Physical Education Framework Reading Notes
Chapters 1-3
Select a Grade Level and do the following:
1: Read the At a Glance section of each grade level and list 3 to 5 points for each standard that you consider to be the most import element to keep in mind for teaching this standard to your students.
2: Read the Learning Snapshots and select one snapshot for each standard that you are most interested in learning more about and list 3-5 key points described in that snapshot.
Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
1. It is important to remember that students understand and possess a number of offensive and defensive skills. This allows students to work on understanding both sides to a sport. Teachers need to implement these strategies so that students can continue to develop in these areas.
2. It is important to remember that students are able to create fundamental gymnastics routines because this allows students to take ownership of the physical education.
3. It is important to remember that students are able to create and perform square dances. This allows for students to take enjoyment in their development of specialized skills and practice of coordination.
1.4 Apply locomotor, nonlocomotor, and manipulative skills to learn activities.
· Students will use a variety of techniques including throwing, catching, passing with feet, trapping, kicking, and
lifting to score goals. This is a large number of specialized skills.
· The students on offense start with the ball and the goal is to score in the goal.
· Then students review and diagram what they did. This causes students to reflect on their strategies and
understand what works and doesn’t work.
Standard 2: Students demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and performance of physical activities.
1. It is important to remember that students can diagram, explain, and justify offensive and defensive strategies in team games and then use those strategies to develop and teach a game. This is important because students are able to teach others and this is a sign of mastery.
2. They begin to understand that specialized skills can have a relationship between two sports and students begin to make those connections. This is important because it allows students to apply what they learn from one area of P.E. to another area. This helps them see how all skills are able to influence in multiple areas.
3. Students are able to compare certain skills and develop an understanding of how certain skills will benefit more in certain situations. This is important because students learn how to best apply their acquired skills.
2.6 Develop and teach a team game that uses elements of spin or rebound, designated offensive and defensive space, a penalty system and a scoring system.
· Students are required to develop their own game with an element of spin and/or rebound.
· Students must provide a way to score and can use a variety of movements, patterns, strategies, and different
types of equipment.
· Once students have tested game within group of four they are to teach this game to other students.
Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.
1. Students are expected to perform PE at least 4 days a week. This is important because it shows what these
students should be capable of completing at this age group.
2. They assess their own physical fitness and compare themselves to the minimum fitness levels. This is
important because it allows students to reflect on where they are at and if they need to improve.
3. Students can develop health plans to help them meet their goals. This is important because it teaches students
that they can accomplish some goals that they not have otherwise.
3.6 Participate safely in moderate to vigorous physical activity when conditions are atypical (weather, travel, injury).
· Students must learn to continue in PE on days when ideal conditions may not be present.
· Students brainstorm ways to continue in physical activity and this teaches them that there is always a way to
stay physically active even when it might not seem so.
· Students then report on physical activity that was accomplished in these conditions.
1: Read the At a Glance section of each grade level and list 3 to 5 points for each standard that you consider to be the most import element to keep in mind for teaching this standard to your students.
2: Read the Learning Snapshots and select one snapshot for each standard that you are most interested in learning more about and list 3-5 key points described in that snapshot.
Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
1. It is important to remember that students understand and possess a number of offensive and defensive skills. This allows students to work on understanding both sides to a sport. Teachers need to implement these strategies so that students can continue to develop in these areas.
2. It is important to remember that students are able to create fundamental gymnastics routines because this allows students to take ownership of the physical education.
3. It is important to remember that students are able to create and perform square dances. This allows for students to take enjoyment in their development of specialized skills and practice of coordination.
1.4 Apply locomotor, nonlocomotor, and manipulative skills to learn activities.
· Students will use a variety of techniques including throwing, catching, passing with feet, trapping, kicking, and
lifting to score goals. This is a large number of specialized skills.
· The students on offense start with the ball and the goal is to score in the goal.
· Then students review and diagram what they did. This causes students to reflect on their strategies and
understand what works and doesn’t work.
Standard 2: Students demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and performance of physical activities.
1. It is important to remember that students can diagram, explain, and justify offensive and defensive strategies in team games and then use those strategies to develop and teach a game. This is important because students are able to teach others and this is a sign of mastery.
2. They begin to understand that specialized skills can have a relationship between two sports and students begin to make those connections. This is important because it allows students to apply what they learn from one area of P.E. to another area. This helps them see how all skills are able to influence in multiple areas.
3. Students are able to compare certain skills and develop an understanding of how certain skills will benefit more in certain situations. This is important because students learn how to best apply their acquired skills.
2.6 Develop and teach a team game that uses elements of spin or rebound, designated offensive and defensive space, a penalty system and a scoring system.
· Students are required to develop their own game with an element of spin and/or rebound.
· Students must provide a way to score and can use a variety of movements, patterns, strategies, and different
types of equipment.
· Once students have tested game within group of four they are to teach this game to other students.
Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.
1. Students are expected to perform PE at least 4 days a week. This is important because it shows what these
students should be capable of completing at this age group.
2. They assess their own physical fitness and compare themselves to the minimum fitness levels. This is
important because it allows students to reflect on where they are at and if they need to improve.
3. Students can develop health plans to help them meet their goals. This is important because it teaches students
that they can accomplish some goals that they not have otherwise.
3.6 Participate safely in moderate to vigorous physical activity when conditions are atypical (weather, travel, injury).
· Students must learn to continue in PE on days when ideal conditions may not be present.
· Students brainstorm ways to continue in physical activity and this teaches them that there is always a way to
stay physically active even when it might not seem so.
· Students then report on physical activity that was accomplished in these conditions.
Chapter 5
Content
List Key Points
Types of Assessment
1. Entry-level assessment- this is to show what students are capable of.
2. Progress-monitoring assessment- this shows the teacher the progress that students have made in the skills that have been taught and practiced. It also shows teachers what they need to maybe teach again or spend extra time practicing.
3. Summative assessment- this shows teachers the level of mastery that students have obtained after much
practice and demonstration. This is usually accompanied with some sort of grade.
Principles of Assessment – List 5 key points.
1. Select the best evidence of students performance related to the standard
2. Ensure that the assessment measures what it intends to measure as directly as possible
3. Provide assessments that are ongoing and integrated with instruction
4. Communicate expectations for student achievement at the beginning of the task
5. Ensure that assessments do not place students with disabilities at a disadvantage
Assessment Tools: List and briefly explain 5 of the types mentioned.
1. Structured Observations- This is when students are observed and assessed using criteria that are made known to the students. This means that students will perform a skill while a teacher observes and then they will be assessed using that same criteria.
2. Essay Questions- This is used to assess more in depth knowledge on the subject at hand. There must be a rubric provided to students prior to essay and this is used to grade essay.
3. Logs- allows students to record data and teachers can then go over this data with students. This must be matched to standards.
4. Journals- students reflect on what they learned in PE and show how they made progress towards a goal. This is like a journal that might be written in another class and teachers can use this to assess what they are doing and if they are growing.
5. Performance Tasks- students must come up with responses to situations they find themselves in that require skills learned. This is a higher order thinking level assessment and is used to see if students are able to apply what they learned to various situations.
Unpacking the Standard
Explain the 5 steps of how to unpack a standard. This works on any standard in any content area and is an important assessment and instructional planning skill. Be sure to carry this information forward into other content areas and the TPA tasks.
Step 1
Reveal all the content. Look at the breadth and depth of learning to be assessed.
Step 2
Figure out what is needed to show as evidence of learned objective
Step 3
Design assessment tool to measure learning
Step 4
Determine criteria for competence
Step 5
Figure out quality levels
Select a standard for the grade level of your choice that is not provided as a sample and follow the steps for unpacking the standard as described on pages 172-179. Keep in mind that this is the same process needed for teaching and assessing any standard in any content area.
Select standard:
Write out standard
Grade 8 Standard 3.4
Participate in moderate to vigorous physical activity a minimum of four days each week.
Step 1
Verb Participate
Level of Proficiency minimum of four days per week
Skill moderate to vigorous physical activity
Step 2
Evidence: participation in actual moderate to vigorous physical activity 4 times a week
Step 3
Assessment tool
Structured observation: Students demonstrate the ability to participate in moderate to vigorous physical activity 4 times a week.
Step 4
Criteria for Competence
1. Participation in physical activity 4 times a week
2. Must be at a level that is considered moderate to vigorous
Step 5
Levels of Quality
Level 6 Demonstrates the ability to participate in more than 4 days a week of moderate to vigorous physical activity
Level 5 Demonstrates the ability to participate in 4 days a week of moderate to vigorous physical activity
Level 4 Demonstrates the ability to participate in 3 days a week of moderate to vigorous physical activity
Level 3 Demonstrates the ability to participate in 2 days a week of moderate to vigorous physical activity
Level 2 Demonstrates the ability to participate in 1 day a week of moderate to vigorous physical activity
Level 1
Does not Demonstrates participate in moderate to vigorous physical activity at all
List Key Points
Types of Assessment
1. Entry-level assessment- this is to show what students are capable of.
2. Progress-monitoring assessment- this shows the teacher the progress that students have made in the skills that have been taught and practiced. It also shows teachers what they need to maybe teach again or spend extra time practicing.
3. Summative assessment- this shows teachers the level of mastery that students have obtained after much
practice and demonstration. This is usually accompanied with some sort of grade.
Principles of Assessment – List 5 key points.
1. Select the best evidence of students performance related to the standard
2. Ensure that the assessment measures what it intends to measure as directly as possible
3. Provide assessments that are ongoing and integrated with instruction
4. Communicate expectations for student achievement at the beginning of the task
5. Ensure that assessments do not place students with disabilities at a disadvantage
Assessment Tools: List and briefly explain 5 of the types mentioned.
1. Structured Observations- This is when students are observed and assessed using criteria that are made known to the students. This means that students will perform a skill while a teacher observes and then they will be assessed using that same criteria.
2. Essay Questions- This is used to assess more in depth knowledge on the subject at hand. There must be a rubric provided to students prior to essay and this is used to grade essay.
3. Logs- allows students to record data and teachers can then go over this data with students. This must be matched to standards.
4. Journals- students reflect on what they learned in PE and show how they made progress towards a goal. This is like a journal that might be written in another class and teachers can use this to assess what they are doing and if they are growing.
5. Performance Tasks- students must come up with responses to situations they find themselves in that require skills learned. This is a higher order thinking level assessment and is used to see if students are able to apply what they learned to various situations.
Unpacking the Standard
Explain the 5 steps of how to unpack a standard. This works on any standard in any content area and is an important assessment and instructional planning skill. Be sure to carry this information forward into other content areas and the TPA tasks.
Step 1
Reveal all the content. Look at the breadth and depth of learning to be assessed.
Step 2
Figure out what is needed to show as evidence of learned objective
Step 3
Design assessment tool to measure learning
Step 4
Determine criteria for competence
Step 5
Figure out quality levels
Select a standard for the grade level of your choice that is not provided as a sample and follow the steps for unpacking the standard as described on pages 172-179. Keep in mind that this is the same process needed for teaching and assessing any standard in any content area.
Select standard:
Write out standard
Grade 8 Standard 3.4
Participate in moderate to vigorous physical activity a minimum of four days each week.
Step 1
Verb Participate
Level of Proficiency minimum of four days per week
Skill moderate to vigorous physical activity
Step 2
Evidence: participation in actual moderate to vigorous physical activity 4 times a week
Step 3
Assessment tool
Structured observation: Students demonstrate the ability to participate in moderate to vigorous physical activity 4 times a week.
Step 4
Criteria for Competence
1. Participation in physical activity 4 times a week
2. Must be at a level that is considered moderate to vigorous
Step 5
Levels of Quality
Level 6 Demonstrates the ability to participate in more than 4 days a week of moderate to vigorous physical activity
Level 5 Demonstrates the ability to participate in 4 days a week of moderate to vigorous physical activity
Level 4 Demonstrates the ability to participate in 3 days a week of moderate to vigorous physical activity
Level 3 Demonstrates the ability to participate in 2 days a week of moderate to vigorous physical activity
Level 2 Demonstrates the ability to participate in 1 day a week of moderate to vigorous physical activity
Level 1
Does not Demonstrates participate in moderate to vigorous physical activity at all
Chapter 6
State required physical performance test Pg. 184
Describe and explain:
A mandatory statewide physical fitness assessment is required in California by the Education Code section 60800. This must be given to students in 5th, 7th, and 9th grade during the months of February through May. The results are submitted to the California Department of Education, the state Legislature, and the Governor. The results are also made available on the annual school accountability report card. FITNESSGRAM is the company that develops the physical performance test where students are tested in the areas of aerobic capacity, body composition, and muscle strength, endurance, and flexibility. Students are determined to be either in the Healthy Fitness Zone or not in the Healthy Fitness Zone. The test is going to be different for each age group. Careful planning must be a priority when developing the implementation of these assessments to ensure the safety of all students.
Safety- Explain
Physical
The physical environment needs to be safe in a number of ways including: facilities and equipment need to be safe, staff is prepared to handle emergencies, class size is a manageable number to ensure safety, communication systems implemented for quick access to emergency personnel and office, students performance is done in a safe manner, and proper supervision.
Psychological
The biggest thing is to make sure that students feel safe to participate and encouraged to do their best. Teachers must create this atmosphere in order make all students feel as though they are equals. All students need to be encouraged by the teacher and other students. There should be an environment that is encouraging and does not single out any other students. This means that teachers know their students names, they do not let students pick teams, they do not use students as targets like in dodge ball. The rules that allow for a safe environment are explicitly stated and all students are made aware of them.
Class Management:
3-5 examples
1. Class management needs to be planned prior to beginning of class and should be done so in a proactive fashion that will allow for teachers to provide an environment that is focused on teaching and learning rather than management. The goal is to be preventative rather than reactive.
2. Class rules need to be developed and simple in how they are explained and implemented. Students must be able to memorize or know them. This will allow for accountability. They must be consistently enforced especially at the beginning of the school year.
3. A proper, interesting, and consistent form of implementation of the P.E. curriculum will allow for the most effective form of classroom management. This will give students incentives for high achievement and it will also allow for students to find interest within the class. These things will cause less behavior problems to take place
Effective Teaching Behaviors: 3-5 points
1. Teachers will have high expectations for all students causing students to rise to this level of expectation.
2. “Keep students engaged in academic learning time for sufficient time to support student success.” This will cause students to master certain standards based skills in P.E.
3. Teacher provides positive and effective feedback to students in a timely fashion so that students understand their progress. Students need to understand where they are making progress and where they need to continue to strive for success.
Define Principles of Motor Learning
Feedback: This should be one to two specific statements to the student to let them know how they did on a specific technique that the student may not understand on their own. This should be done at least five seconds after the students completes the task so they can think about their performance.
Transfer of Learning: this can happen in a negative or positive aspect. The positive form of this is when a student makes the connection between a previously learned skill and a newly learned one.
Improvement: Students are encouraged to develop speed and force rather than accuracy when first learning skills.
Practice: There are several different methods of practicing. There is open practice where students work at developing skills in a setting where things are changing (variable practice) and closed practice where a student completes a certain skill in a constant environment. Practice can take place over long periods of time- distributed practice, or a mass practice where everything is practiced in a single setting. It can also be broken down into the categories of whole practice meaning practicing the entire skill, and part practice where it’s broken down into small units.
Lesson Plan Elements: Explain Each Pg. 199
See also page 303 for lesson assessment.
Opening: Anticipatory set to start, preview of standards, introduction of concept and motor skills, grouping, location, and equipment distribution are explained. Teachers do not provide more than 3 directions before having students attempt the new skill.
Instruction: Teacher models new skill for the students. Then teacher highlights the critical features of the skill focusing on no more than 2 cues of the skill. It is performed in a slow manner with explanation throughout and then at a fast rate for overall understanding of the new skill. Then there is a check for understanding.
Effective Practice: Provide the most amount of time to students as possible to ensure that they are able to optimally practice the new skill. This means having enough equipment, proper organization, using games with small teams so all can practice, few quick transitions, etc.
Closing: students cool down, and then they all review what was learned. This can be done at the same or different times.
Class Management: This needs to be effectively implemented so that students have the most amount of time to learn new skills as possible. Teachers need to preplan every aspect of lessons so downtime is minimized and so that there is a system for every situation. This will also minimize class misbehavior.
Instructional Strategies
3-5 examples
1. Use of competency-based learning meaning that students must show competency in a skill learned.
2. Students may receive instruction through drill and practice methods that will give ample amount of opportunity for practice a certain skill.
3. Teachers can also implement small game strategies where students are learning new skills via games that allow for all students to practice in competitive atmospheres.
Provide 2 examples of multidiscipline activities for the grade level of your choice.
Students in eighth grade can participate in a lesson that will accomplish the PE standard 8.5.6 “Describe leadership roles and responsibilities in the context of team games and activities” and the History standard 8.10.5 “Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.” This can be done by playing a game and then identifying the different leadership roles in that game and then connecting them to the leadership roles of people in the Civil War. This might look like a simple discussion or an assignment of some sort.
Another example of a multidisciplinary lesson would be to “Create and perform a square dance” and then students can explain the history behind this dancing and how it has influence Americans throughout the development of our country.
Describe and explain:
A mandatory statewide physical fitness assessment is required in California by the Education Code section 60800. This must be given to students in 5th, 7th, and 9th grade during the months of February through May. The results are submitted to the California Department of Education, the state Legislature, and the Governor. The results are also made available on the annual school accountability report card. FITNESSGRAM is the company that develops the physical performance test where students are tested in the areas of aerobic capacity, body composition, and muscle strength, endurance, and flexibility. Students are determined to be either in the Healthy Fitness Zone or not in the Healthy Fitness Zone. The test is going to be different for each age group. Careful planning must be a priority when developing the implementation of these assessments to ensure the safety of all students.
Safety- Explain
Physical
The physical environment needs to be safe in a number of ways including: facilities and equipment need to be safe, staff is prepared to handle emergencies, class size is a manageable number to ensure safety, communication systems implemented for quick access to emergency personnel and office, students performance is done in a safe manner, and proper supervision.
Psychological
The biggest thing is to make sure that students feel safe to participate and encouraged to do their best. Teachers must create this atmosphere in order make all students feel as though they are equals. All students need to be encouraged by the teacher and other students. There should be an environment that is encouraging and does not single out any other students. This means that teachers know their students names, they do not let students pick teams, they do not use students as targets like in dodge ball. The rules that allow for a safe environment are explicitly stated and all students are made aware of them.
Class Management:
3-5 examples
1. Class management needs to be planned prior to beginning of class and should be done so in a proactive fashion that will allow for teachers to provide an environment that is focused on teaching and learning rather than management. The goal is to be preventative rather than reactive.
2. Class rules need to be developed and simple in how they are explained and implemented. Students must be able to memorize or know them. This will allow for accountability. They must be consistently enforced especially at the beginning of the school year.
3. A proper, interesting, and consistent form of implementation of the P.E. curriculum will allow for the most effective form of classroom management. This will give students incentives for high achievement and it will also allow for students to find interest within the class. These things will cause less behavior problems to take place
Effective Teaching Behaviors: 3-5 points
1. Teachers will have high expectations for all students causing students to rise to this level of expectation.
2. “Keep students engaged in academic learning time for sufficient time to support student success.” This will cause students to master certain standards based skills in P.E.
3. Teacher provides positive and effective feedback to students in a timely fashion so that students understand their progress. Students need to understand where they are making progress and where they need to continue to strive for success.
Define Principles of Motor Learning
Feedback: This should be one to two specific statements to the student to let them know how they did on a specific technique that the student may not understand on their own. This should be done at least five seconds after the students completes the task so they can think about their performance.
Transfer of Learning: this can happen in a negative or positive aspect. The positive form of this is when a student makes the connection between a previously learned skill and a newly learned one.
Improvement: Students are encouraged to develop speed and force rather than accuracy when first learning skills.
Practice: There are several different methods of practicing. There is open practice where students work at developing skills in a setting where things are changing (variable practice) and closed practice where a student completes a certain skill in a constant environment. Practice can take place over long periods of time- distributed practice, or a mass practice where everything is practiced in a single setting. It can also be broken down into the categories of whole practice meaning practicing the entire skill, and part practice where it’s broken down into small units.
Lesson Plan Elements: Explain Each Pg. 199
See also page 303 for lesson assessment.
Opening: Anticipatory set to start, preview of standards, introduction of concept and motor skills, grouping, location, and equipment distribution are explained. Teachers do not provide more than 3 directions before having students attempt the new skill.
Instruction: Teacher models new skill for the students. Then teacher highlights the critical features of the skill focusing on no more than 2 cues of the skill. It is performed in a slow manner with explanation throughout and then at a fast rate for overall understanding of the new skill. Then there is a check for understanding.
Effective Practice: Provide the most amount of time to students as possible to ensure that they are able to optimally practice the new skill. This means having enough equipment, proper organization, using games with small teams so all can practice, few quick transitions, etc.
Closing: students cool down, and then they all review what was learned. This can be done at the same or different times.
Class Management: This needs to be effectively implemented so that students have the most amount of time to learn new skills as possible. Teachers need to preplan every aspect of lessons so downtime is minimized and so that there is a system for every situation. This will also minimize class misbehavior.
Instructional Strategies
3-5 examples
1. Use of competency-based learning meaning that students must show competency in a skill learned.
2. Students may receive instruction through drill and practice methods that will give ample amount of opportunity for practice a certain skill.
3. Teachers can also implement small game strategies where students are learning new skills via games that allow for all students to practice in competitive atmospheres.
Provide 2 examples of multidiscipline activities for the grade level of your choice.
Students in eighth grade can participate in a lesson that will accomplish the PE standard 8.5.6 “Describe leadership roles and responsibilities in the context of team games and activities” and the History standard 8.10.5 “Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.” This can be done by playing a game and then identifying the different leadership roles in that game and then connecting them to the leadership roles of people in the Civil War. This might look like a simple discussion or an assignment of some sort.
Another example of a multidisciplinary lesson would be to “Create and perform a square dance” and then students can explain the history behind this dancing and how it has influence Americans throughout the development of our country.
Chapter 7
Differentiation Strategies Pg 209
3 Key Points:
1. Students that come with special needs are likely to benefit from PE if it is effectively planned out to ensure success. This means that planning and differentiation need to be implemented into each lesson.
2. The pacing for all students can be adjusted to meet the students needs. For those that are advanced they can move ahead while those that are struggling with the new concepts can move slower.
3. The depth and complexity of a lesson can be adjusted to allow for advanced learners to move into higher levels of skill acquisition while slower learners can master the general concepts to ensure that skills are being learned in a manner that is most beneficial to each and every student.
CA Law on Gender Equality Pg 211
Key Points
It is illegal on a State and Federal level to discriminate based on gender in the educational system. This means that students of both sexes are able to participate in all classes as long as they meet the requirements. There are very few exceptions to this rule. There must be equality based on gender in education. This means that teachers treat all students the same and the teacher uses that gender-neutral language. No rules are made based on gender and teachers must stay away from gender stereotypes.
Accommodating Cultural and Religious Practices Pg 213
Point 1
As a teacher make yourself aware of the cultural differences that are likely to be present in your class. Religious differences will also need to be understood.
Point 2
Treat all of the students as individuals and not as being associated with a group.
Point 3
Be aware of the cultural and religious needs that are going to come up and will need to be accommodated for in many P.E. lessons.
Instructional Modifications/Adaptations for English Learners Pg 214 ff. Must be a standard not used as a sample.
Grade 8
3.3 Plan and implement a two-week personal physical fitness plan in collaboration with the teacher.
1. Building Understanding
Show pictures of:
· Example 2-week personal fitness plans
· Activities that might be included
2. Tasks/Strategies
Show examples of strategies on how to achieve this lesson plan by displaying:
· Graphs showing what actually happens throughout plan
3. Additional Considerations
Provide opportunities for students to ask questions. Help students with the first 2 days of their plan and then watch what they come up with while in class to determine if they understand what it is that they are expected to do.
At Risk Learners: 3 Examples
1. Understand students’ specific learning disabilities.
2. Ask students to share with a partner.
3. Increase wait time after asking questions.
Advanced Learners: 3 Points
1. These students include those that are capable of significantly higher levels of physical fitness activities.
2. Allow these students to assist other students so that they are gaining better mastery of the skill.
3. Continue to keep high expectations for these students because it is likely that they will rise to the expected levels.
Medical Conditions: Key Points
1. These students are provided assistance and differentiation in ways that will allow them to reach all of the same standards as other students.
2. Always make sure to follow all students IEPs as they are legal contracts and provide an outline that will best help those students achieve.
3. All students are given the right to participate in physical education in the least restrictive environment and this must be implemented by those teaching P.E.
IEP Students Pg. 223
Accommodations: 3-5 Examples
Change the quantity of the amount of times a certain skill must be performed. This will make the goal more accessible for these students.
Change the time for these students. This might look like giving these students more time to complete a certain skill, or time can be adjusted to allow these students to complete the same task faster.
Allow for the level of support to be raised so that all of these students are gaining the needed support to achieve the goals. There might even be a peer support system put into place so that all students are supported and supporting others.
Modifications: 3-5 Examples
Change the desired goals for these students so that they are able to accomplish a related goal to the best of their ability.
This might look like a student who has a disability accomplishing one skill while the rest of the class completes three. If the disability is more sever then this can totally be adjusted so that this student is accomplishing a related goal.
There might also be a substituted curriculum. This might look like a student swimming instead of running because they are able to actually swim, but unable to run.
3 Key Points:
1. Students that come with special needs are likely to benefit from PE if it is effectively planned out to ensure success. This means that planning and differentiation need to be implemented into each lesson.
2. The pacing for all students can be adjusted to meet the students needs. For those that are advanced they can move ahead while those that are struggling with the new concepts can move slower.
3. The depth and complexity of a lesson can be adjusted to allow for advanced learners to move into higher levels of skill acquisition while slower learners can master the general concepts to ensure that skills are being learned in a manner that is most beneficial to each and every student.
CA Law on Gender Equality Pg 211
Key Points
It is illegal on a State and Federal level to discriminate based on gender in the educational system. This means that students of both sexes are able to participate in all classes as long as they meet the requirements. There are very few exceptions to this rule. There must be equality based on gender in education. This means that teachers treat all students the same and the teacher uses that gender-neutral language. No rules are made based on gender and teachers must stay away from gender stereotypes.
Accommodating Cultural and Religious Practices Pg 213
Point 1
As a teacher make yourself aware of the cultural differences that are likely to be present in your class. Religious differences will also need to be understood.
Point 2
Treat all of the students as individuals and not as being associated with a group.
Point 3
Be aware of the cultural and religious needs that are going to come up and will need to be accommodated for in many P.E. lessons.
Instructional Modifications/Adaptations for English Learners Pg 214 ff. Must be a standard not used as a sample.
Grade 8
3.3 Plan and implement a two-week personal physical fitness plan in collaboration with the teacher.
1. Building Understanding
Show pictures of:
· Example 2-week personal fitness plans
· Activities that might be included
2. Tasks/Strategies
Show examples of strategies on how to achieve this lesson plan by displaying:
· Graphs showing what actually happens throughout plan
3. Additional Considerations
Provide opportunities for students to ask questions. Help students with the first 2 days of their plan and then watch what they come up with while in class to determine if they understand what it is that they are expected to do.
At Risk Learners: 3 Examples
1. Understand students’ specific learning disabilities.
2. Ask students to share with a partner.
3. Increase wait time after asking questions.
Advanced Learners: 3 Points
1. These students include those that are capable of significantly higher levels of physical fitness activities.
2. Allow these students to assist other students so that they are gaining better mastery of the skill.
3. Continue to keep high expectations for these students because it is likely that they will rise to the expected levels.
Medical Conditions: Key Points
1. These students are provided assistance and differentiation in ways that will allow them to reach all of the same standards as other students.
2. Always make sure to follow all students IEPs as they are legal contracts and provide an outline that will best help those students achieve.
3. All students are given the right to participate in physical education in the least restrictive environment and this must be implemented by those teaching P.E.
IEP Students Pg. 223
Accommodations: 3-5 Examples
Change the quantity of the amount of times a certain skill must be performed. This will make the goal more accessible for these students.
Change the time for these students. This might look like giving these students more time to complete a certain skill, or time can be adjusted to allow these students to complete the same task faster.
Allow for the level of support to be raised so that all of these students are gaining the needed support to achieve the goals. There might even be a peer support system put into place so that all students are supported and supporting others.
Modifications: 3-5 Examples
Change the desired goals for these students so that they are able to accomplish a related goal to the best of their ability.
This might look like a student who has a disability accomplishing one skill while the rest of the class completes three. If the disability is more sever then this can totally be adjusted so that this student is accomplishing a related goal.
There might also be a substituted curriculum. This might look like a student swimming instead of running because they are able to actually swim, but unable to run.
Reflection Paper:
Teaching Physical Education in the State of California
Education is a profession that requires teachers to implement a variety of subjects even when they may only be listed as a single subject teacher. There are times when a teacher like myself is going to need to implement subjects like Physical Education. Teaching Physical Education in California is a requirement for the public education system and this is a great things because it shows that the state has deemed this subject important enough to invest millions of dollars in teaching the subject to California’s youth. It is important students understand what it means to be healthy, but at the same time they need to learn skills that will allow them to implement practices that lead to healthy living. The number of youth that are sick and disabled because of inactivity is too high and this is why there must continue to be an emphasis on teaching Physical Education to the youth in California.
When teaching Physical Education it is important to start with the standards because this is what the state of California has deemed as being important. This is so that students understand what it means to live a healthy lifestyle and then begin or continue living that healthy lifestyle. Many teachers miss a lot of the California Physical Education teaching standards and rather do what they want because it is easier to implement on an everyday basis. However, this has been a problem and has caused students to not enjoy Physical Education. The goal will never be reached if students do not like physical education. This is a subject that requires just as much planning if not more planning to ensure that it is taught correctly. The teacher must constantly focus on the goal: teach student what it means to live a healthy lifestyle and teach them skills to implement that lifestyle.
When looking at the goal of Physical Education and the current health status of America it is obvious that we need to do a better job of implementing this subject into our current curriculum, and it needs to be done in a way that is interesting and exciting for students. Proverbs 25:16 says, “If you have found honey, eat only enough for you, lest you have your fill of it and vomit it.” Now this might seem somewhat crude, but many students have not even learned simple lessons like this. Many students are eating themselves towards childhood diabetes and other diet related sicknesses. We, all teachers, need to do a better job of teaching Physical Education no matter the subject that we claim as our single subject.
When teaching Physical Education it is important to start with the standards because this is what the state of California has deemed as being important. This is so that students understand what it means to live a healthy lifestyle and then begin or continue living that healthy lifestyle. Many teachers miss a lot of the California Physical Education teaching standards and rather do what they want because it is easier to implement on an everyday basis. However, this has been a problem and has caused students to not enjoy Physical Education. The goal will never be reached if students do not like physical education. This is a subject that requires just as much planning if not more planning to ensure that it is taught correctly. The teacher must constantly focus on the goal: teach student what it means to live a healthy lifestyle and teach them skills to implement that lifestyle.
When looking at the goal of Physical Education and the current health status of America it is obvious that we need to do a better job of implementing this subject into our current curriculum, and it needs to be done in a way that is interesting and exciting for students. Proverbs 25:16 says, “If you have found honey, eat only enough for you, lest you have your fill of it and vomit it.” Now this might seem somewhat crude, but many students have not even learned simple lessons like this. Many students are eating themselves towards childhood diabetes and other diet related sicknesses. We, all teachers, need to do a better job of teaching Physical Education no matter the subject that we claim as our single subject.