Upload
oona
View
49
Download
1
Tags:
Embed Size (px)
DESCRIPTION
Unpacking the Revised National Standards for K – 12 Physical Education. Stevie Chepko, Shirley Holt/Hale & Lynn Couturier. Objectives for the session. Part 1 : Overview of the revised standards & new grade-level outcomes Part 2: Activity-based modeling of implementation. Part 1. - PowerPoint PPT Presentation
Citation preview
Unpacking the Revised National Standards for K – 12 Physical Education
Stevie Chepko, Shirley Holt/Hale & Lynn Couturier
Objectives for the session Part 1 : Overview of the revised
standards & new grade-level outcomes
Part 2: Activity-based modeling of implementation
Part 1
The goal of physical education is… to develop physically literate
individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.
Standards 1 & 2Standard 1: The physically literate
individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
Standards 3 & 4Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Part 2
Grade-Level Outcomes What learners will know and be
able to do as a result of learning activities at each grade level
Bridge the gap between broadly-written standards and curriculum development
Scholarship is the foundation
Key Findings - Competency After age 14, physical activity
levels decline Motor skill competency
promotes engagement in physical activity and adequate health-related fitness through adulthood
Perceived competency in PE positively predicts physical activity levels
Key Findings - Engagement Participate, but often not
“engaged” Several factors
Perceived competence Activity choice Cognitive demandReducing social comparison for less
skilled
Key Findings – Intrinsic Motivation
Intrinsic motivation is increased if students Choose the activity (autonomy)Master the activity (competency) Participate in supportive environment
(relatedness) Enjoyment increased with these
factors
Key Findings – Climate Competency through engagement in
mastery-oriented tasksCompetitive, full-sided games appeal
mainly to highly skilledLess skilled students prefer non-
competitive and cooperative activitiesEmphasize motor skill development, through
developmentally-appropriate, progressive, mastery-oriented tasks
Practice tasks must be deliberate and allow for differentiation across skill levels
Translation of findings to outcomes Develop competency, particularly in
fundamental motor skills Address needs of less-skilled students
De-emphasize full-sided games and competitive activities
Foster a mastery-oriented environment Choice in types of activities as well as
level of challenge Greater emphasis on knowledge and
skills that foster lifelong physical activity
Key points for levels Elementary –fundamental motor skills as
foundation for movement competency Middle – application of skills
balance of activities to retain interest of all students (dance, fitness activities, individual and team activities)
introduction of game tactics High School – focus on lifetime activities
and personal choicefitness/wellness, dance, individual/dual activities de-emphasis on competitive sports
Sample of Elementary Outcomes - Standard 1
Sample of Middle School Outcomes – Standard 2
Sample of High School Outcomes – Standard 3
Scope & Sequence for K – 12 Physical Education
Part 2: Implementation - Activity-based modeling
Elementary ~ Middle ~ High
Striking
Striking (volley) K. Strike to send the balloon
upward 1st…strike with an open palm 2nd…strike upward consecutively 3rd…over a net, to the wall, over a
line …3 of the 5 critical elements 4th…mature pattern
Striking (short implement) K…strikes lightweight object 1st…send object upward 2nd…consecutive hits 3rd…3 of the 5 critical elements 4th…with a partner, over a low net, to the wall …mature pattern …with concepts of direction, force, open &
closed space 5th…with a partner, over a net, to the wall …cooperative or competitive environment …with offensive & defensive strategies
CRITICAL ELEMENTS - STRIKING – Short Implement
• Racket back in preparation for striking• Step on opposite foot as contact is made• Swing racket or paddle low to high• Coil and uncoil the trunk for preparation
and execution of the striking action• Follow through for completion of the
striking action
Accessing the DocumentsAAHPERD [Couturier, L., Chepko, S., & Holt/Hale, S., Principal writers]. (2014). National standards and grade-level outcomes for k – 12 physical education. Champaign, IL: Human Kinetics.
Book version includes:• Goal, standards, and outcomes• Critical elements• Research• Designing practice tasks• Assessing student learning• Technology
http://www.aahperd.org/whatwedo/nationalStandards.cfm
Free version includes goal, standards, and outcomes only