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Breaking the Routine: K-12 PE Activities You Can Use on Monday

Presented at: 2007 PSAHPERD Convention Lancaster, PA November 16, 2007 (3:45 5:00 pm) Presented by: Jay Vasil, Lenny Romano, Nick Marmo, Scott Gerould, Citation:
Vasil, J., Romano, L., Marmo, N., & Gerould, S. (2007, November). Breaking the Routine: K-12 PE Activities You Can Use on Monday. Presented at the PSAHPERD Convention, Lancaster, PA.

Slippery Rock University East Lycoming SD New Castle Area SD Northern Lehigh SD

Program Description:
This session will introduce several new K-12 physical education activities designed to help teachers expand their repertoire and energize their curriculum. We have included several ideas for both the elementary and secondary levels, as well as a sampling of specific learning objectives that connect directly to the academic standards set forth by the Pennsylvania Department of Education (PDE) for Health, Safety, and Physical Education (K-12). The activities presented facilitate skill development and team building while maximizing activity time in class. A variety of teaching styles ranging from command and practice to guided discovery will be used within the presentation, as will a variety of assessment options. Pre- and Post-Testing will be highlighted. http://www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/SandyHealth.pdf (Pennsylvania Department of Educations Academic Standards for PE) Jay Vasil Physical Education Department Slippery Rock University (724) 738-2686 jay.vasil@sru.edu http://www.jayvasil.com

Vasil, Romano, Marmo, & Gerould PSAHPERD 2007

Elementary PE
Equipment:

Mat Activities + Target Activities

Mats; Station Markers and Task Cards (#1-2) Playground balls for every student; Wall Targets (#3) Frisbees; Bowling Pins as needed (#4) Teamwork, Cooperation, Problem-Solving, and Communication (#1-2) All types of throwing skills, Competition, Mastery Learning (#3) Backhand and forehand Frisbee toss, Target Accuracy (#4)

Themes:

Sample Student Learning Objectives: Given a practice session, students will demonstrate responsibility for safety during group activities by working cooperatively with their group according to the established class protocols. (10.3.3.D) Affective Given a team activity, students will demonstrate an understanding of the effects of positive interactions between group members by completing the checklist with 100% accuracy. (10.4.3.F) Cognitive Given a practice session, students will demonstrate individual sport skills by performing the overhand throw during game play according to at least 3 of the 4 critical elements. (10.4.3.B) Psychomotor Given a practice session, students will incorporate motor skill development concepts by performing the forehand Frisbee toss using at least 3 of 4 critical elements. (10.5.12.B) - Psychomotor

Activity #1:

Mat Undo-Redo

Folded mats will be placed on the floor, and the students will work in groups standing on top of a mat. The task given is for the group to undo the mat from the folded position without any team member stepping off. Encourage teamwork and brainstorming strategies for this activity. Once the group has unfolded the mat, they must cooperate to refold the mat without stepping off. Activity #2: Hamster Wheel

Unfolded mats will be placed on the floor, and students will work in groups standing on top of a mat. The task is to work together to put the mats over their heads as they go from a standing position to a kneeling position while continuing to hold onto the end of the mat. Students will tuck the mat in a circular shape and position themselves inside of it. They will continue to crawl forward as the mat now becomes a wheel. If the mats break apart, the students will work together to reform the wheel.

Vasil, Romano, Marmo, & Gerould PSAHPERD 2007

Activity #3:

Wall Ball

The gymnasium will be organized with a variety of targets attached to the walls. The students will perform various throwing and/or passing skills while attempting to hit the targets. The emphasis is on mastery learning and high repetitions with correct technique. Throwing is a fundamental technique that no child can be left without, and this activity provides the motivation to focus their practice effort. Play can be competitive, cooperative, or based on class goals. The rules are derived from bocce and billiards. Games are in best-of-three format with five throws. You must call your attempts, and you cannot throw until the game is tied or you are behind in points. Modifications are based on the specific objectives of the lesson, and can fit a wide variety of throwing and passing outcomes. Activity #4: Frisbee Bowling

The gymnasium will be organized with as many 6-pin bowling sets as available, including a Frisbee for each set. The objective of the game is to knock down as many bowling pins as possible with a Frisbee toss, but the concept of the activity is to focus on targeting with an implement. The most basic toss is a backhand toss, and games can be played competitively or cooperatively, based on class needs. This activity is extended into secondary physical education through the use of a forehand toss, which is considerably more difficult. This activity can serve as an ideal lead-up to Ultimate Frisbee.

Sample Forehand Cues:


Index and Middle Finger Together Outer Tip Down Lead with the Elbow Error Identification Hook and Slice

http://www-fp.mcs.anl.gov/~evard/disc/club/teaching_forehand.html
Vasil, Romano, Marmo, & Gerould PSAHPERD 2007

Secondary PE
Equipment:

The Passing Tree

Footballs (One for each small group); Field Cones, Pinnies, Cue Cards, Visual Aids Moving without the Ball, Footwork/Cutting, Route Running out of Formations, Communication, Teamwork, Throwing and Catching

Themes:

Sample Student Learning Objectives: Given a practice session, students will demonstrate responsibility for safety during group activities by working cooperatively with their group according to the established class protocols. (10.3.3.D) Affective Given a question and answer session, students will identify basic offensive team strategies by stating the keys to success in invasion games with at least 80% accuracy. (10.5.6.F) Cognitive Given a practice session, students will demonstrate team sport skills by running the correct route during game play according to class protocols. (10.4.3.B) Psychomotor

Activity #1: The Passing Tree Flag football can be a valuable learning experience for every student, but a lack of communication between teammates can be frustrating for teachers and students alike. For example, the Everybody go long mentality is not an intelligent way to be successful or develop an understanding of the game. Learning the passing tree as an activity prior to the beginning of a flag football unit will equip every student with the skills necessary to run specific routes. These skills, along with a fundamental knowledge of invasion game strategy will enable participants to be successful.

Vasil, Romano, Marmo, & Gerould PSAHPERD 2007

Assessment K-12
Equipment:

Top Hand Toss & Catch

Checklists and pencils for each student; Teacher clipboard; Tennis balls, Gator balls, Playground balls, and Basketballs (One for every two students)

Themes:

Tossing and catching using a novel task; making developmentallyappropriate equipment choices; incorporating differentiated instruction with pre- and post-assessment techniques; cooperation and teamwork

Sample Student Learning Objectives: Given a selection of equipment, students will analyze factors that impact the relationship between regular participation in physical activity and motor skill improvement by choosing developmentally-appropriate equipment for their top hand toss and catch according to established class protocols. (10.4.9.E) - Cognitive Given a practice session, students will incorporate motor skill development concepts by performing the top hand toss and catch using at least 3 of 4 critical elements. (10.5.12.B) - Psychomotor Given a partnered activity, students will demonstrate the effects of positive interactions between group members by cooperating with partners to complete the criteria sheets with 100% accuracy. (10.4.9.F) Affective / Cognitive

Description of Activity:

Top Hand Toss & Catch

The Top Hand Toss & Catch activity is designed to be a novel task for nearly all learners, considering even physical educators are not likely to have practiced this activity for any significant amount of time. Taking into account that this is a novel task, we should be able to effectively pre-test the activity across all three domains. (Pre-Test Attached) Please notice that the pre-testing will commence (at the end of a class period) with only essential instruction, which will include the task, the rules, and the procedure. The teacher will simply group the class into partnerships (Mosston Style C Reciprocal / Peer Teaching), pass out the checklists, and survey the room providing only corrective procedural feedback. The students will follow the directions, perform the tasks, and submit the checklists to the teacher. Also note that all students will use the same equipment and distances during the pre-test. This is not the time to teach and be helpful. This is the time to assess what the students already can demonstrate (P, C, A) in order to plan further instruction and better meet their needs. Theres the bell. See you tomorrow!

Vasil, Romano, Marmo, & Gerould PSAHPERD 2007

Welcome back. Now that the teacher has graded the pre-tests, he or she can differentiate the instruction based on the test results. Differentiated instruction is a process that addresses students of differing abilities in the same class a near constant in physical education. The intent of differentiating instruction is to maximize each students individual growth and success by meeting each student where he or she is, and assisting in the learning process. This concept is similar to Mosstons Inclusion style (Style E).

Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [November 16, 2007] from http://www.cast.org/publications/ncac/ncac_diffinstruc.html

To simplify this process, we will use assigned equipment distribution, sequencing, and distances to teach this class based on pre-test scores to specify where the students will be best served. The students will then follow the predetermined sequence of activities while the teacher reinforces the specific cues and provides feedback. This activity is done using reciprocal teaching, and therefore gives the teacher ample time to get to every student on an individual basis. Lastly, at the end of the lesson(s), a post-test will be given across all three domains. The most noticeable aspect of the post-test is that it is exactly the same as the pre-test, except that the questions are asked in a different order. By following a simple pre-test, intervention (the lessons), post-test model- we can prove that our students are learning. By assessing across all three domains, we also are demonstrating our accountability to the NASPE and PDE standards. (Post-Test Attached) A summary sheet (attached) can prove useful for documentation as well as advocacy.

Vasil, Romano, Marmo, & Gerould PSAHPERD 2007

Presenter Information
Jay Vasil is an instructor in the physical education department at Slippery Rock University with expertise in physical education pedagogy and standards-based instruction. Jay has health and physical education teaching experience at both K-12 and university settings. He has an extensive background in golf and tennis instruction, and is currently the assistant womens tennis coach at Slippery Rock University. Jay has been a PE Central advisory board member for secondary physical education lesson ideas, and has supervised student-teachers at Penn State, Virginia Tech, and Slippery Rock University. Jay was also recently nominated to Whos Who Among Executives and Professionals.

Lenny Romano is an elementary physical education teacher at Ashkar Elementary School in Hughesville, Pennsylvania. Lenny was one of the first National Board Certified Teachers in the state, and is recognized in Whos Who Among Americas Teachers. At AAHPERD 2007, he was named a NASPE Outstanding Physical Educator, and was recognized by the state of Pennsylvania and Governor Rendell for his contributions to our field. Lenny won the State Farm Teacher of the Year award in 2006, and is currently a finalist for the Borders National Teacher of the Year award. Lenny is a PE Central advisory board member, and has worked with student-teachers from several universities. Nick Marmo is an elementary physical education teacher in the New Castle Area School District in New Castle, Pennsylvania. Nick also coaches football and basketball at New Castle Area School District. Nick is a graduate of Penn State University with a Bachelors degree in Kinesiology, and is currently pursuing his Masters degree in Health & Physical Education from Slippery Rock University. Nick is also a former Penn State football letterman. Scott Gerould is a secondary health and physical education teacher at Northern Lehigh High School in Slatington, Pennsylvania. Scott also coaches girls basketball and track at Northern Lehigh School District. Scott is a graduate of Penn State University with a Bachelors degree in Kinesiology, and is currently pursuing his Masters degree in Classroom Technology from Wilkes University. Scott is also a United States Armed Forces veteran. I was a physical education major with a child psychology minor at Temple, which means if you ask me a question about a childs behavior, I will advise you to tell the child to take a lap. - Bill Cosby The word aerobics comes from two Greek words: aero, meaning ability to, and bics, meaning withstand tremendous boredom - Dave Barry

Vasil, Romano, Marmo, & Gerould PSAHPERD 2007

Performer: ___________________

Partner: ______________________

You will perform the Top-Hand Toss & Catch 10 times with your partner. You will be using a playground ball, and will be standing 8 feet apart on the parallel lines. When you finish your 10 tosses and catches, please complete this sheet.

(Psychomotor Results and/or Technique) 1. The number of successful catches 2. The number of accurate tosses (judged by partner) (Cognitive Strategies on Technique) 3. Identify 3 important strategies to use when attempting to catch the ball. _____ / 10 _____ / 10

(Affective Partner Behavior) 4. How helpful and supportive was your partner in this activity _____ / 10

5. Identify something you can do to be more helpful to your partner.

Vasil, J., Romano, L., Marmo, N., & Gerould, S. (2007, November). Breaking the Routine: K-12 PE Activities You Can Use on Monday. Presented at the PSAHPERD Convention, Lancaster, PA.

Vasil, Romano, Marmo, & Gerould PSAHPERD 2007

Performer: ___________________ Performer: ___________________

Observer: ______________________ Partner: ______________________

You will perform the Top-Hand Toss & Catch 10 times with your partner. You will be using a playground ball, and will be standing 8 feet apart on the parallel lines. When you finish your 10 tosses and catches, please complete this sheet.

(Cognitive Strategies on Technique) 1. Identify 3 important strategies to use when attempting to catch the ball.

(Affective Partner Behavior) 2. How helpful and supportive was your partner in this activity _____ / 10

3. Identify something you can do to be more helpful to your partner. (Psychomotor Results and/or Technique) 4. The number of successful catches 5. The number of accurate tosses (judged by partner) _____ / 10 _____ / 10

Vasil, J., Romano, L., Marmo, N., & Gerould, S. (2007, November). Breaking the Routine: K-12 PE Activities You Can Use on Monday. Presented at the PSAHPERD Convention, Lancaster, PA.

Vasil, Romano, Marmo, & Gerould PSAHPERD 2007

Top-Hand Toss & Catch (Successful Tosses)

Student Joe Smith Jane Jones Dave Olsen Meg Stafford Julie Peters John Michaels Sean Johnson Gretchen Rutt Sam Gorman Rick Moore Totals

Pre-Test 4 6 3 3 4 1 5 1 2 2 31

Post-Test 6 9 6 4 6 4 8 3 5 9 60

Difference +2 (33 %) +3 (33%) +3 (50%) +1 (25%) +2 (33 %) +3 (75%) +3 (38%) +3 (66%) +3 (60%) +7 (78%) +3 (49%)

NOTE: This simple table illustrates one possible measure of teaching effectiveness (psychomotor results). Information can be gained from the pre- and post-test results across any of the other domains as needed.

Vasil, J., Romano, L., Marmo, N., & Gerould, S. (2007, November). Breaking the Routine: K-12 PE Activities You Can Use on Monday. Presented at the PSAHPERD Convention, Lancaster, PA.

Vasil, Romano, Marmo, & Gerould PSAHPERD 2007