Edtpa Physical Education - Planning Commentary 2

Physical Education
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within
the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1.
Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[ The Central Focus for this lesson segment will be performing kicking movement patterns to
use in full soccer games. The students will know different types of kicks that are used in a
soccer game. They will know when to use each one. The types of soccer kicks include dribbling,
light passes, hard low kicks, hard air kicks, and maximum distance kicks. ]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address the development of student competencies in the psychomotor
domain and at least one other learning domain (cognitive and/or affective) related to
movement patterns,
performance concepts, and/or
health-enhancing physical fitness.
[ In lesson number one, for my psychomotor domain, I am looking for the students to perform
basic motor and manipulative skills and attain competency in a variety of motor and sports
activities. To achieve this I will have the students demonstrate a kicking pattern consisting of 4
out of the 6 critical elements. If I am able to observe this objective be completed, then my
students will have addressed the psychomotor standard. As for the cognitive domain, I am
looking for the students to perform basic motor and manipulative skills and attain competency in
a variety of motor and sports activities. To achieve this in the cognitive domain, at the end of the
lesson, I will ask the students to recite the 6 critical elements to me verbally. If they are able to
do this, it will show me that they remembered the cues throughout the class as they were
practicing the skill. It will be expected of them to remember these for the next class.
In lesson number two, for my psychomotor domain, I am looking for the students to
perform basic motor and manipulative skills and attain competency in a variety of motor and
sports activities. To achieve this I will have the students kick for a maximum distance by
completing all 4 of the cues designated for this type of kick. It is not the length of the kick that I
will be looking for to know if the students meet this objective, it will be if they complete all of the
cues for this kick. If they do that, and are giving full effort, then I will know that they are kicking
for their maximum distance. As for the affective domain, I want the students to demonstrate
responsible personal and social behavior while engaged in physical activity. They will
understand that physical activity provides the opportunity for enjoyment, challenge, selfexpression, and communication. To achieve this standard, I am looking for the students to
provide positive feedback statements to at least three different peers. If the students are able to
accomplish this objective, they will know how it feels to make someone feel better, as well as
what it is like to hear nice things from a peer.
In lesson number three, for my psychomotor domain, I will be looking for the students to
perform basic motor and manipulative skills and attain competency in a variety of motor and
sports activities. To achieve this I will have the students dribble a soccer ball with their feet by
performing two out of the three cues. If I am able to observe this objective be completed, then
my students will have met my psychomotor standard. As for the cognitive domain, I am looking
for the students to perform basic motor and manipulative skills and attain competency in a
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Physical Education
variety of motor and sports activities. In order to achieve this cognitively, I will ask the students
to fill out an exit slip that will show they know the benefits of passing the ball in sports. After
reading the asnwers provided on the exit slips, I will then know if my students met my objective
or not.]
c. Explain how your plans build on each other and include tasks that develop the student
competencies described above while making connections between the psychomotor
domain and at least one other learning domain (cognitive and/or affective).
[ In the psychomotor domain, and in lesson one, students will be learning how to manipulate the
soccer ball with their feet. This means they will be using different kicks, and different levels of
force to see how the ball will react from their foot's contact with it. In lesson two, I have
increased the difficulty level by having the students perform a wider range of motion with their
kicks. At a young age, or for a new learner, typically they will freeze their range of motion when
learning a new skill. By asking them to kick for maximum distance, they will be freed from this
limitation, and will naturally start to internally simulate the kicking motion more. By the third
lesson, they will start to become competent dribblers of the ball. The reason I have put dribbling
in the third lesson, rather than upfront, is because I want the students to really understand force,
and how they manipulate the movement of the ball. When they begin dribbling in the third
lesson, they will already know that to tap the ball in between their feet, they will need to be very
gentle with the ball. They will know that jogging with the ball will need a bit harder of a tap. They
will understand these forces better from all of the experience they will gain from the first two
lessons.
In the affective domain, and in lesson one, students will learn to be responsible with the
ball, by never kicking above waist height. I will have them do this because they are not
experienced movers yet, and a ball to the face of one of the students will do damage. I have
placed this in the first lesson because it is very important that they treat the balls, and the safety
of their peers, with respect throughout the entire unit. In the second lesson, the students will be
providing positive feedback statements to at least three of their peers. My second lesson
includes two things that could potentially have a negative affect on a student. Those two things
are the students will be kicking as far as they can, and having competitions doing it. Potentially
a student could get upset that they cannot kick as far as some students, and/or that they are not
winning the competition. This is where the positive feedback will come in very useful. The
students hear it from their teacher all the time, but to hear it from their peers can make it more
meaningful. Students who become frustrated with their distance kicks in this lesson, will
hopefully be offset by someone saying something nice to them. As for my third lesson, my
students will be learning about and displaying teamwork. In lesson two, I have already made the
students comfortable with each other enough to communicate with one another. Now is where
that will be key, because they will need good communication in order to display teamwork. The
students will be passing the ball to each other, and it will be important that they let their partner
know if they are kicking it too hard, too soft, etc. ]
d. Explain how you will structure the learning environment to be both emotionally and
physically safe.
[ Regarding my students emotional safety, I will provide them with multiple practices that will
ensure that they are comfortable. First I will make sure to give very in-depth introductions that
will lay-out exactly how to do the tasks, and where they will be doing them. If the students know
what they're doing and where to do it, they will jump right into it with less uncertainty than usual.
Also, I will make sure to either modify or extend the time of an activity for any struggling
students. Moving on to the next task before a student is able to become competent on the one
at hand, can quickly become overwhelming. I will make sure they are either ready to move on,

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or I will adapt the next task so it will fit them more comfortably. I already have these
modifications ready to go and planned out in my lesson plans.
As for my students physical safety, this will mainly be taken care of through well thought
out and implemented safety statements. The implementation of the safety statements, is the
especially important part. For example, in lesson one, the students are not to kick the ball above
waist height. If I were to let even one student get away with kicking the ball high, then it would
have a snowball effect. One student would see a student kicking high, so immediately they
would want to as well, and more children would follow suit, and then eventually the entire space
would become physically unsafe for the students. In order to properly implement my safety
statements, I will need to do two things. One, clearly and soundly introduce it at the beginning of
the lesson. And then also make sure to remind the students of it, throughout the entire lesson.
Doing these two things will make sure that the students are aware of the physical safety
requirements of the current lesson. ]
2.
Knowledge of Students to Inform Teaching

For each of the prompts below (2ab), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, students with higher/lower
proficiency levels, underperforming students or those with gaps in content knowledge, or
students needing greater support or challenge).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are still learning
to do.
[ Based on the pre-assessment data, my prior observations and students with IEP's, I have
been able to gather a nice collection of information about my students experience with this
learning segment. First, through my pre-assessment data, it is clear that four of my students are
already very experienced at kicking/most likely the game of soccer. This is demonstrated by the
fact that they were able to complete all 6 of the critical elements of mature kicking pattern,
without needing much instruction. The other 16 though, were only to be found at the control/precontrol level as they only averaged around 3 of the 6 critical elements. Also shown through my
data is a student who was only able to complete 1 of the 6 critical elements. This is a student I
have who has his own IEP. In his IEP, it clearly states that the child has a slight cognitive delay
when it comes to learning new information. In his IEP, it states that in order to help the child
learn and keep up with the class, it would be good to use visual aids and to set the child up for
success. Also, based on my previous observations from this particular class, I know that they
are strong movers and very friendly with each other. It is because of this that I will be able to
progress from task to task as intended. ]
b. Personal, cultural, and community assets related to the central focusWhat do you
know about your students everyday experiences, cultural and language
backgrounds and practices, and interests?
[ Based on my knowledge of the community, my students and their cultures, I have developed a
collection of information that helped me plan for this learning segment. Firstly, the community
that the school is placed in is highly sports oriented. There are Varsity, Freshman, modified, and
youth leagues for almost all sports, including soccer. All of the leagues are publicly funded. In
nearby cities, they have needed to cut their modified sports programs due to budgeting. This
town has been able to keep theirs due to its popularity, so I know sports are important to this
town. I observe my students while they are in my class, but also at times like recess and after
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school. For the majority, they like to be active, they like to try new things, and always give their
best effort. It is because of this that I know I can be comfortable challenging the group at times.
Also a couple of my students have parents who are both religious and very culturally strict. In
meetings with these parents I have asked them their thoughts about their children being active
and playing games. They do not agree with it and believe the child's time playing games should
be time spent studying or at home helping with the house. It is because of this I know that these
children might only be getting physical activity while they are with me. This will inhibit their
locomotor development and it will be important that I am patient with their progress. ]
3.
Supporting Students Physical Education Learning

Respond to prompts 3ac below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning Task 1. In addition, use
principles from research and/or theory to support your justifications.
a. Justify how your understanding of your students prior academic learning and personal,
cultural, and community assets (from prompts 2ab above) guided your choice or
adaptation of learning tasks and materials/equipment. Be explicit about the connections
between the learning tasks and students prior academic learning, their assets, and
research/theory.
[ Based on my students prior academic learning I can conclude several things that helped me
guide my learning segment. Firstly I know that a lot of my students are kinesthetic learners,
meaning they prefer to learn by moving and doing action. With this information I know that I can
start lessons off with demonstrations and visual aids, but then get right into practicing skills.
Here they can learn what works and what doesn't. It is because of this you see in lesson
number two, where I have the students performing a step-hop element with one of their kicks. I
could have shown them videos to teach them, but I allowed them to learn it for themselves by
getting out to the field and freeing their range of motion. Also I know that my community has
many youth soccer programs around. Many of which have had my students as players. Any time
students come to class with knowledge of a particular skill, it has benefits and downfalls.
Benefits in that they will most likely be fairly skilled at the activity, but on the other hand they
may have been taught incorrectly and developed bad habits because of it. It is my job as their
instructor to teach them the most fundamental way of approaching our skill based activities and
making sure that they participate as such. Otherwise, their assessments will be negatively
affected. ]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
[ In regards to my instructional strategy for this learning segment, I will mainly be taking a
practice, and self-check approach. I am able to do this because a majority of my whole class
already have a decent understanding of the skills being taught, and are sport oriented. It is the
lower-skilled students, and students with the IEP's, in which I will need to take a more hands-on
delivery of the material. This will include more one-on-one feedback, direct content teaching,
and also specific grouping. For any lessons in which I will have the class split up into groups, it
would be beneficial to place a high-skilled student with a low-skilled student. In this instance the
high-skilled student will act as a second teacher and help the lower-skilled student with their
cues, critical elements, and movement tips. ]
c. Describe common student errors or misunderstandings within your central focus and
how you will address them.

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Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
[ Some common student errors among my class in regards to having a mature kicking motion,
include stepping to the side of the ball, and following through the ball. Only 4 students out of the
20 were able to complete this two cues together. The rest were either missing completely or did
not show clearly enough to warrant a check for that element. To combat this common mistake I
will do two things. First in my introductions, I will make these two elements known that they are
not being seen and that they are important. Hearing this at the beginning of the lesson will have
the children wanting to attempt the skill to see if they can get the cue down. Next I will provide
them with visual aids that target not only the cues of the skill, but also the common mistakes
and how to fix it. Having something to look at constantly will serve as a reminder for the
students to make sure they are performing the skill correctly. ]
4.
Supporting Physical Education Development Through Language

As you respond to prompts 4ad, consider the range of students language assets and
needswhat do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students language assets and
needs, identify one language function essential for student learning within your central
focus. Listed below are some sample language functions. You may choose one of these
or another more appropriate to your learning segment.
Analyze
Compare
Evaluate
Sequence
Signal
Summarize
[ Evaluate ]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[ In my lesson number two, my students will be practicing kicking for maximum distance. It is in
this lesson where the students will have a chance to analyze their own movements, and make a
decision on whether or not they are kicking as far as they possibly can. It will look something
like this; with the cues and critical elements in sight, they will ask themselves am I completing
every single step of this kick? If the answer is yes, they will then ask themselves am I trying
my hardest? If this answer is yes, then they are certainly kicking the ball as far as they can. It is
with this self evaluation that the students will be able to maximize their learning and
understanding of their bodily movements.]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use to successfully participate in the learning task:
Vocabulary
Plus at least one of the following:
Syntax
Discourse

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[ Given the evaluative language function noted for this learning segment, will need vocabulary
and syntax. Firstly, when they are filling out the exit slip at then end of lesson two, they will need
to know the cues for each step of the skills. This will include knowing the names for the cues
and how to spell them. Also syntax will be important. Sometimes, cues can be mixed up
because they have similar sequences or phrases to other learned skills. It will be very important
for the students to know which is which when writing down the cues for each skill on the exit
slip. ]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt below.
Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (function, vocabulary, syntax, or discourse).
[ During each of my lessons, I have provided my students with visual aids that have pictures that
precede the cue of the skill being taught in that lesson. These pictures are there to represent the
cue and to place an image of what to do, aside from my own demonstrations that I will be giving.
Also on these visual aids, the cues are in very big and colorful print. This will help the students
to memorize the wording of the cues so that they can be able to write them out for assessments
later on. ]
5.
Monitoring Student Learning

In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how the assessments throughout the learning segment will provide direct
evidence of students development of competencies in the psychomotor domain and at
least one other learning domain (cognitive and/or affective).
[ In lesson number one, my assessment was based in the psychomotor domain and is the same
checklist used in the pre-assessment data collection. This checklist has every critical element
that is required to perform a mature kicking movement. Through teacher observation I will be
able to mark yes or no on the checklist for the elements based on what the student shows me. If
a student is able to show me 4 out 6 critical elements, as outlined in my lesson number one
objective, I will be able to regard them as competent in this skill.
As for the cognitive domain, I have 2 series of exit slips that will check for understanding
of both the cues of the kicks, and some gaming tactics. If a student is able to write down the
correct wording and sequence of the cues of the skill, they will be marked as competent for that
section. Also if they are able to provide a quality answer on the lesson 3 exit slip, asking about
passing and teamwork, they also will be marked as having a good understanding of some basic
offensive tactics for the game of soccer. This gets them in line ready for overall unit goal of
being ready to play in full soccer games. ]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
[ The specific needs that I outlined earlier were students with cognitive delays, and students
who are low-skilled. For the psychomotor assessment, I will be able to adapt my assessment for
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Physical Education
these two types of children. For the other children, their assessment will mainly take place while
they are practicing and unaware. For the delayed and low-skilled students, I can pull them aside
and work with them while they practice the skill. Here I will be able to talk them through the
cues, and correct any mistakes they are making. This will be able to give myself a better
assessment of what these students are actually capable of doing. Because without my direct
attention they will most likely not see much improvement. ]

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Edtpa Physical Education - Planning Commentary 2

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Physical Education

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

Knowledge of Students to Inform Teaching

Supporting Students Physical Education Learning

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

Supporting Physical Education Development Through Language

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

Monitoring Student Learning

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

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