Your Middle School Physical Education Game Plan · 2020-02-06 · Quality physical education is the...

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 | [email protected] | www.drake.edu/cepd

mailto:[email protected]

http://www.drake.edu/cepd

Revised: January, 2019 2


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





Project Staff



Drake University

Tracy Davies

Distance Learning Center Coordinator

Drake Continuing Education and Professional Development

Dustin McDonough

Editor/DVD Author



“Sports do not build character; they reveal it.”

-- Haywood Hale Broun


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,



Drake University

www.drake.edu/cepd


EDMA 278



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]


“Set aside your dreams for your children and help them attain their own dreams”

--Author Unknown


"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


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.


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

[email protected]

www.drake.edu


http://www.drake.edu/



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) [email protected]



“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!


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.


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.


• 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.


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


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.


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


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


• 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.



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.)


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.)


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)


MODULE TWO

“The Middle School”


• 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.


• 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)


• LISTEN Podcast CD - Track 2 Whole Child Podcast – “The Middle Grades – Zits, Braces, &

Hormones”

• VIEW DVD 1 – Module 2 – The Middle School – Administrator Interviews




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)


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.)



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.)


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)


MODULE THREE

“The Middle School PE Learning Environment”


• 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.


• 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


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




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.)


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.)



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)


MODULE FOUR

“Variety of Activities and Choice are Keys to Success”


• 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.


• 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


Suggested Sequence:


• 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



http://www.pecentral.org/professional/hos/index.html

http://www.sparkpe.org/physical-education/middle-school/



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.)



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.)


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.)


MODULE FIVE

“Curriculum Development”


• 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.


• 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


• 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

http://www.youtube.com/watch?v=G6XAJuug-JM

http://www.youtube.com/watch?v=G6XAJuug-JM


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 Appendix 7 – Jen’s Planning Basics

• VIEW DVD 3 – Module 5 - Teaching PE


“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






https://www.cdc.gov/healthyschools/pecat/index.htm

http://learning.blogs.nytimes.com/2013/02/20/should-reading-and-math-be-taught-in-gym-class-too/?smid=pl-share

http://learning.blogs.nytimes.com/2013/02/20/should-reading-and-math-be-taught-in-gym-class-too/?smid=pl-share


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.)



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.)


MODULE SIX

“Instructional Strategies: Management & Methods”


• 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.



• 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


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 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 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


“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






• 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


• SELF-ASSESS Teaching Middle School Physical Education, Chapter 2, pg. 24, “Self-

Assessment: Middle School Physical Education Program”, Instruction and Instructional

Materials sections only




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.)


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)



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.)


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.)


MODULE SEVEN

“Instructional Strategies: Measurement”


• 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.


• Teaching Middle School Physical Education, Chapter 12, pgs. 176-178



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:


Assessment: Middle School Physical Education Program”, Assessment section only


Suggested Sequence:


• 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 12, pgs. 176-178


“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




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.)


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.)



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)


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.


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.)


MODULE EIGHT

“Activity Beyond the Walls of the Gym”


• 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.


• 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.


Podcast:

• CD – Track 3 “More than Just Gym: Integrating Movement Across the School Day”

Suggested Sequence:


• 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/



http://www.youtube.com/watch?v=hBSVZdTQmDs

https://letsmove.obamawhitehouse.archives.gov/active-schools

https://strongbravehonest.wordpress.com/tag/teachers-make-move-to-improve-student-focus/

https://strongbravehonest.wordpress.com/tag/teachers-make-move-to-improve-student-focus/


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.)


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.)



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)


MODULE NINE

“Be a Crusader”


• 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.


• Game Changer, Chapters 6-8

• Teaching Middle School Physical Education, “Quality Physical Education + Interdisciplinary

Involvement = Support”, Chapter 2, pg. 21 gray box



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:


Assessment: Middle School Physical Education Program”, Professional Development

section only


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


• 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


“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




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 -


School/District Level (Administrative) Support -

Parental Support –



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)


MODULE TEN

“Rev It Up”


• 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


• 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.


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:


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


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


administration when assigning responsibilities

You MUST use the Game Plan template in Appendix 13 for completion of this Final

Project.


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.


Final Project


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.

https://drake.qualtrics.com/jfe/form/SV_9NU7ir8noyMxjZb?Q_JFE=qdg


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.


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 –


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

https://www.shapeamerica.org/

http://www.acsm.org/

http://www.bal-a-vis-x.com/

http://www.braingym.org/about

https://www.dailyfitlog.com/home


http://brainbreaks.blogspot.com/

http://www.motionfitness.com/

http://www.aahperd.org/naspe/

http://www.pecentral.org/professional/hos/index.html


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"-


Run, Jump, Learn! How Exercise can Transform our Schools -


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

http://www.pe4life.org/about-us/

http://www.phitamerica.org/

http://www.playfiteducation.com/

http://www.polarusa.com/us-en/b2b_products/physical_education

http://www.pa.org/



http://www.sparkpe.org/

http://sparkinglife.org/

http://www.wholechildeducation.org/

http://www.wittfitt.com/

http://www.xavixstore.com/index.php


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.


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.


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.


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.


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.


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:


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


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.


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.


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.


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.


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.


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.


Appendix 2 PERMISSION TO COPY GIVEN BY AAHPERD/NASPE









PERMISSION TO COPY GIVEN BY AAHPERD/NASPE


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.


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



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



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



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 –


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.


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 • [email protected]




Appendix 5

PERMISSION GRANTED BY AUTHOR: JOELLA MERHOFF










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

http://www.fitnessforlife.org/ms-program/ms-program


• 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

http://www.humankinetics.com/ppPhysBest

http://www.fitnessgram.net/home/

http://www.fitnessforlife.org/ms-materials?ccs=9724

http://www.fitnessforlife.org/using-ffl-overview/using-ffl-overview/for-teachers


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



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

http://www.fitnessforlife.org/sample-middle-school?DocumentScreen=detail&cl=19791&ccs=9747



• 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






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).










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

http://www.fitnessforlife.org/ms-rationale/ms-rationale


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).

http://www.fitnessforlife.org/AfcStyle/DocumentDownload.cfm?DType=DocumentItem&Document=Fitness%20for%20Life%20Articulation%2Epdf


Appendix 6c

COPY OF “FITNESS FOR LIFE: MIDDLE SCHOOL TO HIGH SCHOOL ARTICULATION”

PERMISSION GRANTED BY AUTHOR CHUCK CORBIN AND HUMAN KINETICS






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


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


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


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.


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.


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.


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

•

•


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.


• 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


➢ 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”. ☺


➢ 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


• 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!!


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


Appendix 12

PDF OF “COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAM”

PERMISSION TO COPY GIVEN BY AAHPERD/NASPE











Appendix 13

GAME PLAN

Vision:

Mission:


PROMOTION PLAN DESCRIPTION:

S.M.A.R.T. Goal(s):

STEPS (What needs to be done and how?) WHO IS RESPONSIBLE DEADLINE


PHYSICAL EDUCATION PLAN DESCRIPTION:

S.M.A.R.T. Goal(s):



PHYSICAL ACTIVITY PLAN DESCRIPTION:

S.M.A.R.T. Goal(s):


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