Thinking of domains as a group creates a holistic approach to assessment

 

Physical educators have to make judgments based on collected assessment data utilizing checklists, analytic rating scales, and rubrics.

Should be continuous throughout the year and collaborative – Both students and parents could benefit from being involved in the assessment process and students become aware of their abilities strengths and weaknesses they can set and meet their own learning goals

 

Comprehensive:

– There should be a balance of curricular outcomes based on the inclusion of cognitive, psychomotor, and effective criteria and also be a variety of assessment strategies used, such as learning logs, performance task, and portfolios rather than simply skills-based testing

 

Criteria-based:

– Assessment needs to have a clear understanding of which criteria students are to be measured and evaluated

 

Norm-referenced and criterion referenced evaluation

– When the student’s abilities are referenced in relation to another; when the student’s abilities are referenced in relation to a standard deviation of average

 

– Three types of validity:

1. Content validity-how well an assessment accurately measures student learning of what was taught 2. Criterion validity-how well an assessment aligns with articulated criteria
2. Construct validity-how well an assessment measures what it supposed to be measured

 

Reliability based on how consistent a measure is implemented over a number of occasions

Internally consistent reliability: how well an assessment measures components that are equally challenging; Inter-rater reliability: how well assessment measures results when applied to different students

 

Pre-assessment 

– What pre-existing knowledge the students have in relation to outcomes and expectations?

– Where are student’s cognitive psychomotor and affective knowledge in relation to other students?

 

Formative assessment

– provides ongoing feedback to the students and to the educator about the effectiveness of the lesson

– Students are able to appreciate their own improvements as well as others

 

Summative assessment

-coming at the end of the unit or term, this allows teachers to gauge skill levels at a certain point of time

 

Evaluation and grading

– There are many different ways to report student’s learning

– numerical scores and letter grades are the most common grading systems that are being replaced by the use of qualitative descriptors such as excellent, satisfactory, or needs improvement

 

Exit slips

– provide educators with knowledge of students understanding at the end of the term

 

Observation

– allow students to have immediate feedback on their progress, fair play, and cooperation

 

Portfolios

– should be made in collaboration with the students

– Should address all domains such as written assignments, fitness testing, and goals

 

Skill test– used to assess various movement tasks – Physical educators can isolate and assess particular movements and skills

 

Written tests– used to assess knowledge independent of psychomotor skills

 

Rubrics– rating scale with more detailed descriptors

1. Allows students’ knowledge of expectations
2. Help students understand what quality looks like
3. Allow students to know what they should do differently the next time
4. Allow students to self-assess
5. Helps instructors plan lessons
6. Allows teachers to justify grades
7. Helps teachers communicate with caregivers

 

Movement domains: help provide a variety of activities for students

Five movement domains:

1. Dance 2. Alternative environment physical activities 3. Individual physical activities 4. Games
2. Gymnastics

 

Dance: There is much freedom within dance – Dance is cross-cultural – You can follow choreography or freestyle

 

Levels of Dance: 1. Movement for movement’s sake 2. Creating an aesthetic experience 3. To create a structured dance

 

Gymnastics:

– jumping rolling and climbing are fundamental skills of gymnastics that can be transferred for use in many sports – It’s an aesthetic sport that is concerned with movement – It has many forms but rhythmic gymnastics and educational gymnastics are usually taught in physical education

– Rhythmic gymnastics: incorporates dance, Music, and various apparatuses – Educational gymnastics: students work at their own level on tasks structured to develop understanding of movement, body awareness, and applied skill

 

Fundamental gymnastic skills:

1. Locomotion– moving from place to place with emphasis on the way transference such as rolling and jumping, as well as, stepping actions such as running in skipping
2. Statics– ask a balancing such as headstands, frog stands, and back arches

There are four different types of balances:

– Over-balance which involves shifting weight out of the base of support such as a forward roll

– Counter resistance which involves two or more people pushing against each other to achieve stability

– Counter attention involves partners pulling away from each other to create balance

– Suspension which usually happens in an apparatus

3. Rotations– movements such as rolling, cartwheeling, and spinning
4. Springs– involve any part of the body producing flight such as jumping or hopping
5. Landings– The creation of stability after flight. It is the ability to absorb force.
6. Swings– free-flowing movement on suspended from apparatus usually buy hands or knees on bars, ropes, and rings

 

Movement concepts:

1. What is the body doing? 2. Where is the movement going? 3. What is the dynamic content or quality of movement? 4. With whom or two what is the movement relating?

 

Fundamental movement skills:

– Basic movement skills providing understanding and ability for more complex skills. They include running, stopping, turning, rolling, balancing, jumping, skipping, Etc.

 

Games theory

– All games are either individually, partner focused, or team focused – The students to know both the basic movements of a game as well as the rules pertaining to the game- Skills are both physical and tactical – Socio-affective factors such as relationships, motivation, and feelings of confidence and support are critical for games literacy

 

Games pedagogy

– Top down instruction about skills, tactics, and rules designed to meet learning objectives – Bottom up approach is more common in elementary physical education we’re mastering themes of the game is more important than mastering the technical aspects of it – Game is instructors need to know how to problem solve about the equipment; modify rules; and have students function in certain team roles

 

-Four stages of teaching games: 1. Developing control of an object 2. Control and combinations of skills 3. Knowledge of offense and defense 4. Complex gameplay

 

Individual physical activities

– Walking, swimming, and cycling are common individual physical activities

– Two types of physical fitness are health related fitness and skill related fitness

– Health related fitness: cardiovascular endurance, muscular strength and endurance, flexibility, body composition

– Skill related fitness: agility and coordination, balance, speed, power

 

Alternative environment activities

– Activities not normally performed in a gymnasium or a playing field such as curling, swimming, canoeing, or skiing

– Safety is of the utmost importance because these activities are not normally done and highly controlled settings

– Land oriented physical activities such as hiking in orienteering are usually noncompetitive

 

 

Question: What are some reasons, unstated in the book, that dance should be incorporated into the physical education curriculum?

The one thing that resonated most with me from last week’s lesson was the concept of respecting yourself. Kenthen was my group leader, and he explained that a key notion in being physically literate is respecting yourself. I came to realize that to be physically literate does not mean to be particularly “good” at physical activity, but to be proficient in the knowledge of how your individual body functions, moves, etc.  I think this is SO important for children; I remember as a child thinking that I was simply not physical, because I viewed physicality as being “good at sports,” which I was not in my primary years, and so I neglected my physical health, by not taking part in any physical movement or activity unless required at school, and in doing so I bypassed the key components of physical literacy, and in my adulthood have problems keeping active. I feel that now that there is awareness of physical literacy, in schools and beyond, I feel confident that students will develop life long physicality, and the desire to keep fit and active.

On another note, I want to mention the net-ball activities from last week. Leandrea was guiding my group. I found her strategy very interesting in leading our activity; By starting off with the difficult lacrosse passing, we had low success rates. Then she took the lacrosse sticks away altogether, which seemed curious considering we were playing “Volley-Crosse,” and we volleyed with a large sponge ball. Once comfortable, she took that away, and we instead used a tennis ball, then two tennis balls. I feel that she was implementing scaffolding techniques here, basically demonstrating that you cannot simply jump directly into the deep end without practicing in the shallow end first.

In all, it was a great class! 🙂

The series of fun net games we played for session 3 contained a fantastic cross-curricular element. The inclusion of Indigenous history and value teachings into the lacrosse component was an excellent idea since it met multiple educational goals. Simultaneously, Indigenous history was taught in an appropriate manner and attention was called to safety through promotion of respectful intent towards classmates.

This part of the lesson jumped out at me as an embodiment of the depth of physical literacy. As Chapter 13 of our textbook relates, in PHE we must avoid focusing solely on simple motor drills, instead ensuring that we address “‘mindful’ qualities of movement on which the philosophy of physical literacy is based.” (Robinson and Randall 232) Students need to develop understanding of the flow and strategy of physical activities, which must engage the brain and heart as much as flexing the muscles. Respectful play does more than reduce injuries on the field for the day, it sets the tone for personal accountability to others in the long term. The textbook draws attention to the problematic aspect of using the building block metaphor in fundamental movement skills, as this model does not necessarily develop the use of walking, running, throwing, and other movements as they need to be applied in real life situations. On a more personal note, I never looked forward to the drills. If drills don’t improve fundamental movement skills in a fun or meaningful way, their use should be questioned and adapted to more relevant ends.

I really enjoyed our group teach on Net games. First of all, “CrossWall” which is a game that combines the sports of volleyball and Lacrosse was such a creative game idea to teach. Though many of us were new to Lacrosse, we were very familiar with the sport Volleyball; therefore, I think we were all demonstrating physical literacy when we were applying our foundational knowledge and skills of volleyball to a new game in a new context.  Most importantly, we were provided with a safe environment that allowed us to explore our risks and limits. Whether planned or unplanned, I really loved the fact that the group adapted their lesson plan according to our abilities. Our team was clearly struggling with the lacrosse sticks, therefore being offered the option to play with a variety of balls instead, provided the opportunity for us to succeed which gave us confidence and forced us to become motivated to keep going and stay engaged. I think a well-structured lesson that gears around individual differences and abilities is really important to implement in the physical literacy environment that I will be providing for my students in order to prevent the feeling of failure among my students, and to provide them with competence and confidence instead.  I want to focus on fun, respect, and maximum participation, while engaging my students in physical literacy.

I did a bit of research on the internet to figure out where the idea of banning tag in schools came from. It seems as if it originate in the state of Washington from the Mercer County School District who wanted to implement a hands off during recess. Their intention is to ensure physical and emotional safety for all the students, and they feel that in order to do that students should not touch each other. The school board believes that students will not be able to work properly in the class room if they do not feel safe. Some other reasons for the banning of almost everyone’s childhood game, is that certain students may always be the one who is ‘it’ and if they cannot tag someone else, then they could begin to develop a complex. Or if certain students are always the one who is ‘out’ all the time, by sitting on the side lines that could be hurtful on their self-esteem. In instances, I remember a few students ‘tagging’ or hitting pretty hard when they wanted to get someone out. I believe the way the last group restructured the game of tag last Tuesday was a great idea. Everyone was pair up and the person who was ‘it’ was switched constantly.  It established an inclusive environment for the game. Here is the link I found for the article.

http://news.nationalpost.com/news/world/tag-youre-it