teaching our culminating lesson plan to the Fulton Pre-School

students. In Adapted and Secondary Methods, we helped with the Missouri School for the Deaf and

Columbia Public Schools Paralympic track meet, observed their Adapted Physical Education classes

and reflected on the experience, and helped with the Bartley Elementary Bike Riding through Fulton

event. Sport Psychology students helped the YMCA coach teams as well as provide psych profiling to

current teams.

This is a big area of emphasis for me and next semester we will be involved with both the Columbia

and Fulton Community Health Coalition to help address real world health problems with our methods

students.

Program Sponsored LEAD Events:

This year, 5 lead events were sponsored. Ms. Alicia Ozenberger, LEA community activist and veteran

community health expert, came and discussed current drug problems in both the community and state

of Missouri. Dr. Lynn Hanrahan, JBHM and Generation Ready employee, discussed deconstruction of

state standards and the process of lesson plan writing. Dr. Helen Porter, Ms. Amy Watkins, and Mr.

Jacob Sirna, administrators in Columbia Public Schools, came to discuss current education topics and

how to apply for teaching jobs in all three areas (elementary, middle and high school)

Student Accomplishments:

My first student passed the PRAXIS. Two students are helping to promote a new program MoPEAP to

help middle schools in assessment. Together with the students, we created the Physical Owl Club,

which will serve as the basis for a Physical Education Organization that will be trying to engage not

only the William Woods Community, but also experience outside opportunities in order to

Faculty Accomplishments:

Working with Dr. Melisa Chapman of the University of Central Florida to create a new Physical

Education Cognitive assessment called MOPEAP. This project will hopefully be finished next year and

ready for trial testing and publishing in two years.

Working with Jefferson City Public Schools to rework their entire fitness assessment program,

including professional development in May and presentation to principals in June.

Was nominated for Distinguished Professor Award but was not accepted because it is my first year

teaching.

Alumni (Recent Graduates) Accomplishments (past year graduating class):

4 of 6 recent PED graduates have found jobs in the physical education/teaching field.

Appendix A

Portfolio Assignment 8 – Unit Plan

Content and Organization

15/25 Points possible

Points Earned:

Comments:

Name:

All key elements of the assignment are covered in a substantive way.

Develop a comprehensive and detailed lesson plan of an instant activity from the content that was given.

The content is comprehensive, accurate, and/or persuasive.

The paper develops a central theme or idea, directed toward the appropriate audience.

The paper links theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly.

Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically:

1. Unit plan contains all elements of 5 lessons and a summary page of what is contained.

2. All lessons adhere to the previous rubric

The introduction provides sufficient background on the topic and previews major points.

The conclusion is logical, flows from the body of the paper, and reviews the major points.

Readability and Style 5/25

Percent Earned

Comments:

Paragraph transitions are present and logical and maintain the flow throughout the paper.

The tone is appropriate to the content and assignment.

Sentences are complete, clear, and concise.

Sentences are well-constructed, with consistently strong, varied sentences.

Sentence transitions are present and maintain the flow of thought.

Mechanics 5/25

Points Earned

Comments:

The paper, including the title page, reference page, tables, and appendices, follow APA guidelines for format.

Citations of original works within the body of the paper follow APA guidelines.

The paper is laid out with effective use of headings, font styles, and white space.

Rules of grammar, usage, and punctuation are followed.

Spelling is correct.

Total Points possible out of 25 Points Earned

Comments:

Physical Education Lesson Plan Template

Teacher: Date:

School: Lesson Time:

Grade: Location:

Lesson Focus: Number of Students:

Equipment needs (amount and type):

Teaching Style(s) used:

Lesson Adaptations/Modifications for Students with Special Needs:

Objectives (linked to state standards and deconstructed):

NASPE National Standards for Physical Education (mark an X beside all that apply)

___ Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a

variety of physical activities.

___Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and

tactics as they apply to the learning and performance of physical activities.

___ Standard 3: Participates regularly in physical activity.

___ Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

___ Standard 5: Exhibits responsible personal and social behavior that respects self and others in

physical activity settings.

___Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or

social interaction.

Assessment of objectives (How will I know they accomplished the objectives):

Class Rules:

Safety Measures Used For:

Warm-up Activity-

Lesson Focus–

Introduction activity (Who long will it take, what objective will it cover, and how will it be

exciting?):

Warm up activity (Who long will it take, what exercises/objective will it cover, and how will it

discuss learning from the last time?):

Lesson Focus (What objective(s) will we cover today, how will the learning be demonstrated, how

will the objective be assessed?)

Closing activity (What assessment will be used, how will you collect data, how will you link this to

future classes?)

Appendix B

Portfolio Assignment 5 –Applied Behavior Analysis in

Physical Education



Points Earned:

Comments:

Name:


Develop a comprehensive and detailed Applied Behavior Analysis Plan (ABAP) that meets the need of the following student: Your scenario is a student in your class continually does not follow directions and has become a distraction to others. Your goal is to develop an ABAP that will focus on how to shape this students behavior and help not only them but the class be more successful.





Your ABAP should include:

1. An introduction to what ABA is and the research behind it.

2. Your description of class rules that are developed to make the group successful.

3. A description of positive reinforcers that you will use for helping the class be successful.

4. A description of punishments that you will use when rules are not followed (time/severity)

5. A description of the procedure(s) you will use to increase behavior/decrease behavior.

6. A description of one approach that you believe most relates to you.

7. A conclusion that ties all pieces together and what you will do if behavior continues.




Percent Earned

Comments:






Mechanics 5/25

Points Earned

Comments:







Comments:

Appendix C

Project 1: Motivation and Stress Management

Situation:

Greg [or Beth] plays third base on your baseball [softball] team and seldom makes an error or

mistake in practice. Unfortunately, he [she] constantly performs poorly in game situations, despite

giving 100% effort. This is especially true in critical situations (e.g., bases loaded, two outs, bottom of

last inning, and Greg [Beth] is up to bat).

Questions

1. Based on your understanding of sport psychology, what is Greg's [Beth's] problem?

2. How would you describe Greg [or Beth’s] personality based on their work ethic described? What

personality viewpoint best describes Greg [or Beth]?

3. As Greg's [Beth's] coach, how can you use your knowledge of achievement motivation theory to

help him [her] solve this problem?

4. Describe how stress and anxiety plays a role in this scenario. How would you recommend to the

player to help eliminate this stress?

5. Be specific, citing material related to motivation from class lectures, your text, and 1 journal

article using APA citations.

6. Submit this paper with a Turnitin.com report. How to access:

Go to www.turnitin.com. Click on join account/class. Our class user code is 7614278 and the

password is hanrahan. Follow the online guide to submit your paper. Call the 800 number if there

is problems.

7. Due date: Friday, February 14th, 11:55 PM. Please submit through Owlnet.

Sport Psychology Assignment 1 – Motivation and

Stress



Points Earned:

Comments:

Name:

All key elements of the assignment are covered in a substantive way: Develop a comprehensive and

detailed paper related to personality and motivation

related to a sport scenario. In order to gain full points

for this project, you will construct a 4-6 page paper on

the topics listed below.





Using the situation presented in class, answer these questions based on your knowledge of the following:

1. Based on your understanding of sport

psychology, what is Greg's [Beth's] problem?

2. How would you describe Greg [or Beth’s]

personality based on their work ethic described?

What personality viewpoint best describes Greg

[or Beth]?

3. As Greg's [Beth's] coach, how can you use your

knowledge of achievement motivation theory to

help him [her] solve this problem?

4. Describe how stress and anxiety plays a role in

this scenario. How would you recommend to

the player to help eliminate this stress?

5. Be specific, citing material related to motivation

from class lectures, your text, and 1 journal

article using APA citations.




Percent Earned

Comments:






Mechanics 15/100

Points Earned

Comments:


Citations of original works within the body of the paper (in text citations) follow APA guidelines.





Comments:

Project 2: Analysis of Flow

Instructions

You will be conducting a mini-study of a qualitative nature. In this project, you will be

interviewing three athletes or former athletes about the concept of flow and their experiences with flow.

Each interview should last approximately 15 minutes. Be sure to arrange a quiet place to meet. Either

tape record the interviews or take notes during the interviews so that you can write up your summary.

Tape recording the interviews is a good idea so that you can refer to the tape afterward. Have the

athletes or former athletes sign the agreement to participate form linked to the end of this assignment.

Turn this in with your lab report.

Lab report format:

1-inch margins on all sides

Double-spaced

Times New Roman, 12-point font

Page numbers in upper right corner (except on cover page)

Staple in upper left corner

Include an APA cover page with your name, course number and name, and the due date.

Proofread final lab report—including spelling and grammar.

Submit this paper with a Turnitin.com report. How to access:

o Go to www.turnitin.com. Click on join account. Our class user code is 7614279 and the

password is hanrahan.

http://www.turnitin.com/

Interview Guide

Before the interview, take this section and create your own interview form so that you

can document the data. To start the interview, ask the athlete to think of a time when she or he was

totally involved or absorbed in an athletic experience (or when she or he felt "in the zone"), when

everything came together to allow the athlete to have an optimal performance. During the interview, it

may help to explain flow as being "in the zone."

The interview should include the following questions or probes (you can put these in your own words

on your interview sheet if you like):

Describe one of your best athletic experiences, when you felt in flow or "in the zone." (Try to get

specific details about the experience—what the situation was, when it was, where it occurred,

etc.)

How do you feel when you are in flow? (Try to find out what characteristics of flow the person

has experienced.)

Are any characteristics more prevalent than others? (Put this question in your own words.)

When experiencing flow, how do you feel physically?

What are you thinking about?

How often do you experience flow?

Are there certain situations or factors that make it easier to get into flow?

Are there situations or factors that disrupt your flow?

Do you feel like you can control getting into flow? Why or why not?

Project Format

Introduction. This should include a description of the phenomenon of flow, a summary of

previous research on flow, and a rationale and purpose for your project. Use information from the

textbook, research articles, or both; use at least two references, with one being your textbook. (1–1.5

pages)

Method. Indicate how you chose your participants and arranged the interviews. Report the descriptive

characteristics for each athlete (e.g., age, gender, sport, competitive experience, where they come from,

background, etc.) and the length of the interviews. Use pseudonyms (not real names) for your

participants—this is to protect the participants' privacy. (.5 - 1 page)

Results. After completing the three interviews, you need to analyze your results. Closely examine the

data you collected from each of the athletes in order to compare and contrast their responses (a) between

one another and (b) to the characteristics of flow reported in the literature. Your goal is to present a

summary of each athlete's responses in a way that highlights for the reader how these athletes view the

flow experience. It is a good idea to include several quotes from the athletes to support your findings.

(2.5–3 pages)

Discussion. In this section, you will interpret your results and explain your findings. Highlight

interesting or surprising findings, as well as presenting implications of the results (e.g., Why is this

important and does this information match what you found in the literature?). (1.5–2 pages)

References. Include a reference page using APA format and in text citations.

PSY 401 Assignment 2 Rubric



Points Earned:

Comments:

Name:


You will be conducting a mini-study of a qualitative

nature. In this project, you will be interviewing three

athletes or former athletes about the concept of flow

and their experiences with flow.





Using the situation presented in class, answer these questions based on your knowledge of the following:

8. Introduction. This should include a

description of the phenomenon of flow, a

summary of previous research on flow, and a

rationale and purpose for your project. Use

information from the textbook, research

articles, or both; use at least two references,

with one being your textbook. (1–1.5 pages)

9. Method. Indicate how you chose your

participants and arranged the interviews.

Report the descriptive characteristics for

each athlete (e.g., age, gender, sport,

competitive experience) and the length of the

interviews. Use pseudonyms (not real

names) for your participants—this is to

protect the participants' privacy. (.5 - 1 page)

10. Results. After completing the three

interviews, you need to analyze your results.

Closely examine the data you collected from

each of the athletes in order to compare and

contrast their responses (a) between one

another and (b) to the characteristics of flow

reported in the literature. Your goal is to

present a summary of each athlete's

responses in a way that highlights for the

reader how these athletes view the flow

experience. It is a good idea to include

several quotes from the athletes to support

your findings. (2.5–3 pages)

11. Discussion. In this section, you will interpret

your results and explain your findings.

Highlight interesting or surprising findings,

as well as presenting implications of the

results (e.g., Why is this important and does

this information match what you found in the

literature?). (1.5–2 pages)

12. References. Include a reference page using

APA format and in text citations.




Percent Earned

Comments:






Mechanics 20/100

Points Earned

Comments:







Comments:

PSY 401 – Psychology of Sport

Project 3 Information Sheet

Social-Reinforcement Field Observation

Project 3 provides experience in these areas: (a) observing instruction of a group's physical activity and

then coding an instructor's behavior using the Coaching Behavior Assessment System (CBAS); (b) describing and

evaluating the instructor's behavior; and (c) integrating and applying your knowledge of sport and exercise

psychology to a practical setting. Specifically, this project consists of an observation-coding session and a written

paper, as follows.

Field Observation and Coding Session

Select a physical activity instructor (teacher, coach, fitness leader, or athletic trainer) to observe working

in a group setting (the instructor should be working with four or more individuals during your observation

period). Explain to the instructor that you must observe a group or a team for a university class you're taking.

Arrange with the instructor a date and time to observe an entire activity session. During this session you'll code

the instructor’s behavior for at least 25 minutes.

Become very familiar with the CBAS before attending your observation session! At the session, review

the categories before you attempt to code behavior. Try to get a feel for the behaviors before you begin your

coding. Position yourself so you can both see and hear the instructor. Use the CBAS coding sheet provided (also

see p. 211 of the textbook) to record the instructor's behavior toward the individuals she or he is working with.

For each behavior, place a mark next to the appropriate category.

Behavioral Categories

Become familiar with each category so that you recognize the behavior and immediately code it. If you

deliberate too long, you may lose track of other behaviors. Code these categories:

Specific positive reinforcement: when an instructor positively reinforces a single player or student

General positive reinforcement: when an instructor positively reinforces the team or class

Specific negative reinforcement: when an instructor negatively reinforces a single player or student

General negative reinforcement: when an instructor negatively reinforces a team or class

Specific technical instruction: when an instructor instructs a player or student

General technical instruction: when an instructor instructs the team or class

Keeping control: when an instructor has to correct misbehavior or other breaches of discipline, other than

class- or game-related behaviors

Organization: when an instructor instructs players or students concerning organizational chores (e.g., pick

up bats or take a particular formation)

After you have completed your observation session, tally the totals in each of the categories. Record each

category total as well as the grand total. Use these totals to determine the percentages for each behavioral

category. Turn in your recording sheet with your paper.

The Paper

Based on your observation and what you have learned about reinforcement principles, write a three- to

five-page paper, typing double-spaced pages with 1-inch margins. Also provide headers for each section, just like

you see in this review sheet. Include the following four sections in your paper:

1. An introductory paragraph describing the situation, activity, age group, skill or ability level, and any other

pertinent circumstances of the instructional environment you observed.

2. Discussion of the types and frequencies of responses given by the instructor toward the participants'

behaviors; use your discretion in organizing this portion, but the discussion should be clear and should be based

on the data you obtained (i.e., I should know what the instructor was like without looking at the coding sheet). In

writing up your discussion, consider these questions:

What behaviors did you observe most frequently? Why?

What were the least frequent behaviors? Why?

Based on the activity-level index, was this instructor effective?

What was the ratio of positive to negative reinforcements?

What was the ratio of specific to general reinforcements?

You might choose to add many other comparisons and questions. Be sure to support all of your points

with data from your observations (in percentages).

3. Recommendations regarding the instructor's reinforcement behaviors; given your knowledge of sport and

exercise psychology and your professional knowledge, what would you tell this instructor about his or her style of

offering feedback?

4. A summary paragraph that ties the whole paper together.

Evaluation

This project will be evaluated according to the following criteria:

Criteria Weight

Content and Organization 60 points

Readability and Style 20 points

Mechanics 20 point

Total 100 points

Use the Social-Reinforcement Field Observation Data Sheet.pdf.

Determine the following ratios:

Total number of behaviors: total number of minutes observed =

Number of positive reinforcements: number of negative reinforcements =

Number of specific positive reinforcements: number of specific negative reinforcements =

Number of specific positive reinforcements: number of general negative reinforcements =

Number of specific technical reinforcements: number of general technical reinforcements =

The scale you'll be using is loosely based on the Smith and Smoll CBAS, but instead of 12 categories, it has only

8 categories.

Project 3 – Social Reinforcement Field Observation



Points Earned: Comments:

Name:


Project 3 provides experience in these areas: (a) observing

instruction of a group's physical activity and then coding an instructor's

behavior using the Coaching Behavior Assessment System (CBAS); (b)

describing and evaluating the instructor's behavior; and (c) integrating

and applying your knowledge of sport and exercise psychology to a

practical setting. Specifically, this project consists of an observation-

coding session and a written paper, as follows.





5. An introductory paragraph describing the situation, activity, age

group, skill or ability level, and any other pertinent circumstances of the

instructional environment you observed.

6. Discussion of the types and frequencies of responses given by the

instructor toward the participants' behaviors; use your discretion in

organizing this portion, but the discussion should be clear and should be

based on the data you obtained (i.e., I should know what the instructor

was like without looking at the coding sheet). In writing up your

discussion, consider these questions:

What behaviors did you observe most frequently? Why?

What were the least frequent behaviors? Why?

Based on the activity-level index, was this instructor effective?

What was the ratio of positive to negative reinforcements?

What was the ratio of specific to general reinforcements?

You might choose to add many other comparisons and questions.

Be sure to support all of your points with data from your

observations (in percentages).

7. Recommendations regarding the instructor's reinforcement behaviors;

given your knowledge of sport and exercise psychology and your

professional knowledge, what would you tell this instructor about his or

her style of offering feedback?

8. A summary paragraph that ties the whole paper together.

9. Turn in your coding sheet with the paper.

10. Turn in to Turnitin.com




Percent Earned Comments:






Mechanics 20/100

Points Earned Comments:






Total Points possible out of 100 Points Earned Comments:

Appendix D

Measurement and Evaluation Homework

Chapter 8 – Creating an Objective Test

Steps for a creating an objective test:

1. Select one of the following goals:

The students will understand the principles of pickleball.

The students will comprehend the causes of poor fitness.

The students will understand the principles of an overhand throw.

The students will understand the eight components of the SCAT 2 test.

2. Locate an appropriate national guideline (NATA website) or State standard (GLE)

that discusses your topic.

3. Write measurable objectives based on content related to that standard. For

example, I will be able to define what the SCAT2 is; I will identify and describe

the symptoms of a concussion; I will summarize the rules of pickleball.

4. Create an objective test related to the standard and objectives that includes a key

for scoring. The test must adhere to the following requirements:

Include a minimum of 15 questions.

Change the format option every 3 questions. Use all format options, including

multiple-choice, fill-in-the-blank, true–false, short-answer, and matching.

Make sure to include a key with the correct answers or highlight them in your

word processor.

This assignment is due via upload to Owlnet by Wednesday, November 13th.

Content and Organization 30/50 Points possible

Points Earned:

Comments:

Name:


Select one of the following goals:

The students will understand the principles of the YMCA dance.

The students will comprehend the causes of poor fitness.

The students will understand the principles of an overhand throw.

The students will understand the eight components of the SCAT 2 test.

Locate an appropriate state standard, using the goal to

guide you. Write measurable objectives based on content related to

that standard. Create an objective test related to the standard and

objective that includes a key for scoring. The test must adhere to the following requirements:

Include a minimum of 15 questions.

Change the format option every 3 questions. Use all format options, including multiple-choice, fill-in-the-blank, true–false, short-answer, and matching.




Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.




Percent Earned

Comments:






Mechanics 10/50

Points Earned

Comments:







Comments:

Assessment Rubric

Annual Assessment Report Assessment

Component

Assessment

Reflects Best

Practices

Assessment Meets

the Expectations

of the University

Assessment

Needs

Development

Assessment is

Inadequate

Comments:

Learning

Outcomes

Posted

measurable

program

learning

outcomes

(objectives)

All outcomes

are developed

and include a

mix of

assessment

measures.

Measurable

program learning

outcomes.

Learning

outcomes are

clearly

articulated.

Program

learning

outcomes have

been identified

and are

somewhat

measurable

Program

learning

outcomes

are not clear

or

measurable

Does Obj 9 ever

get assessed?

Assessment

Measures

Multiple

measures are

used to assess

a student-

learning

outcomes.

Rubrics or

guides used

are provided.

All

measurements

are clearly

described.

Specific measures

are clearly

identified

Measures relate

to program

learning

outcomes.

Measures can

provide useful

information

about student

learning.

Some

measurements

are described,

but need further

description.

Assessment

measures do

not connect

to learning

outcomes

(objectives).

Assessment

measures

are not clear.

No

assessment

measures

are

established.

objectives

(6,7,8,9) don’t

have measures,

Objective 1-5

are well

documented

and data

provided.

Assessment

Results

All learning

outcomes are

assessed

annually; or a

rotation

schedule is

provided.

Data are

collected and

analyzed to

evaluate prior

actions to

improve

student

learning.

Standards for

performance

and gaps in

student

learning are

clearly

identified.

A majority of

learning

outcomes

assessed

annually.

Data collected

and aggregated

are linked to

specific learning

outcome(s).

Data are

aggregated in a

meaningful way

that the average

reader can

understand.

Standards for

student

performance and

gaps in student

learning are

recognized.

Data collected

and aggregated

for at least one

learning

outcome

(objectives).

Data collection

is incomplete

Standards for

student

performance

and gaps in

student learning

are not

identified.

Learning

outcomes

are not

routinely

assessed.

Routine data

is not

collected.

N/A

Program is

too new to

have

collected

assessment

data.

Objectives 1-5

have strong

results.

Objectives 6-9

have no results.

Assessment

Component

Assessment

Reflects Best

Practices

Assessment meets

the expectations of

the University

Assessment

needs

Development

Assessment is

Inadequate

Comments:

Faculty

Analysis and

Conclusions

All faculty

within the

program

synthesize the

results from

various

assessment

measures to

form

conclusions

about each

learning

outcome.

Program faculty

receive annual

assessment

results and meet

to discuss

assessment

results.

Specific

conclusions

about student

learning are

made based on

the available

assessment

Some program

faculty receive

annual

assessment

results

Faculty input

about results is

sought

Faculty

input is not

sought.

Conclusions

about

student

learning are

not

identified.

N/A

Program

recently

started or

too few

Only one

faculty member

working on the

report.

Includes input

from adjunct

faculty.

Includes input

from outside

consultant.

results. For Obj.

1-5

graduates to

suggest any

changes.

Actions to

Improve

Learning

and

Assessment

A

comprehensive

understanding

of the

program’s

assessment

plan and

suggestions for

improvement.

Clearly stated

adjustments in

curriculum as

a result of

assessment

data.

Description of the

action to improve

learning or

assessment is

specific and

relates directly to

faculty

conclusions

about areas for

improvement.

Description of

action includes a

timetable for

implementation

and identifies

who is

responsible for

action

Actions are

realistic, with a

good probability

of improving

learning or

assessment.

At least one

action to

improve

learning or

improve

assessment is

identified.

Adjustments to

the assessment

plan are

proposed but

not clearly

connected to

data

Minimal

discussion of the

effectiveness of

the assessment

plan; minimal

discussion of

changes, if

needed.

No actions

are taken to

improve

student

learning.

Actions

discussed

are not

connected to

data results

or analysis.

N/A

Program

recently

started or

too few

graduates to

suggest any

changes.

Changes are in

progress;

faculty was in

first year at

university and

state revising

the program.

Additional

changes

forthcoming.

Additional Comments:

Thank you for the discussion on future enrollment, retention trends for the program.

Make sure that you list all methods of assessment in the chart. Several places additional methods are

mentioned in the data section, but not mentioned in the methods.

Are there benchmarks for the Praxis? Or the new exam. I assume it is 100% but we need to state it.

Objective 5: just wondering if the 12 total students reported in the data represent all 3 classes? That

seems like a small number for 3 classes?

Objective 6,7,8, & 9 are blank…

Tim: $ for assistance with research for students cant come from my budget, but there are creative grants

and places where you can ask for the money to do it. it would also be a good mentor/mentee project

for a student. That would not get the full class involved, but…

The portfolio stuff in the past was built by Roger’s GA’s.. I don’t know if Priscilla is doing that or not. I

will try to find out but you want to get that in tk20 a.s.a.p. if possible. I will talk to Priscilla and see and

if needed I can try and see how to build a portfolio. I don’t really know how, have never done it but am

willing to work with you on it.

For the portfolio and students uploading artifacts to you, you might ask for a file on the share drive

and you can make file for each student? Might save your email and the responsibility of organization of

it all?

My opinion is that this is an Education Program decision, I don’t know enough about the DESE

requirements to see if this would be appropriate. If the Education faculty determine this is an

appropriate approach then that works for me. The 9 MSIP standards are awkward to work with so it

might be a better approach…

****I also think that this should become a project linked directly to the new MEGA content

standards and not the MSIP standards for the basis of this report and that all students in each of the

secondary fields should be separated from the education department for the basis of this report.

They can measure students based on the 9 MSIP standards like we are now using only education

classes and then the PE report can comprise the 13 MEGA content standards. This way we have two

places to collect classroom data and then an outside review of the new Pierson test.

Documents

Annual Assessment Report - William Woods University...bibliography on current topics in Sport Psychology, conduct a qualitative study, a quantitative study, and research and present