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transcript
EDMA 278
REV UP THE REVOLUTION:
Your Middle School
Physical Education Game Plan
Jen Neubauer, Author
© Drake University, 2013
Revised: January, 2019
Drake University Continuing Education and Professional Development
1-800-76-TEACH | distancelearning@drake.edu | www.drake.edu/cepd
Revised: January, 2019 2
REV UP THE REVOLUTION:
YOUR MIDDLE SCHOOL PHYSICAL EDUCATION GAME PLAN
Jen Neubauer
Author and Instructor
Archibald Alexander Elementary School, Iowa City, IA
IAHPERD Middle School Physical Education Teacher of the Year 2003
Helen LeBaron Hilton Graduate Teaching Award 1997
Trip Hedrick
Production Coordinator
Championship Productions
Chuck Sengstock, Ed.D.
Project Director
Director, Continuing Education and Professional Development
Drake University
Michael K. Bryant
Director of Training and Curricular Development
Continuing Education and Professional Development
Drake University
© Drake University, 2013
Revised: January, 2019 3
REV UP THE REVOLUTION:
YOUR MIDDLE SCHOOL PHYSICAL EDUCATION GAME PLAN
Project Staff
Chuck Sengstock, Ed.D.
Director, Continuing Education and Professional Development
Drake University
Tracy Davies
Distance Learning Center Coordinator
Drake Continuing Education and Professional Development
Dustin McDonough
Editor/DVD Author
Championship Productions
Revised: January, 2019 4
“Sports do not build character; they reveal it.”
-- Haywood Hale Broun
Revised: January, 2019 5
PREFACE
Drake University Continuing Education and Professional Development is proud to present Rev
Up the Revolution: Your Middle School Physical Education Game Plan. It is one of the
most recent additions to our REAL COACHING video series specific to physical education
teachers and coaches. This series is a major effort to assist those whose time and resources do
not permit them to attend class on a college campus.
Rev Up the Revolution: Your Middle School Physical Education Game Plan will provide
you with the motivation and tools you need to join other leading professionals in the field of
physical education that have already developed a new kind of physical education that is
fundamentally different from the stereotypical “roll out the balls and play” classes of decades
past that featured little meaningful instruction and lots of humiliation for students who were not
athletically coordinated. The goal of this course is for each participant to acquire the knowledge,
skills, and confidence needed to develop and effectively implement a quality middle school
physical education program that contributes to the improved fitness, social behavior, and
learning readiness of students.
As you view, discuss, review and respond to the ideas and activities in this video
correspondence course, be encouraged by the team behind the scenes. The Drake University
Continuing Education and Professional Development staff believes in this course, the value of
teachers and the future programs needed for our youth. Please recognize that we welcome your
comments and evaluations and thank you for enrolling in this course.
With Appreciation,
Chuck Sengstock, Ed.D.
Director, Continuing Education and Professional Development
Drake University
www.drake.edu/cepd
Revised: January, 2019 6
EDMA 278
REV UP THE REVOLUTION:
YOUR MIDDLE SCHOOL PHYSICAL EDUCATION GAME PLAN
Rev Up the Revolution: Your Middle School Physical Education Game Plan is designed to
provide a blueprint for developing a safe and encouraging learning environment that includes a
standards-based curriculum offering a variety of fitness, sport, leisure, and adventure activities
to all students.
Three Semester Hours of Graduate Credit
Course Materials:
6 DVDs and 1 CD with Podcasts
1 Answer Pages Document for Word Processing
1 Study Guide
3 Text Books
Game Changer: Phil Lawler’s Crusade to Help Children by Improving Physical Education,
PE4life with Ken Reed
Teaching Middle School Physical Education: A Standards-Based Approach for Grades 5-8
(3rd edition), Bonnie S. Mohnsen
Appropriate Instructional Practice Guidelines for Middle School Physical Education (3rd Edition)
National Association for Sports and Physical Education [Brochure]
© Drake University, 2013
“Set aside your dreams for your children and help them attain their own dreams”
--Author Unknown
Revised: January, 2019 7
"Sports and other forms of vigorous physical activity provide educational
experience which cannot be duplicated in the classroom. They are an
uncompromising laboratory in which we must think and act quickly and efficiently
under pressure and then force us to meet our own inadequacies face to face -- and
to do something about them -- as nothing else does. In any athletic activity we are
thrown upon our own resources to succeed in the face of a strong and immediate
challenge. Sports resembles life in capsule form and the participant quickly learns
that his/her performance depends upon the development of strength, stamina, self-
discipline and a sure and steady judgment."
- Supreme Court Justice Byron “Whizzer" White -
University of Colorado '38
Revised: January, 2019 8
DISCLAIMERS
REV UP THE REVOLUTION: Your Middle School Education
Game Plan has been prepared with the goal of enhancing the
effectiveness of all sports professionals and Physical Educators.
However, individual circumstances vary and Drake University
and/or Championship Productions cannot guarantee the
effectiveness of the instructions and advice contained in the REV
UP THE REVOLUTION: Your Middle School Education Game
Plan video course under all circumstances. There are no express
or implied warranties, and no warranties of merchantability.
The instructions and advice presented are not intended as a
substitute for medical advice. To reduce the risk of injury, consult
with a physician before attempting to use the methods of
treatment portrayed.
Drake University and/or Championship Productions, its employees
and agents cannot be held liable for any injuries or damages
resulting from application or misapplication of the instructions or
advice contained in the REV UP THE REVOLUTION: Your
Middle School Education Game Plan video course, even if
those injuries or damages result from the negligence,
misrepresentation or fault of Drake University, its employees or
agents.
Revised: January, 2019 9
Drake University Distance Learning
Drake University’s Continuing Education and Professional Development, part of the School of
Education, provides educational outreach to students and educators within the greater Des
Moines area, as well as across Iowa and the United States. In the past fifteen years,
enrollments in workshops, seminars, video courses and classes have grown exponentially. In
addition to "Rev Up the Revolution: Your Middle School Physical Education Game Plan" Drake
Continuing Education and Professional Development offers nine other courses. They are:
- Theory of Coaching - EDMA 171
-Ethics in Sports - EDMA 172
-The Teaching Coach - EDMA 173
-Adapted Physical Education - EDMA 174
-Parent-Athlete-Coach Alliance - EDMA 175
-Step Up and Lead – EDMA 176
-Team Building for Success – EDMA 177
-Relevant Elementary Physical Education – EDMA 272
-Real Coaching II: Honing the Competitive Edge - EDMA 277
Your learning experience in the Distance Learning Division is enhanced with the professional
support of evaluators who have been trained in course assessment and in current related
issues. We offer telephone and online support for any questions you may have regarding the
completion of your coursework.
Drake University
Continuing Education and Professional Development
Howard Hall
2507 University Ave.
Des Moines, IA 50311-4505
1.800.76-TEACH
distancelearning@drake.edu
www.drake.edu
Revised: January, 2019 10
Championship Productions
Every person at Championship Productions is directly tied to carrying out our mission, which is
“helping individuals and teams achieve success and realize their fullest potential.” We carry out
this mission by producing high-quality instructional products featuring renowned professionals in
every sport and by providing the best customer service in the industry. The foundation of our
mission is built on teamwork, personal improvement, a positive attitude, and a commitment to
excellence.
Since 1976, Championship Productions has produced thousands of instructional DVDs, videos and books for coaches, athletes, and parents all over the world. The company has evolved over the years, from a single sport company, selling primarily books, to an internationally-recognized leader in producing the highest quality instructional products in over 20 sports and providing the top customer service of any company, in any industry, anywhere!
The Championship Productions Team Ames Community Development Park 2730 Graham Street Ames, IA 50010 1.800.873.2730 (Toll Free) 1.515.232.3687 (International) 1.515.232.3739 (Fax) info@championshipproductions.com
Revised: January, 2019 11
“Rev Up the Revolution: Your Middle School
Physical Education Game Plan”
EDMA 278 Welcome to “Rev Up the Revolution: Your Middle School Physical Education Game Plan”, a unique video course by Drake University Continuing Education and Professional Development. In partnership with Championship Production, we’re proud to offer you this graduate course. We are pleased that, in many important ways, this course is the first of its kind to advocate so strongly and comprehensively for a revolution in our more traditional approaches to physical education. Along with a number of course specific DVDs developed by your instructor Jen Neubauer, this course includes three different types of textbooks. The first is: Game Changer: Phil Lawler’s Crusade to Help Children by Improving Physical Education, written by PE4life with Ken Reed. (We do realize that PE4Life is no longer an active organization. However, we feel that this textbook is still a very useful tool for this course.) This book documents the passion and tireless dedication of Phil Lawler who is frequently referred to as a legend and also known as one of the many great pioneers for quality physical education. There are many ideas and strategies shared throughout the textbook to inform and inspire any physical educator looking to make changes in their own program. The second is: Teaching Middle School Physical Education: A Standards-Based Approach for Grades 5-8 written by Bonnie Mohnsen. This book is comprehensive and yet flexible enough in its approach that any veteran or new teacher will be able to take away ideas to develop an effective learning environment and standards-based curriculum that meets the needs of this unique group of students. The third is: Appropriate Instructional Practice Guidelines for Middle School Physical Education written by the National Association for Sport and Physical Education. This booklet is one of six bestselling booklets produced by NASPE that are designed to offer guidance to teachers, administrators, parent/guardians, and policymakers. This booklet describes how to create and maintain appropriate physical education practices that are in the best interests of our students. We have obtained permission from several experts in the field to incorporate and utilize their videos and handouts to enhance the concepts addressed in this course. Many of these are included on the course specific DVDs and in the required readings found in the appendix of your study guide. Also the podcasts found on the CD, included in this course, feature some of the best advocates for whole child education. You will not only hear their perspectives on the middle school environment and students but also the important role physical activity and physical education plays in the whole child education movement. This one of a kind course was developed by Jen Neubauer, 2003 IAHPERD Middle School Physical Education Teacher of the Year, and uses the most up to date information and ideas available. We hope you find the content relevant and beneficial to rev up your own revolution!
Revised: January, 2019 12
EDMA 278 “Rev Up the Revolution:
Your Middle School Physical Education Game Plan”
Course Syllabus
Course Description:
A comprehensive school physical activity program is focused on promoting physical
activity in schools through five key components: quality physical education, before &
after school, during school, staff involvement, and family/community involvement.
Quality physical education is the foundation of this program. All children, from
prekindergarten through grade 12, should participate in quality physical education
classes every school day. Physical education helps students develop the knowledge,
attitudes, skills, behaviors, and confidence needed to be physically active for life, while
providing an opportunity for students to be active during the school day.
This course will provide you with the motivation and tools you need to join other
leading professionals in the field of physical education that have already developed a
new kind of physical education that is fundamentally different from the stereotypical
“roll out the ball and play” classes of decades past that featured little meaningful
instruction and lots of humiliation for students who were not athletically coordinated.
Professional associations, academic experts, and many teachers across the country are
promoting and implementing quality physical education programs that emphasize
participation in lifelong physical activity among all students.
After examining changes in society, technology, health, and education and then
understanding why change is needed; you will quickly learn that developing your own
middle school physical education game plan starts with having the right mindset. This
course provides a blueprint for developing a safe and encouraging learning
environment that includes a standards-based curriculum which offers a variety of
fitness, sport, leisure, and adventure activities to all students. You will learn that the
needs of middle school students are diverse and that your teaching behaviors,
instructional styles and strategies, instructional materials, new technologies, and
individualized assessments are essential to the success of your game plan in meeting
their diverse needs.
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This course is both comprehensive and flexible in its approach to implementation but
will challenge you to stretch beyond your current middle school physical education
ideologies and methods. It is practical for both veterans and new teachers. Don’t your
students deserve to be physically educated for life? It is time for you to Rev Up the
Revolution!
Textbooks:
PE4life with Ken Reed. (2011), Game Changer: Phil Lawler’s Crusade to Help Children by
Improving Physical Education. Champagne, IL: Human Kinetics.
Mohnsen, Bonnie S. (2008), Teaching Middle School Physical Education: A Standards-Based
Approach for Grades 5-8 (3rd Edition). Champagne, IL: Human Kinetics.
National Association for Sport and Physical Education. (2009), Appropriate Instructional
Practice Guidelines for Middle School Physical Education (3rd Edition). [Brochure] Reston,
VA: NASPE Publications
Videos: The video presentations, listed individually in each module, are contained on
the six DVDs included with this course.
Podcasts: The Podcast presentations, listed individually in each module, are contained
on the CD labeled “Audio Disc” included with the course.
Goals and Objectives: The goal of this course is for each class participant to acquire the knowledge, skills, and
confidence needed to develop and effectively implement a quality middle school
physical education program that contributes to the improved fitness, social behavior,
and learning readiness of students.
The objectives of this course are that each class participant will:
• Determine why there is a need for change in physical education
• Identify the unique characteristics of middle schools (students, staff, structure,
and programming)
• Recognize the critical role a quality PE learning environment plays in educating
the whole child at the middle school level.
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• Explain the importance of offering a variety of activities along with choices to
their middle school students is key to a successful middle school physical
education program
• Review the curriculum development process along with the components of
effective unit plans and lesson plans.
• Examine several effective instructional strategies and apply some of the methods
and management techniques in their own teaching situation
• Demonstrate that when quality assessments are utilized in an effective manner,
they provide credibility to a PE program’s learning environment.
• Express how the knowledge, skills, and confidence acquired in physical
education by students is applied beyond the gymnasium walls to achieve the
most benefits
• Indicate the role advocacy and professional development plays in advancing
quality physical education.
• Design an action plan for implementing a Comprehensive School Physical
Activity Program with quality PE as its foundation.
Replay Questions are the first series of questions in each module, and they are based
on the readings, podcasts, and video presentations. In each module you will find listed
the assigned readings, podcasts, and video presentations upon which these questions
will be based. These questions will require you to demonstrate the knowledge gained
through the readings and DVDs.
Reflective Questions are the second series of questions in each module and are based
on applying ideas to your specific teaching circumstances. These questions will require
you to apply the knowledge obtained in each module to your personal experiences as a
physical educator and to your planning for a successful program.
You are encouraged to follow this sequence in using course materials:
1. Read the instructions for each module in this Study Guide, noting the learning
objectives and the related questions at the end of each module.
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2. Complete the listed assignments in order, taking detailed notes on each audio
and visual presentation, along with highlighting key concepts in the assigned
readings.
3. Complete the corresponding assignments in the Study Guide.
Evaluation Criteria: Your work will be graded based on your ability to accurately
reflect on the presentation of “Rev Up the Revolution: Your Middle School Physical
Education Game Plan” and to apply those concepts to your specific needs and
resources. Points are awarded based on your ability to:
• Respond with insight, clarity and precision (cite specific text/video
passages)
• Respond in relevant illustrative detail (include specific, observable
examples)
• Write competently at the graduate level (word-processed, proofread
document)
The ten modules for “Rev Up the Revolution: Your Middle School Physical Education
Game Plan” are worth a total of 483 points, based on your responses to the replay and
reflection questions for each of the first nine modules along with the Final Project in
Module 10.
This course uses the following grading scale:
A 90-100% 435 – 483 points
B 80-89% 386 – 434 points
C 70-79% 338 – 385 points
D 60-69% 290 – 337 points
F 59% and lower 289 and below
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Completion Procedures: The cover page, responses to the Replay and Reflective
questions, and the final project are the only portions of your work that you need to
return to Drake University for evaluation.
A download with the cover page, answer pages for the assignment questions, and the
final project saved as an MS word file, is provided for your convenience. Information
regarding how to download this information is sent to you in an e-mail once you
register.
Revised: January, 2019 17
EDMA 278 REV UP THE REVOLUTION: YOUR MIDDLE SCHOOL PHYSICAL EDUCATION GAME PLAN
PLEASE use this sheet as a cover page for your completed
Study Guide Assignments
Last Name First Name Middle Initial
Drake ID #
Home Address
City State Zip Code
Coaching or Teaching Position Held/Grade Level Years Taught
Home Telephone School Telephone
E-mail address
I am enrolled in: Fall 20__ Spring 20__ Summer 20__
E-Version: January, 2019 www.drake.edu/cepd
Revised: January, 2019 18
MODULE ONE
“The Need for Change”
Learning Objectives:
• Recognize that physical education is broken and that change is needed.
• Explain how the PE4life Core Principles are implemented into a physical education
program.
• Prepare a summary of the research and data that you will find in regards to the
implications of physical inactivity.
• Express your thoughts on why some of the key elements of a quality physical education
program are still referred to as the “New PE” and that challenges still exist.
• Examine what effects exercise has on cognitive performance and behavior.
• Determine which recommended NASPE improvements are needed in your existing
program.
Reading Assignments:
• Game Changer, Ken Reed. Foreword, Preface, Prologue, and Chapters 1-5
• Teaching Middle School Physical Education, Bonnie Mohnsen. Chapter 1
DVD Video Segments:
• DVD 1 – Course Introduction
• DVD 1 – Module 1 – The Need for Change – Introduction by Jen Neubauer
• DVD 1 – Module 1 – The Need for Change – Mr. Phil Lawler, The Fitness-based
Academics Pioneer
Podcast:
• CD - Track 1 Whole Child Podcast – “PE, Recess, and Beyond: The Implications of
Movement”
Suggested Sequence:
• VIEWDVD 1 – Course Introduction by Jen Neubauer
• VIEW DVD 1 – Module 1 – The Need for Change – Introduction by Jen Neubauer
• VIEW DVD 1 – Module 1 – The Need for Change – Mr. Phil Lawler, The Fitness-based
Academics Pioneer
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• READ Game Changer, Ken Reed. Foreword, Preface, Prologue, and Chapters 1-5
• LISTEN Podcast CD - Track 1 Whole Child Podcast – “PE, Recess, and Beyond: The
Implications of Movement”
• READ Teaching Middle School Physical Education, Bonnie Mohnsen. Chapter 1
Supplements:
• Designed to Move at Sierra Vista Jr. High -
http://www.youtube.com/watch?v=uPC9R7f1L5k&feature=youtu.be
Responses to Replay and Reflective Questions: Use the MS Word document “Course
Study Guide Answer Pages” provided for your convenience in word processing.
Revised: January, 2019 20
MODULE ONE - THE NEED FOR CHANGE
(51 points)
Replay Questions
1. “Failure is the first step closer to being successful,” says Phil Lawler in Game
Changer. Physical Education, the “Old PE” in its current state, is broken and failing
our kids. List 3 things from your program that need to be updated to meet the “New
PE” requirements. Then in one to two sentences for each, explain how you will
make changes and improvements. (6 pts.)
2. In Game Changer, Phil Lawler writes “Physical Education became part of America’s
school system for military readiness reasons around WW I…apart from war times,
the focus became part of sports readiness” (p. 4). Do you still see these stereotypes of
sports and military readiness in Middle School PE? Provide two suggestions for re-
thinking these stereotypes to shift the emphasis of our current programs toward a
more successful “New PE” program. (4 pts.)
3. Cite the seven PE4Life Core Principles (Reed, p. 23) and explain, in one complete
sentence per principle, how each can be implemented into a physical education
program similar to the one you teach. (7 pts.)
Revised: January, 2019 21
4. In one thoughtfully detailed paragraph, discuss how new technological
innovations have had an impact on Physical Education teachers, students, or
programs. In a second paragraph, describe two types of technology that you could to
add to your program (4 pts.)
5. After listening to the podcast for this module, discuss the role Quality Physical
Education plays in the Let’s Move in School initiative. Briefly describe two strategies
that you could integrate into your school to encourage physical activity outside of
physical education class and/or sports. (4 pts.)
Revised: January, 2019 22
Reflective Questions
1. Based on the seven PE4Life Core Principles (Reed, p. 23), select the three core
principles most important to achieving active student engagement which you feel are
most relevant to the needs of your students. In one to two sentences for each
principle, describe how you will begin to implement these three principles. (6 pts.)
2. According to Rick Schupbach, “data drives decisions” (Reed, p. 39). We also know
that physical inactivity is detrimental to your health. Research and present two sets
of data about how the lack of physical activity is hurting our children. Cite your
research and write a short paragraph summarizing each article. Then explain how
you might be able to use this information in your own school or community. (10 pts.)
3. Mohnsen believes that “Today’s physical educator must keep pace with changes
in technology, society, health, and education” (p. 3). How have changes in our
society made a negative impact on the health of our kids? (5 points)
4. According to The Shape of the Nation Report 2016, what are the benefits of
physical education and physical activity. What are you currently doing in your
program to address these benefits? ( 5 points)
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MODULE TWO
“The Middle School”
Learning Objectives:
• Compare the characteristics of quality middle schools to your own school.
• Describe the diverse needs of middle school students and explain how that
diversity affects their learning.
• Identify the characteristics of quality middle school teachers and how they must
work with administrators to create the best middle school learning environment.
• Determine what physical education’s role is in a quality middle school.
• Examine the different middle school grade building configurations.
• Distinguish between extrinsic and intrinsic motivation.
Reading Assignments:
• Teaching Middle School Physical Education, Mohnsen. Chapter 2, page 15-first paragraph
on page 22
• Teaching Middle School Physical Education, Mohnsen. Chapter 9
• Appendix 1 – The Trouble-free Playground Program (specifically the third concept – The
importance of developing self-responsibility and intrinsic motivation)
DVD Video Segments:
• DVD 1 – Module 2 – The Middle School – Introduction by Jen Neubauer
• DVD 1 – Module 2 – The Middle School – Administrator Interviews
Podcast:
• CD - Track 2 Whole Child Podcast – “The Middle Grades – Zits, Braces, & Hormones”
Suggested Sequence:
• VIEW DVD 1 – Module 2 – The Middle School – Introduction by Jen Neubauer
• READ Mohnsen. Chapter 2, page 15-first paragraph on page 22
• READ Mohnsen. Chapter 9
• READ Appendix 1 – The Trouble-free Playground Program (specifically the third concept –
The importance of developing self-responsibility and intrinsic motivation)
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• LISTEN Podcast CD - Track 2 Whole Child Podcast – “The Middle Grades – Zits, Braces, &
Hormones”
• VIEW DVD 1 – Module 2 – The Middle School – Administrator Interviews
Responses to Replay and Reflective Questions: Use the MS Word document “Course
Study Guide Answer Pages” provided for your convenience in word processing.
Revised: January, 2019 25
MODULE TWO - THE MIDDLE SCHOOL
40 points
Replay Questions
1. In the Middle Grades podcast, as well as in the video for this module, statements
are made about the type of middle school teachers that ADMINISTRATORS look to
hire. Cite and discuss four characteristics these administrators identify in this video.
Then, list four qualities that STUDENTS would like to see in their teachers. (8 pts.)
2. In regards to the transformation of junior high schools to middle schools through
history, it was noted that “the educational aims of middle school did not, in
themselves, produce the necessary impetus for change” (Mohnsen, p. 17). Several
factors from 1975 to the present seem to be driving those transformation decisions.
What has affected the transformation from “junior highs” to “middle schools” in
your school district? Explain how this has helped your students. (4 pts)
3. In your opinion, does “What the Brain-Based Research Says” (Mohnsen, pp.125-
128), support the Constructivist learning theory or the Behaviorist learning theory?
Please explain your answer. (2 pts)
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4. Of the nine Multiple Intelligences (with the exception of bodily-kinesthetic
intelligence), which - to your way of thinking - are the two easiest to address in a
middle school physical education lesson? In your opinion, which two types are the
most difficult to address in a middle school physical education lesson? Provide a
rationale based on your personal experience (see also Mohnsen, pp. 130-132) (4 pts.)
Revised: January, 2019 27
Reflective Questions
1. Based on presentations from representatives of the different schools in the video,
podcast, and the assigned readings in the Mohnsen textbook; which grade
configuration do you feel is best suited for creating the optimal middle school
environment? Please explain your answer and address the physical, cognitive,
emotional and social domain. (5 pts.)
2. Mohnsen states “...you can’t motivate students – you can only influence how they
motivate themselves” (p. 121). What are two ways you try to motivate your students?
Have these methods been successful for you? (4 pts.)
3. Based on concepts presented in Appendix 1 and in Mohnsen (pp. 121-122), provide
an example of an extrinsic reward in your middle school. Be sure to describe the
scenario for which the extrinsic reward was used to motivate your students. What is
your suggestion for creating an intrinsic reward system that would achieve the same,
if not better, longer-term results? (4 pts.)
4. Using the Bandler-Grinder learning theory (Mohnsen, p. 130), create a physical
education lesson plan, about something that you already teach, that ensures all your
students are engaged in the learning situation. This lesson plan should include 1)
lesson objectives, 2) materials needed, 3) an explanation of the learning activities,
(detailed enough that a substitute teacher could visualize its implementation), and 4)
an explanation of how the lesson objectives will be assessed. (5 pts.)
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5. Reflect on the ideas shared in the video, readings, and podcast. Then describe two
ways that teachers and administrators can work together to ensure that all students
are healthy, engaged and are learning in a safe environment. (4 points)
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MODULE THREE
“The Middle School PE Learning Environment”
Learning Objectives:
• Assess areas of strength and weakness in your own program.
• Propose ideas for aligning your physical education program with the total
middle school environment and whole child approach to education.
• Recognize what facilities, equipment, and supplies need to be updated or added
to offer students a quality middle school physical education program.
• Describe the role of an administrator in achieving a high quality physical
education program.
• Analyze your existing physical education learning environment and prescribe
changes for the future.
• Create a plan that incorporates the teaching of prosocial skills in their program
• Differentiate between physical activity and physical education.
Reading Assignments:
• Teaching Middle School Physical Education, Mohnsen. Chapter 2, pp. 22-26
• Teaching Middle School Physical Education, Mohnsen. Chapter 3, pp. 27-30 up to “PE &
Extracurricular Setting”; pp. 33-37 “PE & Coordinated School Health”
• Teaching Middle School Physical Education, Mohnsen. Chapter 4
• Teaching Middle School Physical Education, Mohnsen. Ch. 5, pp. 55-64 up to “Positive Class
Management”
• Appropriate Instructional Practice Guidelines for Middle School Physical Education, pp. 3-6;
“1.0 Learning Environment” pp. 9-12
• Appendix 2 - Physical Education is Critical to Educating the Whole Child, NASPE Position
Statement
DVD Video Segments:
• DVD 1 – Module 3 – Middle School PE Learning Environment – Introduction by Jen
Neubauer
• DVD 1 – Module 3 – Middle School PE Learning Environment – Teacher Interviews
Revised: January, 2019 30
Responses:
• Complete the Teaching Middle School Physical Education, Chapter 2, page 23, “Self-
Assessment: Middle School Physical Education Program”, Physical Environment and
Psychological Environment sections only
Suggested Sequence:
• VIEW DVD 1 – Module 3 –Introduction by Jen Neubauer
• READ Teaching Middle School Physical Education, Mohnsen. Chapter 2, pages 22-26
• READ Teaching Middle School Physical Education, Mohnsen. Chapter 3, pages 27-30 up to
“PE & Extracurricular Setting”; pages 33-37 “PE & Coordinated School Health”
• READ Teaching Middle School Physical Education, Mohnsen. Chapter 4
• READ Teaching Middle School Physical Education, Mohnsen. Ch. 5, pages 55-64 up to
“Positive Class Management”
• READ Appropriate Instructional Practice Guidelines for Middle School Physical Education,
pages 3-6; “1.0 Learning Environment” pages 9-12
• READ Appendix 2 - Physical Education is Critical to Educating the Whole Child, NASPE
Position Statement
• VIEW DVD 1 – Module 3 – Middle School PE Learning Environment – Teacher
Interviews
• SELF-ASSESS Teaching Middle School Physical Education, Mohnsen. Chapter 2, page23,
“Self-Assessment: Middle School Physical Education Program”, Physical Environment
and Psychological Environment sections only
Responses to Replay and Reflective Questions: Use the MS Word document “Course
Study Guide Answer Pages” provided for your convenience in word processing.
Revised: January, 2019 31
MODULE THREE - THE MIDDLE SCHOOL PE LEARNING ENVIRONMENT
46 points
Replay Questions
1. According to the Physical Education is Critical to Educating the Whole Child
NASPE position statement, “The National Standards for Physical Education (NASPE,
2004) provides the framework for high-quality physical education; however, in order
to meet those standards, three other aspects of high-quality physical education must
be in place.” List each of those three aspects, then give one example of each
category. (6 pts.)
2. Appropriate Instructional Practice Guidelines, states that “Physical activity and
physical education are not the same” (NASPE pp. 5-6). Explain the difference
between the two. Then in a 2nd paragraph, describe how this difference is related to
the distinction between intramural and athletic programs and physical education
program goals. (4 pts.)
3. According to Mohnsen (pp. 56-64), why is it important to teach and develop
prosocial skills? Describe one game, activity, or strategy that you currently use to
teach prosocial skills. (4 pts.)
4. Based upon the Mohnsen text readings (pp. 43-46) and this module’s video
presentations, list and explain what you believe are the four most essential middle
school physical education facilities. Then, list and explain four examples of physical
education or fitness equipment that you feel are most important to effectively deliver
a high-quality physical education program. (8 pts.)
Revised: January, 2019 32
5. Based upon the previous podcasts, as well as Physical Education is Critical to
Educating the Whole Child NASPE Position Statement, what is your understanding of
the “whole child initiative” and its approach to education? What are two things that
students can learn in physical education class that relate to the whole child theory?
(4 pts.)
Revised: January, 2019 33
Reflective Questions
1. Complete the Physical Environment and Psychological Environment sections of
the Self-Assessment (Mohnsen p. 23). Please describe two strengths and two
weaknesses of your program or your teaching. Include in your answer how you
would maintain your strengths, and improve the weaknesses identified in your
program. Feel free to use some of the ideas shared in the video as needed. (6 pts.)
2. Reflect on the Code of Ethics for Physical Education Teachers (Mohnsen, p. 57).
What are three things that you are already doing well in this area? What are three
areas that you could improve on? (6 pts)
3. To accomplish “the goal of physical education is to develop physically educated
individuals who have the knowledge, skills, and confidence to enjoy a lifetime of
physical activity”(Appendix 2, p. 2). All students should be taught using all three
learning domains: cognitive, affective, and psychomotor. List and explain two
strategies or activities that you use, or could use, to address the cognitive and affective
domain. (4 pts)
4. In the 1.0 Learning Environment section of the NASPE Appropriate Instructional
Practice Guidelines (pp. 9-12), which subsection refers to practices that you feel need
the greatest improvement in your PE curriculum? Briefly describe your plan to
improve in this area. (4 pts)
Revised: January, 2019 34
MODULE FOUR
“Variety of Activities and Choice are Keys to Success”
Learning Objectives:
• Compare and contrast the variety of activities offered in a sampling of middle
school physical education curriculums.
• Specify what benefits middle school students acquire from a variety of activities.
• Infer how an activity develops the health related components of fitness along
with MVPA.
• Determine how giving middle school students choices is key to a successful
program.
• Explain the use of Fitness Games.
• Examine exergaming options and how they may be integrated into an existing
middle school physical education program.
Reading Assignments:
• Appendix 4 - Review the activities listed in the SPARK Middle School Physical Education
Curriculum
• Appendix 5 - Review the activities listed in the Physical Focus Curriculum
• Review the activities listed and described in the Teaching Middle School Physical
Education, Mohnsen. Chapters 14-17.
DVD Video Segments:
• DVD 2 – Module 4 – Introduction by Jen Neubauer
• DVD 2 – Module 4 –Introduction 2 by Jen Neubauer
• DVD 2 – Module 4 – Variety of Activities and Choice are Keys to Success – Teacher
Interviews
• DVD 2 – Module 4 – Variety of Activities and Choice are Keys to Success - Activities
Revised: January, 2019 35
Suggested Sequence:
• VIEW DVD 2 – Module 4 –Introduction by Jen Neubauer
• READ Appendix 4 - Review the activities listed and described in the SPARK Middle
School Physical Education program
• READ Appendix 5 - Review the activities listed and described in the Physical Focus
Curriculum
• READ Review the activities listed and described in the Teaching Middle School Physical
Education, Mohnsen. Chapters 14-17.
• VIEW DVD 2 – Module 4 –Introduction 2 by Jen Neubauer
• VIEW DVD 2 – Module 4 –Teacher Interviews
• VIEW DVD 2 – Module 4 – Variety of Activities and Choice are Keys to Success -
Activities
Supplements:
• Hall of Shame activities are listed on the PE Central website
http://www.pecentral.org/professional/hos/index.html so you know which activities should
NOT be offered in your program.
• SPARK Middle School PE Program – http://www.sparkpe.org/physical-
education/middle-school/
• Appendix 3a, 3b, 3c, 3d, 3e – List of units in PE curriculums of teachers interviewed in
this module
Responses to Replay and Reflective Questions: Use the MS Word document “Course
Study Guide Answer Pages” provided for your convenience in word processing.
Revised: January, 2019 36
MODULE FOUR - VARIETY OF ACTIVITIES AND
CHOICE ARE KEYS TO SUCCESS
34 points
Replay Questions
1. The first PE4life Core Principle encourages physical education instructors to “offer
a variety of fitness, sport, leisure, and adventure activities to all students.” For each
of the four categories, select a related activity from the video for this module,
describing why it fits into that category and the benefits received by middle school
students who engage in that activity. (8 pts.)
2. There are many units and activities that are shown in SPARK, Physical Focus,
Discover Your Destination and the Mohnsen textbook. Describe two new activities
that you feel you could implement into your middle school physical education
program and how they would benefit your students. (4 points)
3. Select at least one activity shown in the video that you feel increases MVPA
(moderate to vigorous physical activity) levels in students as was already described
in Mohnsen (p. 31). The activity you select may not be one you already described in
Question 1. Describe the activity along with how you feel it increases MVPA levels
and list which health-related component(s) of fitness (cardiorespiratory endurance,
muscular strength, muscular endurance, flexibility, or body composition) it
improves. (3 pts.)
Revised: January, 2019 37
Reflective Questions
1. Using one of the new activities that you listed in question 2 or 3 above, write a 5
day unit plan to implement this new activity into your curriculum. Your unit plan
does not need to be extremely detailed; just an outline for the unit. You should
include grade level, objectives for the unit, activities to teach the new skills, and an
assessment that is related to the objectives. ( 8 points)
2. One of the areas of emphasis in the video presentation for this module by Annie
Stoessel and Jodi Larson is the importance of choice, which enhances each of the 5
C’s of Intrinsic Motivation (control, curiosity, creativity, challenge, & constant
feedback). What choices do you offer for your students? OR if you don’t offer
choices, how might you be able to change this? Please explain your answer. (4 pts.)
3. Fitness Games is offered as a unit that students can choose to learn and participate
in for four weeks at Northview Middle School. Explain how you might use a fitness
games as a lead up game to a traditional sports unit. (3 pts.)
Revised: January, 2019 38
4. Exergaming was shown as an activity offered at Francis Marion Intermediate,
Norwalk Middle School, and Parkview Middle School. What is your opinion of
offering exergaming? How could you offer exergaming as a choice to your students?
(4 pts.)
Revised: January, 2019 39
MODULE FIVE
“Curriculum Development”
Learning Objectives:
• List and describe the twelve steps of the Curriculum Development process.
• Analyze various curriculum examples.
• Recognize the PECAT and its value.
• Restate the sections of a unit plan.
• Design a four part lesson plan.
• Indicate who would serve on a curriculum development committee.
• Evaluate the current curriculum and identify areas in need of improvement.
• Report on how to effectively integrate physical education with other subjects.
Reading Assignments:
• Teaching Middle School Physical Education, Chapter 6
• Appendix 6a – Fitness for Life: Middle School Program Overview
• Appendix 6b – Fitness for Life: Middle School Program Rationale
• Appendix 6c – Fitness for Life: Middle School to High School Articulation
• Teaching Middle School Physical Education, Chapter 7
• Appendix 7 – Jen’s Planning Basics
• Appropriate Instructional Practice Guidelines for Middle School Physical Education, “3.0
Curriculum” pg. 17-19
DVD Video Segments:
• DVD 3 – Module 5 – Curriculum Development – Introduction by Jen Neubauer
• DVD 3 – Module 5 – Curriculum Development – Teacher Interviews
• DVD 3 – Module 5- Teaching PE Lesson or http://www.youtube.com/watch?v=G6XAJuug-
JM
Responses:
• Complete the Teaching Middle School Physical Education, Chapter 2, pg. 23 & 24, “Self-
Assessment: Middle School Physical Education Program”, Curriculum section only
Revised: January, 2019 40
Suggested Sequence:
• VIEW DVD 3 – Module 5 - Curriculum Development – Introduction by Jen Neubauer
• VIEW DVD 3 – Module 5 – Curriculum Development – Teacher Interviews
• READ Teaching Middle School Physical Education, Chapter 6
• READ Appendix 6a – Fitness for Life: Middle School Program Overview
• READ Appendix 6b – Fitness for Life: Middle School Program Rationale
• READ Appendix 6c – Fitness for Life: Middle School to High School Articulation
• READ Teaching Middle School Physical Education, Chapter 7
• READ Appendix 7 – Jen’s Planning Basics
• VIEW DVD 3 – Module 5 - Teaching PE
• READ Appropriate Instructional Practice Guidelines for Middle School Physical Education,
“3.0 Curriculum” pg. 17-19
• SELF-ASSESS Teaching Middle School Physical Education, Chapter 2, pg. 23 & 24, “Self-
Assessment: Middle School Physical Education Program”, Curriculum section only
Supplements:
• Robyn Bretzing - CDAAHPERD 2011 - Day 2 "GREAT Program"
http://www.youtube.com/watch?v=rYrmZ1QHeM8
• Example of Unit Plan format/template design -
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=430
• Example of Lesson Plan - http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=429
• Example of PECAT
https://www.cdc.gov/healthyschools/pecat/index.htm
• “Should Reading and Math Be Taught in Gym Class Too?”
http://learning.blogs.nytimes.com/2013/02/20/should-reading-and-math-be-taught-in-
gym-class-too/?smid=pl-share
Responses to Replay and Reflective Questions: Use the MS Word document “Course
Study Guide Answer Pages” provided for your convenience in word processing.
Revised: January, 2019 41
MODULE FIVE - CURRICULUM DEVELOPMENT
55 points
Replay Questions
1. List and briefly describe each of the twelve steps of the curriculum development
sequence (Mohnsen, Chapters 6 and 7). (12 pts.)
2. According to the Mohnsen text, “You can organize your instructional units with
many different approaches” (86) List the three parts of the physical focus curriculum
and an example for each part. (3 pts.)
3. What does PECAT stand for (Mohnsen, p. 78)? How could this benefit your
program? (2 pts.)
4. Based on Jen’s Planning Basics (Appendix 7), list the six parts of a Unit Plan. Then
list and briefly describe each of the four parts of a quality physical education lesson
plan. (10 pts.)
Revised: January, 2019 42
Reflective Questions
1. Your school district has informed you that over the next school year your middle
school physical education curriculum needs to be reviewed and updated. They are
asking you to take the lead and select who should be on your curriculum
development committee. You may have five or seven committee members, including
yourself. Please indicate who you would select and why. Describe the role of each
person (including yourself) on the committee. (6 pts.)
2. Integrating physical education with other subject areas is beneficial to students!
List and describe two ways to integrate physical education and health education.
Then list and describe two ways to integrate physical education with math or science.
What are (or could be) the benefits of integrating with other subject areas? (6 pts.)
3. Complete the curriculum section of the self-assessment (Mohnsen, pp. 23-24) Of
the nine sub-topics in the self-assessment, which three are in the greatest need of
updating in your program? Explain why you feel you should focus on these areas. (6
pts)
4. Based on the new unit you selected in Module 4, Reflective Question #1, design a
four-part lesson plan for one of the days in that unit. You may use the four-part
lesson plan template shown in Appendix 10 or another form of your choice. This one
day plan should be detailed enough that a substitute teacher could teach this lesson.
(10 pts.)
Revised: January, 2019 43
MODULE SIX
“Instructional Strategies: Management & Methods”
Learning Objectives:
• Differentiate between teaching style and instructional style.
• Identify examples of appropriate instructional strategies.
• Cite the importance of establishing good routines during class time.
• Detect instructional materials and management tools used by other physical
educators.
• Analyze your own teaching behaviors through the use of videotape technology
and the creation of a self-assessment tool.
• Create a plan for communicating class rules and the consequences of violating
those rules.
• Report the effects of music and technology on your management and methods of
teaching.
• Assess whether instruction and instructional materials are areas of weakness or
strength in your program.
Reading Assignments:
• Teaching Middle School Physical Education, Chapter 10
• Teaching Middle School Physical Education, Chapter 11, pg. 141-154 & Summary pg.158-159
• Teaching Middle School Physical Education, Chapter 12, pg. 161-“Software for Teaching
Efficiency” pg. 176
• Appendix 11 – Jen’s Instructional Strategies Tips & Tricks
• Teaching Middle School Physical Education, Chapter 5, “Positive Class Management” pg.
64-68
• Appropriate Instructional Practice Guidelines for Middle School Physical Education, “2.0
Instructional Strategies” pg. 13-16
DVD Video Segments:
• DVD 3 – Module 6 – Instructional Strategies: Management & Methods – Introduction by
Jen Neubauer
• DVD 3 – Module 6 – Instructional Strategies: Management & Methods – Part 1
• DVD 3 – Module 6 – Instructional Strategies: Management & Methods – Part 2
Revised: January, 2019 44
• DVD 3 – Module 6 – Instructional Strategies: Management & Methods – Part 3
• DVD 4 – Module 6 – Instructional Strategies: Management & Methods – Part 4
• DVD 4 – Module 6 – Instructional Strategies: Management & Methods – Part 5
• DVD 4 – Module 6 – Instructional Strategies: Management & Methods – Part 6
• DVD 4 – Module 6 – Student Activity Choice Selection
• DVD 4 – Module 6 – Instructional Strategies: Management & Methods-Management
• DVD 4 – Module 6 – Instructional Strategies: Management & Methods – Classroom
Management with Shuffle
Responses:
• Complete the Teaching Middle School Physical Education, Chapter 2, pg. 24, “Self-
Assessment: Middle School Physical Education Program”, Instruction and Instructional
Materials sections only
Suggested Sequence:
• READ Teaching Middle School Physical Education, Chapter 10
• READ Teaching Middle School Physical Education, Chapter 11, pg. 141-154 & Summary
pg.158-159
• READ Teaching Middle School Physical Education, Chapter 12, pg. 161-“Software for
Teaching Efficiency” on pg. 176
• READ Appropriate Instructional Practice Guidelines for Middle School Physical Education,
“2.0 Instructional Strategies” pgs. 13-16
• READ Appendix 11 – Jen’s Instructional Strategies Tips & Tricks
• VIEW DVD 3 – Module 6 – Instructional Strategies: Management & Methods – Part 1
• VIEW DVD 3 – Module 6 – Instructional Strategies: Management & Methods – Part 2
• VIEW DVD 3 – Module 6 – Instructional Strategies: Management & Methods – Part 3
• VIEW DVD 4 – Module 6 – Instructional Strategies: Management & Methods – Part 4
• VIEW DVD 4 – Module 6 – Instructional Strategies: Management & Methods – Part 5
• VIEW DVD 4 – Module 6 – Instructional Strategies: Management & Methods – Part 6
• READ Teaching Middle School Physical Education, Ch. 5, “Positive Class Management” pg.
64-68
• VIEW DVD 4 – Module 6 –Student Activity Choice Selection
• VIEW DVD 4 – Module 6– Instructional Strategies: Management & Methods – Management
• VIEW DVD 4 – Module 6 – Instructional Strategies: Management & Methods –
Classroom Management with Shuffle
Revised: January, 2019 45
• SELF-ASSESS Teaching Middle School Physical Education, Chapter 2, pg. 24, “Self-
Assessment: Middle School Physical Education Program”, Instruction and Instructional
Materials sections only
Responses to Replay and Reflective Questions: Use the MS Word document “Course
Study Guide Answer Pages” provided for your convenience in word processing.
Revised: January, 2019 46
MODULE SIX - INSTRUCTIONAL STRATEGIES:
MANAGEMENT AND METHODS
55 points
Replay Questions
1. Select three teaching styles from Mohnsen, pp. 142-150. Describe each style
including an example of that teaching style from the videos of middle school
physical educators and their students. (6 points)
2. Based on the Appropriate Instructional Practices Guidelines document under the
2.0 Instructional Strategies section, ten sub-sections are listed. List five of the
strategies and a brief description of each. (5 pts.)
3. Good management of your classes paired with good methods of teaching will
maximize participation (maximum movement). Identify four strategies from the
information in Appendix 11 for this module that maximize participation and give an
example of each strategy. (4 pts.)
Revised: January, 2019 47
4. When delivering your lessons, your techniques should use the “Three D’s”
(Appendix 11). List the three D’s and give an example of each. (6 pts)
5. “Establish class routines (figure 5.7) to effectively organize your classes.”
(Mohnsen, p. 65) Select three segments of class time that you must establish good
routines for to enhance learning and maximize participation. Provide a brief
description of each segment and a specific example from the video presentations for
each. (6 pts.)
6. Several types of instructional materials and management tools were discussed in
Mohnsen (pp. 162-176). In the videos for this course, you should have seen and heard
about several examples. Briefly describe three of these strategies. (3 points)
Revised: January, 2019 48
Reflective Questions
1. As demonstrated in the video by Rick Schupbach, what is the Shuffle and how
does it work? What benefits does it provide the instructor and students? Explain a
classroom strategy that you use OR explain how you could use the shuffle. (5 pts.)
2. Video yourself teaching a physical education class. Watch the video of yourself
teaching and complete a self-assessment of your own teaching behaviors (Mohnsen,
pp. 134-139). In one paragraph, explain two teaching behaviors that you do well.
Then in a second paragraph, explain two teaching behaviors that you need to
improve on.
(6 pts.)
3. Music and the use of technology are not only discussed by the teachers in the video
presentations for this module, but there are several examples of each shown. These
are two very important aspects of the management and methods of teaching in the
delivery of your quality physical education program. List and describe two ways that
you use music in your classroom and two ways that you use other technology. (4 pts.)
Revised: January, 2019 49
4. Routines are important to effectively organize your classes (Mohnsen, p. 66).
Briefly describe two routines that you currently use or that you would like to
implement. How would these benefit your daily classes? (6 pts.)
5. Complete the Instruction and Instructional Materials sections of the Self-
Assessment (Mohnsen, p. 24). From this area of teaching, what are two strengths of
your curriculum? How will you maintain these strengths? (4 pts.)
Revised: January, 2019 50
MODULE SEVEN
“Instructional Strategies: Measurement”
Learning Objectives:
• Report on appropriate instructional practices in regards to fitness testing.
• State the role of grading in assessment and prescribe a solution to inappropriate grading
practices that still occur in physical education.
• Define performance-based assessment and describe several examples.
• Recognize an example of a feasible embedded assessment.
• Construct an assessment technology proposal that provides an example of assessment
technology, how it works, and the benefits of its use.
• Align your objectives, assessments, and standards in each of the three learning domains
for a physical education unit along with a holistic or analytic rubric for one of the
assessments.
• Rate yourself on a self-assessment and make a recommendation for maintenance or
improvement.
Reading Assignments:
• Teaching Middle School Physical Education, Chapter 12, pgs. 176-178
• Teaching Middle School Physical Education, Chapter 8
• Appropriate Instructional Practice Guidelines for Middle School Physical Education, “4.0
Assessment” pgs. 20-22
DVD Video Segments:
• DVD 5 – Module 7 –Introduction by Jen Neubauer
• DVD 5 – Module 7 –Quality Assessment with Jen Neubauer
• DVD 5 – Module 7 –Teacher Interviews: Assessment & Technology
• DVD 5 – Module 7 –Assessing Fitness Concepts During Activity
Responses:
• Complete the Teaching Middle School Physical Education, Chapter 2, pg. 24, “Self-
Assessment: Middle School Physical Education Program”, Assessment section only
Revised: January, 2019 51
Suggested Sequence:
• VIEW DVD 5 – Module 7 –Introduction by Jen Neubauer
• VIEW DVD 5 – Module 7 –Quality Assessment with Jen Neubauer
• VIEW DVD 5 – Module 7 –Teacher Interviews: Assessment & Technology
• VIEW DVD 5 – Module 7 –Assessing Fitness Concepts During Activity
• READ Teaching Middle School Physical Education, Chapter 8
• READ Teaching Middle School Physical Education, Chapter 12, pgs. 176-178
• READ Appropriate Instructional Practice Guidelines for Middle School Physical Education,
“4.0 Assessment” pgs. 20-22
• SELF-ASSESS Teaching Middle School Physical Education, Chapter 2, pg. 24, “Self-
Assessment: Middle School Physical Education Program”, Assessment section only
Responses to Replay and Reflective Questions: Use the MS Word document “Course
Study Guide Answer Pages” provided for your convenience in word processing.
Revised: January, 2019 52
MODULE SEVEN - INSTRUCTIONAL STRATEGIES: MEASUREMENT
45 points
Replay Questions
1. Fitness testing in a middle school physical education program is administered just
once in the fall and again in the spring without appropriate conditioning prior to
testing because it has been done that way for the past fifteen-plus years. The results
from the fall are not discussed with the students and are never revisited or utilized
until spring testing begins. Each student’s score in the spring is the sole basis for
their grade in the final term of the school year. Each time the fitness tests are
administered, every student is required to complete each test in front of their peers.
Once the norm-referenced results have been collected, the physical education
instructor posts a list of all the scores for everyone to see and gives awards to the top
performers at the end of the year.
What are four areas of concern in this situation and how would you do this
differently? (4 pts.)
2. Considering that assessment “is not just a letter grade,” what do you feel is the
role of grading as part of assessment? Based on the Quality Assessment presentation
given by Jen Neubauer, what is the problem with the grades that so many physical
education teachers still give? What are often the results of inappropriate grading
practices in physical education? What solutions would you suggest that address
these concerns? (4 pts.)
Revised: January, 2019 53
3. What is performance-based assessment (Mohnsen, pp. 100-101)? List two
performance-based assessment tools that were listed in the Quality Assessments
presentation as well as in Mohnsen, pp. 102-113. Describe and include a brief
example of each that you might use in your progam. (4 pts.)
4. Why would the assessment example shown on the video during the Rebel Ball
activity be considered an embedded assessment, according to Mohnsen (pp. 100-101)?
Is this something you might use in your program? Please explain your answer. (3
pts.)
Revised: January, 2019 54
Reflective Questions
1. Several uses of technology as assessment tools are presented in the video
presentations of this module, as well as the readings from Mohnsen, Chapter 12. Use
those concepts to analyze and address the following scenario: Your middle school
was awarded a technology grant and your principal has stated that each department
must use their award amount (up to $10,000) on equipment, software, and/or
materials that would enhance or improve the way assessments are administered or
how data from the assessments is collected and/or analyzed in your department.
(10 pts.)
Your department must submit their requested proposal with the following
information included:
0. A detailed description of the type of Assessment Technology that you will
need. (This may be heart rate monitors, activity monitors, etc)
1. Explanation of how it would benefit both students and teachers and WHY you
need this new technology.
2. Explanation of how it would benefit your overall program (to help define this,
contrast these benefits with the current assessment practices);
3. Itemized quantity needed;
4. Total cost of purchase; and
5. Where to purchase and/or gather more information (you may include web
addresses).
This should be very detailed! Remember that you are writing a grant proposal.
2. Using the new unit from module 4 or module 5, show alignment between your new
unit and the NASPE standards. Copy and paste your new unit here first, then show
how the NASPE standards align with the objectives and assessments. (8 pts)
Revised: January, 2019 55
3. “Rubrics provide teachers with the criteria for assessment and ask students, ‘How
good is good enough?’” (Mohnsen, p. 110). Create a rubric that you would use for
your new unit (from question 2) and create a rubric to help you with your grading. (8
points)
Below is a SAMPLE of what a rubric might look like.
Volleyball
serve
4 points 3 points 2 points 1 point
Body
position
Hips are facing
net, shoulders
are square to
net. Head is
facing target of
serve.
2 skills from
first column are
shown.
1 skill from first
column is
shown.
None of
criteria from
first column
are met.
Contact with
ball
Ball is
contacted in
front of body.
Hand is above
head. Ball is
contacted with
big open hand.
2 skills from
first column are
shown.
1 skill from first
column is
shown.
None of
criteria from
first column
are met.
Step and
Follow
through
Steps with
opposite foot.
Hand stops
above head.
Body is facing
target.
2 skills from
first column are
shown.
1 skill from first
column is
shown.
None of
criteria from
first column
are met.
Revised: January, 2019 56
4. After completing the self-assessment (“Assessment” Mohnsen, p. 24), give yourself
an overall score of 4 = Exceeds Standard, 3 = At Standard, 2 = Progressing, 1 = None
Evident. List two suggestions for improving your score. (4 pts.)
Revised: January, 2019 57
MODULE EIGHT
“Activity Beyond the Walls of the Gym”
Learning Objectives:
• Indicate the role a physical educator plays in getting more physical activity into
the classrooms during the school day along with a list of the benefits when more
physical activity is incorporated into classrooms.
• Review how classroom teachers can teach an academic subject while
incorporating physical activity.
• Identify and describe the components of a Comprehensive School Physical
Activity Program (CSPAP).
• Formulate a plan to work with other educators in your building to incorporate
more physical activity beyond the gym walls.
• Evaluate a brain break used in a classroom setting and describe two forms of
modification.
• Locate research that supports the use of stability balls in classrooms and
summarize the findings.
Reading Assignments:
• Teaching Middle School Physical Education, Chapter 3, pgs. 30-33 “Physical Education &
the Extracurricular Setting”
• Appendix 12 - Overview of a Comprehensive School Physical Activity Program (CSPAP) -
NASPE
DVD Video Segments:
• DVD 5 – Module 8 – Activity Beyond the Walls of the Gym – Introduction by Jen
Neubauer
• DVD 5 – Module 8 – Teacher Interviews: Beyond the Walls of the Gym
• DVD 5 – Module 8 – Physical Activity in the Classroom with Charity Campbell
• DVD 5 – Module 8 – Creating a Kinesthetic Class*
• DVD 5 – Module 8 – Ride & Read*
*We are aware of the technical difficulties with the audio in this video clip. Although
we recognize that it is distracting, we felt the content of the video was important to
this module.
Revised: January, 2019 58
Podcast:
• CD – Track 3 “More than Just Gym: Integrating Movement Across the School Day”
Suggested Sequence:
• VIEW DVD 5 – Module 8 –Introduction by Jen Neubauer
• READ Appendix 12 - Overview of a Comprehensive School Physical Activity Program
(CSPAP) - NASPE
• READ Teaching Middle School Physical Education, Chapter 3, pgs. 30-33 “Physical
Education & the Extracurricular Setting”
• LISTEN Podcast CD - Track 3“More than Just Gym: Integrating Movement Across the
School Day”
• VIEW DVD 5 – Module 8 – Teacher Interviews: Beyond the Walls of the Gym
• VIEW DVD 5 – Module 8 – Physical Activity in the Classroom with Charity Campbell
• VIEW DVD 5 – Module 8 – Creating a Kinesthetic Class
• VIEW DVD 5 – Module 8 – Ride & Read
Supplements:
• Run, Jump, Learn! How Exercise can Transform our Schools: John J. Ratey, MD at
TEDxManhattanBeach http://www.youtube.com/watch?v=hBSVZdTQmDs
• Let’s Move in Schools!
https://letsmove.obamawhitehouse.archives.gov/active-schools
• Teachers make move to improve student focus by ditching desk chairs in favor of yoga
balls https://strongbravehonest.wordpress.com/tag/teachers-make-move-to-improve-
student-focus/
Responses to Replay and Reflective Questions: Use the MS Word document “Course
Study Guide Answer Pages” provided for your convenience in word processing.
Revised: January, 2019 59
MODULE EIGHT - ACTIVITY BEYOND THE WALLS OF THE GYM
34 points
Replay Questions
1. We know that Quality Physical Education is one of the components of - and is
considered the foundation of - a Comprehensive School Physical Activity Program
(CSPAP). What are the other three components? Please describe and provide an
example of each. (6 pts.)
2. Physical education teacher, Charity Campbell demonstrated many ideas to
incorporate movement into a classroom. Describe the two activities that you felt
were the most beneficial. (2 pts.)
3. List six benefits of incorporating more physical activity into your classrooms
addressed by Charity Campbell during her presentation and included in the podcast
(More than Just Gym) assigned for this module. (6 pts.)
Revised: January, 2019 60
4. Michael Opitz mentions in his podcast (More than Just Gym) that “…sometimes I
think we feel forced to choose.” He stated this in regards to academics vs. playtime
(physical activity) due to Annual Yearly Progress (AYP), No Child Left Behind
(NCLB), and other mandates. In his work, he shares how physical activity can
improve how students learn! Share two examples from either his podcast or from
Charity Campbell’s presentation on how a classroom teacher can teach an academic
subject/lesson while incorporating physical activity into his/her classroom
curriculum. (2 pts.)
Revised: January, 2019 61
Reflective Questions
1. You would like to help your colleagues learn strategies to increase physical activity
in a regular education classroom. List five activities, strategies or resources that you
could share with the classroom teachers that would allow students to get up and
move! (5 pts)
2. In Christie Beving’s classroom, she frequently uses “Brain Breaks” throughout the
day. The example shown on the video was a break from their academic content for
the day. Describe the activity that she shared and how you might adapt it to fit the
needs of your students. (5 pts.)
3. You believe that stability balls should be used in place of chairs in classrooms.
Find one article or web-site that supports the use of stability balls and write a
summary on the article. (Please cite your source.) Then list 3-4 rules that classroom
teachers would need to have if they have stability balls in their classroom. (8 points)
Revised: January, 2019 62
MODULE NINE
“Be a Crusader”
Learning Objectives:
• List the five components needed for change to occur and prescribe a solution
when one or more of the components is missing.
• Describe the nine models of Professional Development.
• Associate networking with contributing to the physical education profession.
• Express the importance of belonging to a professional organization.
• Evaluate a recent professional development experience.
• Complete an analysis of your professional development and professionalism.
Reading Assignments:
• Game Changer, Chapters 6-8
• Teaching Middle School Physical Education, “Quality Physical Education + Interdisciplinary
Involvement = Support”, Chapter 2, pg. 21 gray box
• Teaching Middle School Physical Education, Chapter 13
• Appropriate Instructional Practice Guidelines for Middle School Physical Education, “5.0
Professionalism” pg. 22
• Teaching Middle School Physical Education, “Public Relations”, Chapter 3, pgs. 37-40
DVD Video Segments:
• DVD 6 – Module 9 - Introduction by Jen Neubauer
• DVD 6 – Module 9 - Teacher Interviews: Professionalism
• DVD 6 – Module 9 - Parent Support
• DVD 6 – Module 9 - Administrator Support
• DVD 6 – Module 9 - Advocating for Quality PE
Responses:
• Complete the Teaching Middle School Physical Education, Chapter 2, pg. 24, “Self-
Assessment: Middle School Physical Education Program”, Professional Development
section only
Revised: January, 2019 63
Suggested Sequence:
• READ Game Changer, Chapters 6-8
• READ Teaching Middle School Physical Education, “Quality Physical Education +
Interdisciplinary Involvement = Support”, Chapter 2, pg. 21 gray box
• READ Teaching Middle School Physical Education, Chapter 13
• VIEW DVD 6 – Module 9 Introduction by Jen Neubauer
• VIEW DVD 6 – Module 9 Teacher Interviews: Professionalism
• READ Teaching Middle School Physical Education, “Public Relations”, Chapter 3, pgs. 37-
40
• VIEW DVD 6 – Module 9 Parent Support
• VIEW DVD 6 – Module 9 - Administrator Support
• VIEW DVD 6 – Module 9 – Advocating for Quality PE
• READ Appropriate Instructional Practice Guidelines for Middle School Physical Education,
“5.0 Professionalism” pg. 22
• SELF ASSESS Teaching Middle School Physical Education, Chapter 2, pg. 24, “Self-
Assessment: Middle School Physical Education Program”, Professional Development
section only
Responses to Replay and Reflective Questions: Use the MS Word document “Course
Study Guide Answer Pages” provided for your convenience in word processing.
Revised: January, 2019 64
MODULE NINE - BE A CRUSADER
33 points
Replay Questions
1. The Mohnsen text (pp. 182-186) presents examples of nine different professional
development models. Provide a brief description of each model. (9 pts.)
2. In Game Changer, Paul Zientarski says, “Phil Lawler was a networker. This was
truly Phil’s gift. He reached out to people from all over the country and the world.”
Cite two examples from chapter 6 about how he was a passionate connector.
According to Mohnsen, what benefits do PE teachers receive from being involved in
their profession. ( 4 pts)
3. “Through the years, Phil Lawler always wanted to change the world of physical
education as a team. Together.” In order to change the perceptions of physical
education, you must ADVOCATE for your profession. There were several advocacy
examples shared in the required readings and the videos you watched. Explain in
detail how a physical educator can advocate for support from each of the following
groups and why advocating to that group is important to our profession. (6 pts.)
State Level (Legislative) Support -
Revised: January, 2019 65
School/District Level (Administrative) Support -
Parental Support –
Revised: January, 2019 66
Reflective Questions
1. List and describe two professional organizations that you belong, or that you
would like to belong to, that would help you keep up-to-date with your middle
school physical curricular design and instructional strategies. What have you or will
you learn from these organizations? Why is it so important to be a part of these
organizations? (6 pts.)
2. List and describe two ways you have contributed to the profession or that you
could contribute given the opportunity. How does this benefit you personally and
professionally? (4 pts.)
3. After completing the Professional Development section of the Self-Assessment
(Mohnsen, p. 24), review the Appropriate Instructional Practice Guidelines 5.0
Professionalism section and reflect on your areas of strength and weakness. What
are you doing well? Where you could make improvements? (4 pts)
Revised: January, 2019 67
MODULE TEN
“Rev It Up”
Learning Objectives:
• Create a vision for where your program will be in three years along with a
mission statement.
• Formulate a plan for improving physical activity opportunities and physical
education along with a plan for promotion.
• Write a S.M.A.R.T. goal for each of the following: physical activity, physical
education, and promotion.
• Specify the action steps needed to achieve each goal in physical activity, physical
education, and promotion.
DVD Video Segments:
• DVD 6 – Module 10 Introduction by Jen Neubauer
• DVD 6 – Course Conclusion
Reading Assignments:
• Game Changer, Chapters 9
• Review again – Teaching Middle School Physical Education, Chapter 13, (section on
“Change” pp. 180-182)
• Review again – Teaching Middle School Physical Education, Chapter 2, (gray box “Creating a
Vision”, p. 25)
Final Project: Take notes for your Final Project while reading Game Changer, Chapter 9. Use the
MS Word document “Course Study Guide Answer Pages” provided for your
convenience in word processing.
Revised: January, 2019 68
MODULE TEN – FINAL PROJECT
90 points
“Change requires vision, skills, resources, and an action plan.” (Mohnsen, page 180)
The closing exercise will ask you to reflect upon various “A-ha” moments during your
completion of the course. By this we mean to identify responses to reflective questions
in specific modules that will help you transform their current program into one that
highlights key elements of revving up the revolution.
1st--Begin with a VISION! (20 points) What would you like to do in your school to
improve your physical education program AND the health and well-being of your
students? Your vision MUST ADDRESS:
a. transforming the learning environment, both the physical environment and
instructional strategies;
b. infusing an underlying fitness emphasis into the curriculum through a variety of
activities;
c. implementing new technology that revolutionizes physical education;
d. integrating physical activity “beyond the gym walls” and;
e. promoting the program locally and on a statewide scale.
2nd--Mission (10 pts.) - Define the fundamental purpose of your physical education
program. This mission statement should be one detailed and powerful sentence about
what you want your program to represent. This mission statement might be something
that you would share with parents and administrators and/or have posted on the walls
in your gym.
3rd--Action Plan (60 pts.) - To bring your vision and mission to life, create an action plan
that is realistic, factual, and persuasive that you can use within your building/district.
You MUST use the Game Plan template in Appendix 13 for completion of this Final
Project.
It should include the following components:
Revised: January, 2019 69
1. Promotion (20 points) – what is your plan to promote what you’re doing in your
program to your community and others in your school? What are the changes you plan
to make, why your program is important, and your present ideas to lobby for more
support of physical education in your school.
Begin with a S.M.A.R.T. Goal(s) Then, list your Action Steps along with the plan
of implementation (completion dates and who will be responsible for each step. You
should include other members of your physical education staff and perhaps
administration when assigning responsibilities. Don’t try to do it all alone!
2. Physical Education (20 points) – what is your plan to improve your middle
school physical education program, including your learning environment, curriculum,
and/or instructional strategies. Also, please incorporate technology into this plan!
Begin with a S.M.A.R.T. Goal(s) Then, list your Action Steps along with the plan
of implementation (completion dates and who will be responsible for each step. You
should include other members of your physical education staff and perhaps
administration when assigning responsibilities
3. Physical Activity (20 points) – what is your plan to improve the physical activity
opportunities your middle school students have (remember CSPAP and taking Quality
PE “Beyond the Gym Walls”).
Begin with a S.M.A.R.T. Goal(s) Then, list your Action Steps along with the plan of
implementation (completion dates and who will be responsible for each step. You
should include other members of your physical education staff and perhaps
administration when assigning responsibilities
You MUST use the Game Plan template in Appendix 13 for completion of this Final
Project.
Revised: January, 2019 70
Rubric for Evaluating Final Project
Criteria/Levels
of
Achievement
1 - Poor 2-Satisfactory 3 – Very good 4 - Excellent
Goal (clarity,
inclusiveness)
Contains a
poorly
expressed goal,
unsupported by
concepts of
“new p.e.” as
defined in this
course.
Includes a fairly
clear goal, but
exhibits little
attention to
incorporating
the details and
implications of
the concepts of
“new p.e.”
defined in this
course.
Includes a clear
goal, exhibiting
substantial
occasionally
complete
attention to
incorporating
the details and
implications of
“new p.e.”
defined in this
course.
Reflects a goal
which has
obviously been
considered in
many classroom
situations; one
that thoroughly
reflects the
concepts of
“new p.e.”
defined in this
course.
Steps to Achieve
Goal (clarity,
inclusiveness)
The supportive
actions are not
clearly
articulated; little
or no thought
has
accompanied the
attainment of
the goal.
Some evidence
of actions to
support the
related goals;
actions are
occasionally
clear and
appropriate to
attaining the
stated objective.
Clear and often
consistent
evidence of
actions to
support related
goals; actions
are often (but
not always) clear
and appropriate
to attaining the
stated objective.
The steps are
written clearly
and consistently,
providing the
detailed kind of
information that
a substitute
teacher would
require vividly
picture the
required
elements of the
supportive
curriculum.
Attention to Final
Copy (Spelling,
Grammar, Usage)
Hinders
communication;
frequent errors.
Beneath
expectations of
graduate-level
expression.
Acceptable
communication;
some errors.
Inconsistently
meets
expectations of
graduate-level
expression.
Clear
communication;
few errors.
Consistently
meets
expectations of
graduate-level
expression.
Excellent
communication;
very few, if any,
errors.
Exceeds
expectations of
graduate-level
expression;
written with
clarity and
concision.
Revised: January, 2019 71
Final Project
Revised: January, 2019 72
COURSE EVALUATION
Please click on the following link to complete the online Course Evaluation for EDMA
278 - Rev Up the Revolution: Your Middle School Physical Education Game Plan:
https://drake.qualtrics.com/jfe/form/SV_9NU7ir8noyMxjZb?Q_JFE=qdg
We value your opinion and will use your comments in future offerings. Thank you!
Note: If clicking on this link does not open your browser and take you to the survey,
copy and paste the URL into the address bar of your browser. If you are using Internet
Explorer and the link does not work, please try a different browser.
Revised: January, 2019 73
RESOURCES BOOKS
Corbin, C. B., Le Masurier, G. C., & Lambdin, D. D. (2007). Fitness for Life: Middle School.
Champaign, IL: Human Kinetics
Darst, P. W., Pangrazi, R. P., Sariscsany, M. J., & Brusseau, T., Jr. (2011). Dynamic
Physical Education for Secondary School Students (7th edition). San Francisco, CA:
Benjamin Cummings.
Ermler, K., Mehrhof, J., and Brewer, J. (2003). Physical Focus: Middle School Physical
Education (2nd edition). Mirror Publishing: Emporia, KS.
Hellison, D. (1995). Teaching Responsibility Through Physical Activity. Champaign, IL:
Human Kinetics.
Kirkpatrick, B., Birnbaum, B.H., (1997). Lessons from the Heart. Champaign, IL:
Human Kinetics.
Kirkpatrick, B. (1993). The Ultra Shuffle: Who’s Keeping Score?. Unknown: For your heart.
Lambert, L. T. (1999). Standards-Based Assessment of Student Learning: A comprehensive
approach. Reston, VA: NASPE Publications.
Lengel, T., & Kuczala, M. (2010). The Kinesthetic Classroom: Teaching and learning through
movement. Thousand Oaks, CA: Corwin.
Lund, J. L., & Kirk, M. F. (2010). Performance-Based Assessment for Middle School and High
School Physical Education (2nd edition). Champaign, IL: Human Kinetics.
Manson, M. & Herman, A. (2012). Smart Moves for Middle School Students: Ready-to-use
lesson plans & assessment tools for standards-based physical education. Reston, VA:
AAHPERD
Medina, J. (2009). Brain Rules. Seattle, WA: Pear Press.
Revised: January, 2019 74
National Association for Sport and Physical Education. (2004). Moving into the Future:
National Standards for Physical Education (2nd edition). Reston, VA: Author.
National Association for Sport and Physical Education. (1995). Moving into the Future:
National Standards for Physical Education: A guide to content and assessment. Reston, VA:
Author.
Pangrazi, R. P., & Beighle, A. (2012). Dynamic Physical Education for Elementary School
Children. San Francisco, CA: Benjamin Cummings.
Panicucci, J. (2008). Achieving Fitness: An adventure activity guide: Middle school to adult.
Beverly, MA: Project Adventure, Inc.
PE4life. (2007). PE4life: Developing and promoting quality physical education. Champaign,
IL: Human Kinetics
Ratey, J. J., & Hagerman, E. (2008). Spark: The revolutionary new science of exercise and the
brain. New York, NY: Little, Brown and Company.
Rink, J. E., Hall, T. J., & Williams, L. H. (2010). Schoolwide Physical Activity: A
comprehensive guide to designing and conducting programs. Champaign, IL: Human
Kinetics.
WEBSITES
AAHPERD/SHAPE America – https://www.shapeamerica.org
American College of Sports Medicine - http://www.acsm.org/
Bal-A-Vis-X – http://www.bal-a-vis-x.com
Brain Gym - http://www.braingym.org/about
Daily Fit Log - https://www.dailyfitlog.com/home
Designed to Move at Sierra Vista Jr. High –
http://www.youtube.com/watch?v=uPC9R7f1L5k&feature=youtu.be
Energizing Brain Breaks - http://brainbreaks.blogspot.com/
Motion Fitness - http://www.motionfitness.com/
NASPE - http://www.aahperd.org/naspe/
PE Central - http://www.pecentral.org/professional/hos/index.html
Revised: January, 2019 75
PE4life - http://www.pe4life.org/about-us/
Phit America - http://www.phitamerica.org/
PlayFit Education – http://www.playfiteducation.com
Polar - http://www.polarusa.com/us-en/b2b_products/physical_education
Project Adventure - http://www.pa.org/
Robyn Bretzing - CDAAHPERD 2011 - Day 2 "GREAT Program"-
http://www.youtube.com/watch?v=rYrmZ1QHeM8
Run, Jump, Learn! How Exercise can Transform our Schools -
http://www.youtube.com/watch?v=hBSVZdTQmDs
SPARK PE - http://www.sparkpe.org
Sparking Life - http://sparkinglife.org
Whole Child Education – http://www.wholechildeducation.org
WittFitt - http://www.wittfitt.com/
Xavix - http://www.xavixstore.com/index.php
Revised: January, 2019 76
APPENDIX
Table of Contents
Appendix 1 Trouble-free Playground Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 81
While this entire document is full of great information, I
specifically selected it for the section on self-responsibility and
intrinsic motivation. Too often as educators we quickly look to
extrinsic motivation for our students which does not result in
long-term behavior change or the adoption of life-long healthy
habits. That section does an outstanding job of explaining the
difference between extrinsic and intrinsic motivation. I
particularly liked the emphasis on the 5C’s of intrinsic
motivation: Control, Challenge, Creativity, Curiosity, Constant
Feedback.
Appendix 2 Physical Education is Critical to Educating the Whole Child . . . . . . .p. 89
This is a position statement made by the National Association
of Sport and Physical Education (NASPE) that physical
education is critical to educating the whole child, and that all
students in grades K-12 should receive physical education on a
daily basis. I liked that the “whole child initiative” lead by
ASCD is discussed along with how quality physical education
is an important aspect of that initiative and its success.
Appendix 3a Parkview Middle School 6th & 7th Grades PE Curriculum Units . . . .p. 98
PE teacher, Scott Ehlinger, mentioned some of the units they
offer in their curriculum at Parkview Middle School for their 6th
& 7th grades. This is a quick reference of those units that are
offered over the two year time that the students attend
Parkview. You can visually see the variety of activities that
they offer.
Revised: January, 2019 77
Appendix 3b Northview Middle School 8th & 9th Grades PE Curriculum Units . . p. 99
PE teacher, Jodi Larson and Annie Stoessel, mentioned some of
the units they offer in their curriculum at Northview Middle
School for their 8th & 9th grades. This is a quick reference of
those units that are offered over the two year time that the
students attend Northview. The students at Northview are given
a choice of activities every 4 weeks and they are encouraged to
select activities from different areas (Fitness Arena, Life Skills,
and Personal Fitness). You can visually see the variety of
activities within those different areas that they offer throughout
the two years.
Appendix 3c Norwalk Middle School 6th-8th Grades PE Curriculum Units . . . . . . p. 100
PE teacher, Charity Campbell, mentioned some of the units they
offer in their curriculum at Norwalk Middle School for their 6th-
8th grades. This is a quick reference of those units that are
offered over the three year time period. You can visually see the
variety of activities that they offer from year to year noting
that, with the exception of Physical Fitness, there are very few
activity units that are repeated.
Appendix 3d Vernon Middle School 5th-8th Grades PE Curriculum Units . . . . . . . p. 101
PE teacher, Elli Wieneke and Alan Read, mentioned some of the
units they offer in their curriculum at Vernon Middle School for
their 5th-8th grades. This is a quick reference of those units that
are offered over the entire four years that the students attend
Vernon. You can visually see the variety of activities within
those different areas that they offer throughout the four years.
Appendix 3e Boone Middle School 5th-8th Grades PE Curriculum Units . . . . . . . .p. 102
PE teacher, Megan Hansen, mentioned some of the units they
offer in their curriculum at Boone Middle School for their 5th-8th
grades. This is a quick reference and sample of the units that are
offered in the 5th grade and then in the 8th grade. You can visually
see the variety of activities from the time they enter Boone
Middle School as 5th graders and when they finish as 8th graders.
You may note that there are only a few activity units repeated
and it also shows the progression of how Fitness is taught along
with the narrative Megan provided at the bottom of the 8th grade
example.
Revised: January, 2019 78
Appendix 4 SPARK Middle School PE Curriculum – Instructional Units . . . . . .p. 104
This is the list of units offered in the SPARK Middle School PE
Curriculum along with a list of other information you can find
on their website. Contact information for SPARK is also
provided if you are interested in finding out more about the
SPARK curriculum components and training.
Appendix 5 Physical Focus Curriculum Overview . . . . . . . . . . . . . . . . . . . . . . . . . . p. 105
The Physical Focus Curriculum consists of three separate
binders of unit plans for 6th, 7th, and 8th grade. This document is
the overview found at the beginning of every binder. The
overview consists of the course description, course outcomes,
focus area descriptions, objectives for each focus area with list
of grade level specific units, suggested yearly plan, and
framework of the curriculum. It is a very detailed and well
organized document. There are a variety of activities shown
throughout the three year curriculum.
Appendix 6a Fitness for Life: Middle School Program . . . . . . . . . . . . . . . . . . . . . . p. 114
This is an overview of the Fitness for Life program for Middle
School. It identifies the program objectives and also describes
the components of the program which are the textbook and CD-
ROM. The table of contents from the textbook is listed along
with the contents on the CD-ROM. This document is extremely
helpful with clickable links embedded for samples from the
student textbook, teacher guide, and CD-ROM. Introductory
chapters from the teacher guide are provided in full using the
clickable link. These provide complete details for organizing
and implementing the course.
Appendix 6b Fitness for Life: Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 120
This is the rationale for the Fitness for Life program for Middle
School. It explains why you should use the Fitness for Life
program as a part of the total Middle School Physical
Education curriculum. The document outlines the specific
objectives of well-planned classroom sessions that are
appropriate as part of a total curriculum designed to prepare
physically educated students.
Revised: January, 2019 79
Appendix 6c Fitness for Life: Middle School to High School Articulation . . . . . .p. 122
It is very important that the knowledge and skills taught and
developed are not left behind on that middle school island. This
document shows the importance of vertical articulation from
middle school to high school. A chart with the NASPE
standards is included with the difference between middle school
and high school programs aligned to a standard. The
development of the middle school program is discussed along
with the IDEA acronym that is used to describe the unique
nature of the middle and high school Fitness for Life programs.
Appendix 7 Planning Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 127
From my years of experience with curriculum development, I
created a document that describes a yearly plan, unit plan, and
four-part lesson plan. I have also included detailed descriptions
of the most important components of a unit plan and lesson
plan. My hope is that these planning basics will assist other
physical educators with their completion of that step in the
curriculum development process or serve as a valuable resource
any time they are writing a unit plan or lesson plan.
Appendix 8 Unit Block Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 131
This is an example from of a Pilate/Yoga Unit Plan that was
created by an undergraduate student of mine as a part of his
final project in the Secondary PE Teaching Methods course. It
clearly shows the four-part lesson design being used over a three
week time period for the unit.
Appendix 9 Unit Plan – Objectives/Assessment/Standards Alignment . . . . . . . .p. 132
This is an example from of a Flag Football Unit Plan that was
created by an undergraduate student of mine as a part of her
final project in the Secondary PE Teaching Methods course. It
clearly shows the unit objectives addressing the three learning
domains of: psychomotor, cognitive, and affective. More
importantly, it is a good visual example of how a physical
educator can align their objectives with their assessments and
the standards.
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Appendix 10 Four Part Lesson Plan Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 133
A template was created to assist physical educators with
writing lesson plans that contain all the essential elements of a
quality four part lesson plan design. Space is provided for the
four parts of: warm-up/instant activity, fitness development,
lesson focus, and closing. Additional space is provided for
objectives, standards, assessment, equipment, and safety.
Appendix 11 Instructional Strategies: Methods and Management
Tips & Tricks to Maximize Participation . . . . . . . . . . . . . . . . . . . . . . . .p. 134
I created this document based upon all that I have learned
through my years of teaching in regards to teaching methods and
classroom management. A physical educator’s goal is to
implement instructional strategies in these two areas that will
help maximize participation by your students. This document is
a very comprehensive list and your goal should not be to
implement all the ideas. Select some to try and others to
possibly add to your “bag of tricks” to use as needed.
Appendix 12 Comprehensive School Physical Activity Program . . . . . . . . . . . . . . .p. 140
This is a position statement made by the National Association
of Sport and Physical Education (NASPE) that P-12 schools
should implement a Comprehensive School Physical Activity
Program (CSPAP). I like that it listed and described the four
components of a CSPAP which are: Quality Physical
Education, School-based Physical Activity Opportunities,
School Employee Wellness and Involvement, and Family and
Community Involvement.
Appendix 13 Final Project Game Plan Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 150
A template was created to assist physical educators with
writing an action plan for change which we called a “Game
Plan” to fit the theme of this course. This template includes a
page for writing your plan’s vision and mission. Then there are
pages for each area of your plan: Promotion, Physical
Education, and Physical Activity. It is on those pages where
your plans for change get written down with goals, action steps,
and a timeline for completion. This template can be used again
and again when changes are needed or new ideas for change are
introduced.
Revised: January, 2019 81
Appendix 1
The Trouble-free Playground Program Created by Curt Hinson, Ph.D.
Supporting evidence, data and information of why the Trouble-free Playground program is
worth implementing at your school.
The Trouble-free Playground Program focuses on the following 4 concepts:
1. Developing social-emotional intelligence
2. Engaging students in highly-active, constant movement type games and activities.
3. Developing self-responsibility and intrinsic motivation.
4. Using the inclusion-style of teaching.
Below is a description of each concept and supporting evidence as to why this concept is
important in regards to creating a trouble-free playground.
The importance of developing social-emotional intelligence:
The basis for this concept comes from the books Emotional Intelligence (1995) and Social
Intelligence (2006) both by Daniel Goleman.
Goleman explains that approximately 80% of a person’s success in life comes from his or her
emotional intelligence, whereas only 20% of a person’s success comes from his or her IQ. Skills
such as communication, cooperation, self-control and empathy play a very large role in how a
person gets along with others and how well they are able to handle social situations. Lack of
appropriate social-emotional skills are a leading cause of disagreements on the elementary
school playground. Students with well-developed social-emotional intelligence are able to play
together longer, with less conflict and are able to resolve differences in a more amicable manner
than students who are lacking proper social-emotional skills.
This information supports the idea that children should be taught specific social-emotional
skills and given ample opportunities to use them. The Trouble-free Playground program
focuses on developing social-emotional skills and gives teachers methods of how to incorporate
this type of training into the classroom.
The importance of engaging students in highly-active, constant movement type games and
activities:
Revised: January, 2019 82
The basis for this concept comes from the books Brain Rules (2008) by John Medina and Spark
(2008) by John Ratey.
You don’t have to look very far to realize that obesity is a major problem in America. An
estimated 60% of Americans are overweight and childhood obesity has tripled in the last
decade. With this in mind, it’s important to engage children in highly-active, constant
movement type games while at recess. Playing small-side sport lead-up games is one of the
best ways to get kids moving, increasing their activity levels while at the same time, improving
skills and reducing the number of conflicts that occur during games. In addition, according to
both Medina and Ratey, exercise involving continuous movement and activity is very valuable
in brain development and in improving student learning. This concept is further supported by
others as described below:
1991
Stephen Silverman
Reviewed dozens of studies and found that students engaged in
play and game activities boost their academic learning.
1995
Carla Hannaford
Explained that playground games that stimulate inner ear motion
like swinging, rolling and jumping improve cognitive functioning.
Charles Hillman
University of Illinois
Studied 259 3rd & 5th Graders
Measured BMI; sit & reach; run; push-ups; sit-ups
Compared results on physical tests with math and reading scores.
Kids with fittest bodies had the highest math and reading scores.
California Department of Education
2001 and 2002 (study was repeated and achieved the same results)
Using scores from 954,000 students on the FitnessGram fitness
test, kids who measured the highest on the fitness test scored
twice as well on academic tests as unfit peers.
2004
Panel of 13 noted researchers reviewed 850 studies related to the
effects of physical activity on the academic achievement of school-
age children. The panel found evidence that supported the
Revised: January, 2019 83
findings from the two California studies, and also reported that
physical activity has a positive influence on memory,
concentration, and classroom behavior.
John Medina
Brain Rules
“Exercise improves children. Physically fit children identify
visual stimuli much faster than sedentary ones. They appear to
concentrate better. Brain-activation studies show that children
and adolescents who are fit allocate more cognitive resources to a
task and do so for longer periods of time” (p. 18).
“[When time was taken] away from academic subjects for physical
education…[it was] found that, across the board, physical
education did not hurt the kids’ performance on the academic
tests…When trained teachers provided the physical education, the
children actually did better on language, reading and basic battery
of tests” (p. 24-25).
This information supports the idea that students should not only have recess, but they should
spend their recess time engaged in as much constant physical activity as possible. Traditional
recess games do not always lend themselves to achieving this goal. The games that are
included in the Trouble-free Playground program are designed to increase participation level.
The importance of developing self-responsibility and intrinsic motivation:
The basis for this concept comes from several books, including: Punished by Rewards (1993) by
Alfie Kohn; Whale Done (2002) by Ken Blanchard; Drive (2009) by Daniel Pink; and Teaching
Responsibility Through Physical Activity (2003) by Don Hellison.
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The majority of schools around the country rely on extrinsic motivation to get students to
behave, do their work, and pay attention. This type of motivation is based on bribes, threats,
punishments, and rewards. It is widely used for two main reasons. First, it is easy to set up and
administer. Adding a bribe here or a threat there takes no time and little thought. Second, it’s
very effective in making happen what teachers want to make happen. The kids respond
quickly and do what they’re supposed to do or don’t do what they’re not supposed to do.
However, extrinsic motivation has two major drawbacks, as well. First, it’s not long lasting. As
soon as the bribe, threat, punishment or reward is taken away, the motivation tends to cease. In
other words, for extrinsic motivation to continue working you have to continue using it. And,
second, extrinsic motivation is not effective in developing self-responsibility. This means
students don’t learn to act appropriately or work hard for the value they get from it, they do
those things to avoid punishments or to get rewards. As simple and as common as extrinsic
motivation is, it undermines the type of students teachers are trying to create and develop;
students who love to learn for learning’s own sake and who behave responsibly because they
desire to be a good person.
The opposite of extrinsic motivation is intrinsic motivation. This type of motivation comes from
within a person. They tend to do things because they value them or they see the good in them,
and they desire to benefit from them for personal satisfaction. To develop intrinsic motivation
you must focus on five concepts known as the 5 C’s of intrinsic motivation: Control, Challenge,
Curiosity, Creativity, and Constant Feedback. Students who are given a sense of control;
challenged at an appropriate level; made curious; taught with creative techniques; and given
constant feedback on their performance tend to achieve more, become more self-responsible,
and are typically more engaged in their own learning. As explained by Kohn in Punished by
Rewards and by Pink in Drive, there is a hidden cost to using extrinsic motivation. It’s hard to
see it, but the true harm extrinsic motivation causes is that it destroys intrinsic motivation. And,
it’s intrinsic motivation that creates life-long learners.
This information supports the idea that intrinsic motivation and self-responsibility are traits to
be developed in students so that they become well-behaved, conscious learners who desire to
succeed. The Trouble-free Playground program defines ways to incorporate the 5C’s into the
classroom and the playground, and utilizes a specific behavior program that is designed to
foster self-responsibility.
The importance of using the inclusion-style of teaching:
The basis for this concept comes from the book, The Spectrum of Teaching Styles (1990) by
Muska Mosston and Sara Ashworth.
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In 1966, Muska Mosston created what he called the Spectrum of Teaching Styles (known in
education as the “Spectrum”). The Spectrum is a framework of how teaching takes place based
on decision-making within the lesson. There are eleven different styles in Mosston’s Spectrum,
ranging from the Command style to the Self-learner style. At one end of the Spectrum
(command) the teacher makes all the decisions and at the other end (self-learner) the learner
makes all the decisions. The fifth style in the Spectrum is called the Inclusion style. This style,
situated at the middle of the Spectrum allows for both the teacher and the learner to make
decisions within the lesson. Decisions such as how many, how long, what equipment, what
partner, how fast, how slow, how difficult, or how easy, are all decisions that can be decided by
the student in this style. This enables the student to have a sense of control within the lesson,
empowering and motivating them. The Inclusion style of teaching basically becomes a
philosophy within the teaching environment that allows for all learners to participate and learn
at their own level. This means everyone is involved at a level that is appropriate to them.
This information supports the idea that everyone should be active and involved on the
playground in activities that meet their individual needs and abilities. The Trouble-free
Playground program does this by using “inclusion-style” games. There is no standing and
waiting to play and no one is eliminated from a game for failing to achieve a certain level or
goal. Everyone is included, 100% of the time, at a level that meets their individual needs.
In Conclusion
The Trouble-free Playground program is a well-thought out program based on the ideas,
concepts, philosophies, and works of many well-recognized professionals in the fields of
psychology, neuroscience, cognitive science, physical fitness, exercise physiology, education,
and business. The program was created and is supported by documented literature in these
fields that helps to create intrinsically motivated, self-responsible students. All of the research
and literature that was used to create the Trouble-free Playground program points in the same
direction:
• Well-developed social-emotional intelligence is vital in achieving success in life.
• Students that are active and fit perform better academically than their non-fit peers.
• Intrinsic motivation and self-responsibility are the two main qualities of a life-long
learner.
• When given an opportunity to participate at a level that meets their needs, students are
more empowered, more motivated, and achieve better results.
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The Trouble-free Playground program, although it is obviously designed to get children to be
more active at recess and allow them to get along while playing, offers much more than that. It
is a program that is completely aligned with improving a school’s climate; improving academic
achievement; and creating life-long, motivated learners.
The following resources were used to create and develop the Trouble-free Playground
program and the concepts it embodies.
Arden, J.B. (2010). Rewire your brain: Think your way to a better life. Hoboken NJ:
John Wiley & Sons.
Blanchard, K. (2002). Whale Done: The power of positive relationships. New York NY:
The Free Press/Simon & Schuster.
Bronson, P. & Merryman, A. (2009). Nurture shock: New thinking about children.
New York NY: Hachette Book Group.
Brown, S. (2009). Play: How it shapes the brain, opens the imagination,
and invigorates the soul. New York NY: Avery.
Brown, J. & Fenske, M. (2010). The winner’s brain: 8 strategies great minds use to
achieve success. Cambridge MA: DeCapo Books.
Coyle, D. (2009). The talent code: Greatness isn’t born. It’s grown. Here’s how. New
York NY: Bantam Books.
Critser, G. (2003). Fat land: How Americans became the fattest people in the world.
New York NY: Houghton Mifflin.
Eisler, R. (2002). The power of partnership: Seven relationships that will change your
life. Novato CA: New World Library.
Eisler, R. (1988). The chalice & the blade: Our history, our future. San Francisco CA:
Harper Collins.
Gardner, H. (2000). The disciplined mind: Beyond facts and standardized tests, the K-12
Education that every child deserves. New York NY: Penguin Books.
Gardner, H. (1991). The unschooled mind: How children think & how schools should
teach. New York NY: Basic Books.
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Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ.
New York NY: Bantam Books.
Healy, J.M. (1999). Endangered minds: Why children don’t think and what we can do
about it. New York NY: Touchstone.
Healy, J.M. (1998). Failure to connect: How computers affect our children’s minds and
what we can do about it. New York NY: Touchstone.
Hellison, D.R. (1995). Teaching responsibility through physical activity.
Champaign, IL: Human Kinetics.
Hellison, D.R. (1985). Goals and strategies for teaching physical education.
Champaign, IL: Human Kinetics.
Hinson, C. (2001). Games kids should play at recess 2nd Edition. Hockessin
DE: PlayFit Education.
Hinson, C. (1995). Fitness for children. Champaign IL: Human Kinetics.
Hinson, C. (1994). Nintendo and teaching…what a concept. Teaching Elementary
Physical Education, 5 (6), p. 17.
Jensen, E. (1998). Introduction to brain compatible learning. San Diego CA:
The Brain Store, Inc.
Jensen, E. (1997). Brain compatible strategies. San Diego CA: The Brain
Store, Inc.
Kohn, A. (1993). Punished by rewards: The trouble with gold stars,
incentive plans, A’s, praise, and other bribes. New York NY: Houghton
Mifflin Co.
Kohn, A. (1992). No contest: The case against competition. New York NY: Houghton
Mifflin.
Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at
work, home and school. Seattle, WA: Pear Press.
Meier, D. (2002). In schools we trust: Creating communities of learning in a era of
testing and standardization. Boston MA: Beacon Press.
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Mosston, M., & Ashworth, S. (1990). The spectrum of teaching styles: From
command to discovery. New York NY: Longman.
Ohanian, S. (2002). What happened to recess and why are our children
struggling in kindergarten? New York NY: McGraw-Hill.
Pink, D. (2009). Drive: The surprising truth about what motivates us. New York NY:
Riverhead Books.
Ratey, J. (2008). Spark: The revolutionary new science of exercise and the
brain. New York NY: Little, Brown and Company.
Rowland, T. (1990). Exercise and children’s health. Champaign IL: Human Kinetics.
Tartamella, L., Herscher, E., & Woolston, C. (2004). Generation extra large:
Rescuing our children from the epidemic of obesity. New York NY: Basic Books.
Wenner, M. (2009). The serious need for play. Scientific American Mind.
February/March 2009. 20(1).
Willingham, D.T. (2009). Why don’t students like school? San Francisco CA:
Jossey-Bass.
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Appendix 2 PERMISSION TO COPY GIVEN BY AAHPERD/NASPE
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PERMISSION TO COPY GIVEN BY AAHPERD/NASPE
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Appendix 3a
Parkview Middle School
Ankeny, IA 6th & 7th grades
PE Curriculum Units
• Fitness is part of each unit (day) • Team building • Ultimate Frisbee • Volleyball • Pickleball • Tchoukball • Cageball • Floor hockey • Basketball • Rollerblading • Cross Country skiing • Nitro ball • Omniball • Rugby • Socci • Speedball • Weight lifting • Biking • Survivor team challenge • Football • Softball • Soccer • Tennis • Individual fitness
This list was provided by PE Teacher – Scott Ehlinger and activities were mentioned during
Teacher Interview on course DVD.
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Appendix 3b
Northview Middle School
Ankeny, IA 8th & 9th grades
PE Curriculum Units
Rotation 1 Rotation 2 Rotation 3 Rotation 4
Fitness
Arena
Aerial Football/Flag
Football Tchoukball Floor Hockey
Team
Handball/Cage
ball
Life Skill Amazing Race Eclipse ball/Volleyball Badminton Ping Pong
Personal
Fitness
Disc golf/Ultimate
frisbee Rollerblading Cardio/WR Swimming
Rotation 5 Rotation 6 Rotation 7 Rotation 8 Fitness
Arena Fitness Games Basketball Speedball/Soccer Rebel Ball
Life Skill Pickleball/Badminton Speedminton Cardio/WR
Cardio/WR/
Rollerblade
Personal
Fitness
Snowshoes/Cross
Country Skiing OR
Geomotion/Steppers Kickboxing Dance Survivor
This chart was provided by PE Teacher – Jodi Larson and activities were mentioned during
Teacher Interview on course DVD.
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Appendix 3c
Norwalk Middle School
Norwalk, IA 6th – 8th grades
PE Curriculum Units
6th 7th 8th
Team building Physical Fitness Physical Fitness
Components of Physical Fitness Football Golf
Fitness Testing Soccer Volleyball
Orienteering Dance - DDR Hockey
Badminton Volleyball Pickleball
Volleyball Hockey Badminton
Dance - Folk Dance Badminton Physical Fitness
Basketball Pickleball Archery
Hockey Physical Fitness Dance - Social Dance
Physical Fitness Tennis
Track & Field
Softball (if time)
This chart was provided by PE Teacher – Charity Campbell and activities were mentioned during
Teacher Interview on course DVD.
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Appendix 3d
Vernon Middle School Marion, IA
5th-8th grades PE Curriculum Units
Fitness Testing
Rock Climbing
Fitness Center
Health
Table Tennis
Floor Hockey
Railyard System
Volleyball
Table Tennis
Badminton
Cooperative Games
Flag Football
Basketball
Archery
Disc Golf
Dance
Mat Ball
Jump Rope
Tennis
Softball
Gymnastics
Strength Exercises/lessons
Cardio Exercises/lessons
Hoccerball
This list was provided by PE Teacher – Elli Wieneke and activities were mentioned during
Teacher Interview on course DVD.
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Appendix 3e
Boone Middle School Boone, IA
5th- 8th grades PE Curriculum Units
Units for 5th grade PE: Fitness: - Functional movements - Strength development - Flexibility development - Cardiovascular development Fitness testing Football/ Ultimate Football Soccer Speedball Volleyball Jump Rope Basketball Track and Field Cooperative activities Speed and Agility Outdoor Games Units for 8th grade PE Orienteering and Leisure activities Ultimate Frisbee Tip for Running - Pace Personal Fitness Challenges (we don't use the word testing anymore) Volleyball Basketball Team Handball Matball Floor Hockey Dance/Cardio Weightlifting Archery Soccer Along with all of those team activities they have lifestyle fitness days were they write their own workout circuit and lead a group through their work out. Depending on how many time we meet during the week they may have 1 day team activity and 1 day personal fitness then the following week they will have 2 days of personal fitness and 1 day of team activity. Taking PE Beyond the Walls of the Gym for all K-12 Students in Boone –
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This year is the 1st Annual Toreador Trot 5k Run/Walk. The event is hosted to encourage students to take what they are learning from PE regarding personal fitness and challenge themselves to participate in their first road race. It is open to their families and community members. These lists were provided by PE Teacher – Megan Hansen and activities were mentioned during Teacher Interview on course DVD.
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Appendix 4
SPARK – MIDDLE SCHOOL PE PROGRAM INSTRUCTIONAL UNITS
1. ASAP 2. Fitness 3. Basketball 4. Cooperatives 5. Dance 6. Flying Disc 7. Football 8. Golf 9. Handball 10. Hockey 11. Jump Rope 12. Racquets and Paddles 13. Soccer 14. Softball 15. Stunts 16. Track and Field 17. Volleyball 18. Limited Space 19. World Games
For more information about the Middle School PE Program you may visit: www.sparkpe.org/physical-education/middle-school/ There you will find information about: Middle School Curriculum Sample Lesson Plans Standards Alignment PECAT and SPARK MS PE MS PE Research Middle School Training Evaluation/Assessment Middle School Equipment Middle School Institute Program Prices Request for Proposal You may also call or email for more information.
• 800.SPARK.PE • spark@schoolspecialty.com
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Appendix 5
PERMISSION GRANTED BY AUTHOR: JOELLA MERHOFF
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Appendix 6a
Program
FFL: Middle School program
Prepare students to be physically active throughout their
lives
Students who use Fitness for Life: Middle School will:
• Learn about body composition and nutrition, aerobics, sports, recreation, flexibility, and muscle fitness, all with a focus on planning for active living
• Assess their own fitness levels and develop plans for improvement using short- and long-term goals
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• Develop skills that help them build self-esteem, communicate effectively, deal with peer pressure, and handle other social concerns
• Learn how their bodies work so they can move more effectively and efficiently
The Fitness for Life: Middle School program was developed using the NASPE standards for physical
education and is fully integrated with Physical Best and Fitnessgram®. It also prepares middle
school students for advanced study at the high school level as part of the overall Fitness for Life
program.
Components of Fitness for Life: Middle School
The Fitness for Life: Middle School program includes these integrated resources:
• The nation’s first personal fitness textbook for middle school students
• A companion Teacher’s Guide that features detailed classroom and activity lesson plans, teaching strategies and frameworks, flexible scheduling options, and ideas for skill-based activity units
• A CD-ROM of Materials support the lesson plans, including student worksheets, classroom resources, rubrics, quizzes, and answer keys
• Supplemental online content that expands on each chapter in the student text
• Online content For Teachers, including a test bank and helpful information for implementing the course
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Fitness for Life: Middle School student text
Fitness for Life: Middle School is designed to be flexible enough to fit any schedule, including block
and accelerated block. It can be taught as a semester or yearlong course with any configuration of
days in the classroom or gym.
Every chapter of Fitness for Life: Middle School includes the following elements:
• Two classroom lessons per chapter
• Moving Together highlights social diversity (which addresses NASPE standard 5) by presenting a scenario, posing questions for discussion, and offering guidelines for dealing with that issue. Topics include effective communication, peer pressure, and other social issues
• Take It Home reinforces the concepts learned in the text, including those in the Moving Together section, and provides students with opportunities to explore and engage in physical activity outside of class—at their school, in their neighborhood, and in their community
• Biomechanical Principles discusses basic biomechanical principles, encourages students to apply the principles in a variety of movement settings, and suggests ways to explore the principles through physical activity
• Web Icons that lead students to vocabulary and supplementary Materials on the Fitness for Life web site
• Chapter Review
Table of Contents
Unit I. Fitness and Activity for All
Chapter 1. Introduction to Physical Activity and FitnessChapter 2. Learning Skills for Enjoying
Physical ActivityChapter 3. Lifestyle Physical Activity
Unit II. Aerobics, Sports, Recreation, and Flexibility Exercises
Chapter 4. Active AerobicsChapter 5. Active Sports and RecreationChapter 6. Flexibility Activities
Unit III. Muscle Fitness, Body Composition, and Planning
Chapter 7. Muscle Fitness ExercisesChapter 8. Body Composition, Physical Activity, and
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NutritionChapter 9. Planning for Physical Activity
Samples from the student text
Introduction (download sample)The Introduction to the student text highlights the organization of
the book and explains the special features found in every chapter
Sample Lesson (download sample)A complete classroom lesson from the student text.
Fitness for Life Middle School Teachers Guide with CD-
ROM
The Fitness for Life Middle School Teacher’s Guide includes 45 basic lesson plans—five plans for
each of the nine chapters of the student text. Each chapter contains two lesson plans for the
classroom portion of the class and three activity plans that supplement and reinforce the classroom
content. (Ideas for 45 supplemental physical activities are also described in the Teacher’s Guide, in
addition to the 27 physical activity lesson plans.)
The Teacher’s Guide also addresses:
• NASPE standards
• Assessment rubrics
• Organizational protocols
• Options for scheduling
• Suggestions for incorporating other skill-based activity units into the lesson
• Instructions for using the other resources on the CD-ROM and web site, including the test bank
The bound-in CD-ROM provides:
• Reproducible worksheets and classroom resources to support each lesson plan
• Rubrics for assessment worksheets and physical education participation
• Answer keys for chapter and unit reviews in the student text
• Chapter and unit quizzes, with answer keys
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• Motivational “classroom quotes” that tie in with each classroom lesson
• Answer cards for the Mount Fitness computer game featured on the Fitness for Life web site
Samples from the Fitness for Life Middle School Teacher’s
Guide and CD-ROM
Following are samples from a typical classroom lesson from the Teacher’s Guide and related
worksheets and resources from the CD-ROM
Lesson Plan (download sample)Lesson plan 1.1—Introduction to Physical Activity
Worksheet (download sample)Worksheets for lesson 1.1
Teacher Resource (download sample)Teacher resources for lesson 1.1
Follow are examples of a typical physical activity lesson from the Teacher’s Guide and related
worksheets and resources from the CD-ROM:
Lesson Plan (download sample)Lesson plan 1.4—Biomechanics, Energy, and Force
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Worksheet (download sample)Worksheets for lesson 1.4
Teacher Resource (download sample)Teacher resources for lesson 1.4
In addition to the lesson plans and supplemental Materials, the Teacher’s Guide includes several
introductory chapters that provide complete details for organizing and implementing the course.
Those introductory chapters are provided in full right here so you can see for yourself how
complete and flexible the Fitness for Life: Middle School program is!
Pedagogical Foundations (download)Lesson Components (download)Scheduling
(download)Portfolios and Assessment (download)High-Tech Options (download)
Materials are excerpts or instructional materials from Corbin,
LeMasurier, & Lambdin (2007). Fitness for Life: Middle School.
Champaign, IL: Human Kinetics and may not be reproduced without
permission of Human Kinetics (used by permission).
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Appendix 6b
Rationale
Why use Fitness for Life: Middle
School?
Fitness for Life: Middle School introduces key health-related fitness concepts while providing
students ample physical activity and the opportunity to try out a wide variety of physical activities. In
addition, the program is designed to teach self-assessment and goal setting skills, to teach social
and diversity skills, and to help students understand how they can help their bodies work efficiently
and effectively.
When teachers and administrators first hear about the Fitness for Life: Middle School program,
some wonder why a student text is needed to teach middle school physical education, and how a
textbook can fit into grade 6-8 physical education class schedules, especially since time spent in the
classroom is time not spent doing physical activity.
NASPE has defined the physically educated person as one who participates regularly in physical
activity, is physically fit, has learned the skills necessary to be physically active, knows the
implications of and the benefits of physical activity, and values physical activity and its contribution to
a healthy lifestyle (NASPE, 1992).
Clearly, promoting regular physical activity—which includes creating as much physical activity time
as possible—is a primary goal of physical education. However, classroom sessions are appropriate
as part of a total curriculum designed to prepare physically educated students, when those
classroom sessions are well planned to meet these specific objectives:
• Teaching concepts, principles, and self-management skills that will promote physical activity, fitness, and skill outside of physical education class. Physical education cannot accomplish all of its objectives within its scheduled class time, so learning in the classroom that promotes out-of-school physical activity is critical to the overall learning process.
• Avoiding inactive time in activity sessions. It is inefficient to try to teach some concepts in the gym or on the playing field because the resources for teaching and learning those concepts may be limited in those settings. A few well-planned classroom sessions can help students learn important concepts in settings that provide adequate teaching resources and help minimize the time teachers spend standing and talking to students during physical activity sessions.
• Scheduling appropriate use of classroom sessions. Fitness for Life: Middle School is designed to
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be flexible so it can fit into a variety of schedules. It can be used in one 9-week unit; implemented as part of a semester- or year-long program; or implemented in several short units over several grades (for example, 3-week units in each of three grades). The base plan includes two classroom days a week for 9 weeks; the semester plan includes one classroom day a week for a semester; and the yearly plan includes one day every other week for a year. The program can also be implemented in three grades, as 3-week units accounting for six classroom days per year for each of the three grades. Time spent in these sessions promotes efficient learning of important objectives based on NASPE standards as well as concepts included in subjects such as math, science, and language arts.
• Teaching concepts that make physical activity sessions more efficient. Once students learn key concepts (biomechanical principles, for example), they are more efficient in their skill learning sessions. Once students learn concepts related to social relationships and diversity (and discuss them in the classroom setting), they are better able to implement them in activity settings. Once students learn key concepts about fitness and exercise, they can relate them while doing fitness assessments and planning personal activity programs.
• Teaching students how to do physical activity correctly. Performing physical activity properly is important, and the classroom setting can be more effective at driving home important ideas such as staying hydrated or effectively practicing routines. If you learn to do activity correctly, you will get more benefits and avoid problems associated with incorrect activity. Some people drop out of activity because they do not know how to do it correctly. Learning key concepts helps students to be active and to perform activity properly.
Fitness for Life: Middle School is not meant to be a substitute for traditional physical education. It is
designed to meet specific objectives within a comprehensive physical education curriculum. Well-
planned classroom sessions can promote efficient learning of concepts and principles that will
prevent inefficient use of time in activity sessions and promote optimal learning in activity sessions.
Finally, “articulation” from middle to high school was a key feature in developing the middle school
program. Students completing the middle school program will have a strong foundation for entering
a high school personal fitness course, yet with minimum content overlap. The middle school physical
activities and fitness concepts are presented in a developmentally and educationally appropriate
way to prepare students for more extensive study in high school. The NASPE standards are
addressed in a developmentally appropriate manner in both the middle school and high school
programs. The article “Fitness for Life Articulation” (see Also of Interest) describes the coordination
of content between the middle school and high school Fitness for Life texts.
Materials are excerpts or instructional materials from Corbin, LeMasurier, & Lambdin
(2007). Fitness for Life: Middle School. Champaign, IL: Human Kinetics and may not be
reproduced without permission of Human Kinetics (used by permission).
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Appendix 6c
COPY OF “FITNESS FOR LIFE: MIDDLE SCHOOL TO HIGH SCHOOL ARTICULATION”
PERMISSION GRANTED BY AUTHOR CHUCK CORBIN AND HUMAN KINETICS
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Appendix 7
JEN NEUBAUER’S
PLANNING BASICS
I love this quote I once heard, “Teachers who fail to plan…..plan to fail!” Students have a keen
sense of knowing when a teacher is unprepared and when they do sense that, they pounce!
They are naturally drawn to the opportunity to create chaos in moments of uncertainty. Your
best weapon is a plan! We know as educators that not everything goes perfectly and
sometimes our best laid plans get derailed or side-tracked. That is okay when you have a map
(your lesson plan) because it is much easier to get back on course.
As we look at our Middle School Physical Education curriculum and the planning we do as
educators to stay on course, we are going to look at some basic points starting from the top –
down.
Yearly Plan
This may be a chart or a list of all the units of study in your course for that entire school year
(~36 weeks). Your yearly plan is a simple display of your scope and sequence. Scope is the
content taught throughout the year and Sequence is the order in which it will be taught. As
some schools establish or revise their middle school physical education curriculum they may
choose to have a yearly plan for each grade level taught in their school building. The Physical
Focus curriculum (Appendix 4) is an example of that. Other schools may give the students in
their middle school choices so they may have just one yearly plan that covers all the grade
levels in their building. The curriculum for Northview Middle School (Appendix 3b) is an
example of that.
Unit Plan
Within your curriculum are several different units and each has its own Unit Plan. While the
format of the unit plan may vary from curriculum to curriculum or school to school, there is
some basic content you should expect to see in every unit plan.
1. Objectives for the unit
2. Block Plan – shows the scope and sequence of lesson content for that unit
(example show in Appendix 7)
3. Materials/Equipment/Facilities needed
4. Instructional Aids
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5. Assessments
6. Lesson Plans for each day
Some of the content listed above may be found on the individual lesson plans instead of the
first page of the unit plan while other curriculums may include a cumulative list at the beginning
and then again on the daily lesson plans where applicable.
Other content ideas for unit plans may include:
o Introduction page – description of the unit, history, fun facts
o Recommended class size range and time per class period needed
o Standards addressed
o Grading suggestions – categories & weighting
o Resources – websites, books, organizations, personal contacts, etc…
I have always encouraged my pre-service teachers to create a chart in their unit plans they
design that includes their Unit Objectives – Assessments – Standards. This chart is a great visual
for them to see the alignment that should be occurring in their class. It gives the unit a focus
and more definitive purpose. I have included an example from one of my former students in
Appendix 9.
Lesson Plan
Within each unit should be several lesson plans that are developmentally appropriate and are
sequenced for progression of simple to complex skills, application, and critical thinking. There
should be enough lesson plans included in the unit plan to allow the teacher adequate time to
instruct and that the students have adequate time to learn skills and concepts so they may
ultimately achieve the unit’s objectives. Do not rush through your unit plans or “throw
together” a lesson plan from day to day. You are a teacher. Teachers make detailed plans for
the learning they expect will occur in their classroom – their gymnasium.
A detailed lesson plan will most likely include:
o Objectives (cognitive, psychomotor, and affective)
o Materials/Equipment needed
o Safety tips or concerns
o Four parts of a quality physical education lesson and time allotted for each part
o Instructional strategies: methods, management, measurement
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Let’s look at the four parts of a quality physical education lesson plan since that design is the
most common and it is the heart of your classtime each and every day.
1. Introduction – also referred to as the “Warm-Up”, “Instant Activity”,
“Introductory Activity”, or “ASAP”
➢ This sets the mood for the class time and expectations for your class
➢ Students are expected to move as soon as they enter the gym or teaching
area
➢ Prepares students physically and psychologically for class
➢ Great opportunity to take attendance while they are engaged in activity
➢ Well planned introductions provide students with opportunities to tap
into their intrinsic motivation (curiosity, creativity, control, challenge) and
the teacher can provide feedback through interactions with students
➢ Variety is key and therefore activities in this part of the lesson should
vary throughout the unit and not be the same thing day after day, week
after week.
➢ Lasts 3-5 minutes
2. Fitness Development
➢ Activities that develop any one or more of the health related components
of fitness (cardiovascular endurance, muscular strength, muscular
endurance, flexibility)
➢ Shows relevance to fitness testing conducted
➢ Student or Teacher led activities
➢ Proper form should be emphasized and encouragement provided by the
instructor
➢ Great opportunity for students to use “Challenge by Choice” and develop
their intrinsic motivation
➢ Variety is key and therefore activities in this part of the lesson should
vary throughout the unit and not be the same thing day after day, week
after week.
➢ Lasts 5-7 minutes
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3. Lesson Focus – also referred to as “Skill Development”
➢ Learning of concepts or skills occurs during this part of the lesson
➢ Review of previous skills or concepts
➢ Introduction of new learning experiences with appropriate progressions
➢ May conclude with application of learned skills and/or knowledge in a
modified game
➢ The 3 D’s (Directions, Demonstrations, Diagnosis) occur in this part of the
lesson
➢ Majority of classtime is spent in this part, 20 minutes is the average but
will depend on the length of your class periods
4. Closure – also referred to as “Summary”
➢ Discussion with students about objectives for that day
➢ Review of concepts and/or skills learned
➢ Gathering of data or feedback from assessment tools
➢ Put away equipment/materials/supplies
➢ May also include a “cool-down” or “relaxation” activities
➢ Announcements/reminders of homework or upcoming events
➢ 3-5 minutes
Planning gives you a sense of accomplishment and each unit plan or lesson plan you design is
tangible evidence of that accomplishment. Yearly plans, unit plans, and lesson plans are never
set in stone. They should always be evaluated and tweaked along the way. They are almost
always in a state of revision. When you have that lesson plan that went really well, consider
that well-planned lesson a personal award certificate of a job well done! And when that unit
plan you designed is a huge success, consider that another artifact for your professional
portfolio and give yourself a pat on the back.
Teachers can never get enough motivators but effective planning can provide you with the daily
boost you might just need.
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Appendix 8 Pilates/Yoga Unit Block Plan
PILATES Week 1: Monday Tuesday Wednesday Thursday Friday
Introductory Activity
Combine with FD Walk/Jog Move and Change Direction
Move and Change Locomotion
Slingshot Run
Fitness Development
Walk and Jog V-Sit pre-test
Plyometrics/Bounding Slingshot Run with Fit Deck cards
Cardio Madness
Combine with LF
Lesson Focus Basic Beginner Movements
Introductory Pilates Introductory Pilates II
Pilates Movements III
Assessments V-Sit Post-Test
Game/Closing Zipper
Color Tag Cool-Down
Land, Sea, Air Cool-Down
Talk about Assessment for Friday. Make groups then as well.
Unit Quiz
YOGA Week 2: Monday Tuesday Wednesday Thursday Friday Introductory Activity
Move and Assume Pose
Standing High Fives Throwing and Catching Bean Bags on the Move
Move and Perform Fitness Task
Move and Change Locomotion
Fitness Development
Aerobic Exercises Continuity Exercises Slingshot run with Fit Deck cards
Fitness Station with Fit Deck Cards
Fitness Station with Fit Deck Cards
Lesson Focus Intro to Yoga Yoga WU Yoga Flexibility
Rest Poses, Breathing Poses
Stress/Anxiety Yoga
Game/Closing Frisbee 21 Loose Caboose Juggling Scarves
Mass Stand Up
Land, Sea, Air
YOGA Week 3: Monday Tuesday Wednesday Thursday Friday
Introductory Activity
Mini Pyramids Standing High Fives Mirror Drill Move and Assume Pose
Combine with FD
Fitness Development
Jump and Jog Fitness
Continuity Exercises 12 Ways to Fitness
Aerobic Exercises
Jump and Jog Fitness
Lesson Focus Yoga Partners Yoga Posture ID Yoga Follow-the-Leader
Opposite Forces in Yoga
Intro Sun Salutation
Game/Closing Balance Tag Loose Caboose Frisbee 21 Juggling Scarves
Unit Quiz
*This example was from Dennis Gilbertson, a pre-service PE teacher at Coe College, as a part of his Unit Plan
project for the Secondary PE Methods course.
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Appendix 9
Flag Football – Unit Plan
Objectives – Assessment – Standards
Alignment
Objectives (Students will be able to…) Assessment Standard
Psychomotor
Domain • Perform the necessary skills to centering
the football
• Perform the necessary skills to shoulder
and pass block
• Demonstrate and perfect man to man
defensive techniques
• Demonstrate correct technique in handing
off and punting a football
• Demonstrate an all around skill set for the
game of flag football
Centering Drill Task
Sheet
Shoulder and Pass Block
Drill Task Sheet
Man to Man Peer
Evaluation Sheet
Hand Off and Punting
Task Sheet
Skill Test
1
1
1
1
1
Cognitive
Domain • Identify muscles worked throughout the
class period and demonstrate a stretch that
would increase the flexibility in this
muscle
• understand the concepts of the F.I.T.T.
Principle and apply and evaluate their own
active lifestyle using the F.I.T.T. principle
• Diagram the blood flow through the heart
using activity
• Categorize health and skill related concepts
into physical activity and sport
• Indentify muscles that they are working
out during physical activity
Peer lead Stretching
F.I.T.T. Stretching
F.I.T.T. Assignment
Cardiovascular Pass
Route
Health and Skill
Related Post test
Bridge Brigade
Muscular Tap Sheet
1, 2
2, 3, 4, 6
1, 2, 3, 4, 6
1, 2, 3, 4
1, 2, 3, 4
Affective
Domain • Understand the roles that going into a team
• Understand and reflect upon the negative
effects of carrying extra weight
• Reflect upon their own activities levels and
how they compare to what is
recommended by the CDC
Team Building games
Cardiovascular Pass
Route with Backpacks
F.I.T.T. Take Home
Assignment
2, 5
2, 5
3, 5, 6
*This example was from Chelsee Shortt, a pre-service PE teacher at Coe College, as a part of her
Unit Plan project for the Secondary PE Methods course.
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Appendix 10 4 Part Lesson Plan
Template Objectives: NASPE Standards: Assessment(s): Equipment: Safety Tips/Concerns: Warm-Up/Instant Activity
•
•
•
Fitness Development
•
•
•
•
Lesson Focus/Skill Development
•
•
•
•
•
•
•
Closure/Summary
•
•
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Appendix 11
Jen Neubauer’s Instructional Strategies: Methods and Management
Tips & Tricks to Maximize Participation
Through my years of teaching adolescents and now college level pre-service teachers, I have
attended numerous conference, workshops, and trainings to keep up-to-date on best practices
in physical education. I have always loved gathering new ideas and approaches to instructional
strategies. It is our responsibility as physical educators to create a safe and encouraging
learning environment for our students and I believe that can be accomplished through our
teaching methods and management of our classes. Along with a caring, positive attitude and
smile, of course! ☺ When we focus on our “M&M’s” and create this safe, encouraging learning
environment we should see maximum participation from our students and increased levels of
MVPA (moderate to vigorous physical activity).
Strategies for Maximum Participation
• NCLB – “No Child Left on their Behind” – Students should spend the majority of their
class time on their feet and active, not sitting around listening to instructions or waiting
for a turn.
• Limit instructions to 30-60 seconds
• Principle of 3 – Students have a hard time remembering more than 3 pieces of
information at a time and many will only hear the first and last instruction given. Also,
use the Principle of 3 for the answer to most questions to minimize additional
questions. “How many passes do we need to make before attempting a goal?” 3 “How
many seconds do we have to wait before we can chase our partner?” 3 Students will
be trained to anticipate the answer and keep activities moving along.
• Minimize wait time with no lines greater than five
• Small sided games and activities – no more than 3-5 students on a team for any
modified game or activity and adjust boundaries
• Keep students on-task – when engaged in modified game play, no students should ever
be sitting or standing out waiting for a turn. Have teams that are “out” practice skills at
a skill station or have fitness development stations or concept development tasks.
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• Teach students ways to quickly solve arguments during game play such as “Rock-Paper-
Scissors” to get back to playing and moving.
• No Elimination Games, Drills, or Activities – instead use “re-entry areas” for students to
complete a task and re-enter
• Set realistic goals based on developmental appropriateness and use time instead of
numbers for task so students can utilize challenge by choice. Example: instead of asking
all students to complete 10 pushups, have students see how many pushups they can do
in 30 seconds and be sure to offer modifications (plank for those unable to complete 1
push up) along with an emphasis on correct form. Students who feel like they have
control and experience ownership are more likely to participate.
• PLAN!!! - Plan your lessons and the transitions within your lessons so the momentum
carries from one part of the lesson to the next
• Share your objectives – students who know “why” they are doing something are more
likely to participate when they know what is expected of them
• Equipment for ALL!! Or, when equipment is lacking use stations, pairs or groups of 3.
• Use music to set the tempo/mood for the class right from the very beginning as they
enter the gym or even locker rooms
• Allow adequate time for skill development and practice. Students who are rushed into
applying skills into game play that are not ready will not participate due to lack of
confidence. Help develop that confidence by emphasizing Skill Awareness over Skill
Acquisition. Students should have enough skill awareness to effectively engage in
physical activity and enjoy participating.
• Establish, practice, and reinforce ROUTINES!!!
➢ Start/Stop Signals
▪ When before What – “When I say ‘Go’, dribble the ball to the cone and
back.”
▪ Use music or other creative attention getters (train whistle, triangle, cow
bell, etc..)
▪ Be consistent
▪ Start signal should be different than stop signal
▪ Expect 100% compliance within 5 seconds
▪ Use auditory and visual signals
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➢ Listening
▪ Position yourself to minimize distractions during instructions such as
students backs should be to the sun or to the distraction taking place.
▪ Position yourself so you never have your back to students – students
should be trained to get into a position where they can always have eye
contact with you
▪ When using equipment, students are expected to “take a knee” or “trap
the ball” or “set sticks down” when expected to listen
➢ Selecting Groups
▪ Plan for this and administer this quickly – NEVER allow students to pick
teams
▪ “toe to toe”, “elbow to elbow” for partners works well
▪ Establish a Lost & Found spot for anyone without a partner – quickly pair
up those in the Lost & Found, assign to a group for 3 instead, and teach
students to “adopt” those from Lost & Found quickly
▪ Mingle-Mingle or Clump for a fun way to form small groups
▪ Post pre-made groups in a set location for students to check as they enter
the gym at the start of class time.
▪ Groups should be formed in less than 20 seconds!
➢ Handling Equipment
▪ Equipment is set up before students arrive for class
▪ Place in hoops or baskets in the four corners of your gym or on the
perimeter of your boundaries
▪ Establish expectations for equipment in “home” base to minimize off-task
behavior
▪ Distribute equipment from more than one location when possible
▪ Equipment collected/distributed by partner or group leaders
• Giving Effective Instruction
➢ The object is…You do that by… When this technique to describe an activity to
keep your instructions focused and concise.
➢ 80/20 rule – after instructions, check for understanding and if 80% of the
students understand the other 20% will get it while participating and you as the
teacher can go around and play the role of “plumber” and “fix the leaks”. ☺
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➢ Use student’s name when giving feedback – it captures their attention first
➢ Use a wireless mic or voice amplification system to eliminate the need for
repeating instructions or wasting time getting students’ attention
➢ 3 D’s
▪ Directions
o Carefully plan for what you will say in 30-60 seconds
o Use non-verbals too
o Talk slow and emphasize, use positive phrasing
o Use demos with verbal descriptions
o Check to make sure all are paying attention
o Speak up – be assertive, confident – display leadership and
enthusiasm
▪ Demonstration
o Check your skill beforehand – have student(s) demo that are
proficient
o Students should have any necessary equipment for practice prior
to demonstration
o Do the demo at the location where the students will perform it
o Show more than one view
o Emphasize safety
o Use cues that are “catchy” and easy to remember
o Check for understanding before dispersal for practice
▪ Diagnosis
o 3 to 1 ratio – try giving 3 positive feedback statements to every 1
corrective to build student confidence
o Be specific with performance related feedback Ex: “I like the way
your elbow was pointed toward the target.”
o Feedback is specifically focused on what was
instructed/demonstrated
o Show as well as tell
o Stay momentarily with student or group after giving feedback to
make sure feedback given is applied
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• Discipline Plan – most discipline problems can be eliminated by having a good plan,
establishing routines, providing active instruction, and proving to students that you are
confident, knowledgeable, and caring. Discipline can take away precious time from
instruction and participation when not planned or effective. The goal of discipline is
behavior change so the student may once again maximize their participation in your
class.
➢ Avoid use of criticism and punishment because criticism is ineffective and
punishment uses fear
➢ Never, never, never use physical activity as a form of punishment
➢ Using time-outs and depriving students of activity should be no longer than 5
minutes and used only after a warning has been given and you have spoken to
the student. Be aware - Middle school students will often act out to receive a
time out so they do not have to participate.
➢ Consequences should be discussed at the beginning of the year/term, written in
a student handbook, and posted in teaching areas.
➢ Reprimands must focus on the behavior not the student
➢ Reprimands are given soon after the misbehavior, with calmness and a soft voice
➢ Avoid large group/whole class punishment – speak to students individually and
privately, use proximity to control behaviors, do not embarrass students in front
of peers
➢ Reinforce expectations for the class and re-visit management and routines as
needed
➢ Model and Encourage and Recognize good behavior
➢ Treat everyone fairly
➢ Use selective ignoring – “pick your battles”
➢ Use desists that are clear, firm, well-timed, and appropriately targeted
➢ 3 Strikes Rule
▪ 1st - 1 minute active time-out (walking the perimeter)
▪ 2nd - 5 minute active time-out
▪ 3rd - time-out for rest of lesson with phone call home and/or principal
referral
➢ Behavior contracts – student must have a role in defining the aspects of the
contract
➢ Communication with parents is essential and must be timely!!
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Teachers are not “born”. Prospective teachers can become good by learning effective
techniques and strategies. Teachers need to learn to use….
PERSONALITY – use your strengths to personalize each class to get best efforts from
your students
PLANNING – think through all the factors related to safety and maximum participation
INSTRUCTIONAL CHOICES – select appropriate teaching models and try different
methods
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Appendix 12
PDF OF “COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAM”
PERMISSION TO COPY GIVEN BY AAHPERD/NASPE
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Appendix 13
GAME PLAN
Vision:
Mission:
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PROMOTION PLAN DESCRIPTION:
S.M.A.R.T. Goal(s):
STEPS (What needs to be done and how?) WHO IS RESPONSIBLE DEADLINE
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PHYSICAL EDUCATION PLAN DESCRIPTION:
S.M.A.R.T. Goal(s):
STEPS (What needs to be done and how?) WHO IS RESPONSIBLE DEADLINE
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PHYSICAL ACTIVITY PLAN DESCRIPTION:
S.M.A.R.T. Goal(s):
STEPS (What needs to be done and how?) WHO IS RESPONSIBLE DEADLINE