assessment: course four column - elcamino.edu of physical fitness and ... practice will still...

El Camino: Course SLOs (HSA) - Kinesiology Athletics

SPRING / SUMMER 2016Assessment: Course Four Column

ECC: PE 106abc:Off-Season Training for Women's Intercollegiate Basketball Team

Course SLOs Assessment MethodDescription Results Actions

SLO #1 Fitness - Identify the fivecomponents of physical fitness anddescribe how they relate to thedevelopment of basketballperformance.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2016-17 (Spring2017)

Course SLO Status: Active

Input Date: 11/29/2013

Standard and Target for Success:100% of student athletes shouldscore 80% or better.

Exam/Test/Quiz - 10 question fill inexam on the 5 components of fitnessand their relation to basketballperformance

SLO #2 Skill Related Fitness -Students will demonstrateimprovement’s in skill related fitnesscomponents.

Course SLO Assessment Cycle: 2014-15 (Spring 2015)



Performance - First Assessment:Students will demonstrate how toaccurately perform a catch andshoot jump-shot from the wing.Footwork must be performedcorrectly for made shot to count.Second Assessment: Shoot 10 free-throws (game like simulation…2-shots & rotate)Third Assessment: Catch-and-shoot3-point shots from the wing, passedout from the free throw/key area. Ifthey fail to use proper footwork orstep on (or beyond) the 3-pt line itwill not count as a make. Thestudent must begin shooting

06/13/2017 of 28Generated by TracDat® a product of Nuventive


Standard and Target for Success:This test is very relative to thecurrent skill set of each student.Ideally, we want to see improvementin the footwork, but anticipateminimal improvement in shotsmade, due to the limited time frame(8-week class).To meet the standard students willimprove by 1 make or greater ineach assessment.

movement upon completion of thecatch, without using a rhythmdribble, taking a step or pivoting.

SLO #3 Strategies - Students willdescribe various offensive/defensivestrategies.




Performance - PerformanceStudents were asked to react/runspecific offensive sets/motion basedon the defense they faced duringmultiple possessions. They wereevaluated on their decision making(reading he defense), execution ofthe offense (locating openteammate or taking advantage ofthe defensive breakdown) and theuse of proper timing (ballmovement, setting screens, sprintingto spots on the floor etc.).

Faculty Assessment Leader: Steve Shaw

Action: Continue to giveopportunities in simulated gamesituations for students to practicethese skills.Use video to give immediatefeedback to students. (09/16/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met12 of 14 students assessed met the standard (09/15/2016)

Performance - PerformanceStudents were asked to react/runspecific offensive sets/motion basedon the defense they faced duringmultiple possessions. They wereevaluated on their decision making(reading he defense), execution ofthe offense (locating openteammate or taking advantage ofthe defensive breakdown) and theuse of proper timing (ball



Standard and Target for Success: Itis expected that 80% of the studentswill score 80% or above on this SLO

movement, setting screens, sprintingto spots on the floor etc.).


ECC: PE 111abc:Off-Season Training for Women's Intercollegiate Volleyball


SLO #1 Passing - The student willdemonstrate accuracy in volleyballpassing off the serve.




Standard and Target for Success:80% of the students should be ableto pass 8 of 10 balls to the target.

Performance - Students will positionthemselves in the middle of thecourt and attempt to pass the serveto the target.

SLO #2 Fitness - Student willdemonstrate improvement incardiovascular fitness.



Input Date: 11/29/2013 Standard and Target for Success:80% of students should be able torun a timed mile in under 9 minutes.

Faculty Assessment Leader: Le Valley PattisonFaculty Contributing to Assessment: Elizabeth Hazell

Action: Students would benefit froma track on campus to train on and getan accurate distance of the mile.(04/18/2016)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Not Met18 students were timed in the mile throughout thesemester. 14 students were able to complete the mile inunder 9 minutes while 4 students had times longer than 9minutes. 78% of students demonstrated continuedimprovement in cardiovascular fitness while 22% ofstudents need more fitness training. These results showthat almost all students are at the correct fitness level butsome students need extra conditioning to succeed in thetimed mile. (04/18/2016)

Performance - Students will run atimed mile 4 times throughout thesemester. Students should have amile time of under 9 minutes whilealso seeing improvement on theirtimes as the semester goes on.

SLO #3 Hitting Approach - Studentwill demonstrate and explain thebasic fundamentals of a hittingapproach.




Standard and Target for Success:80% of students should be able toexplain the proper footwork for ahitting approach and then be able tohit two balls in the court using theirhitting approach.

Faculty Assessment Leader: Le Valley PattisonFaculty Contributing to Assessment: Elizabeth Hazell

Action: Students would benefit fromnewer volleyballs and a cleaner gym.The dusty gym floor causes players toslip and be unable to completecontacts over the net. (04/18/2016)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met18 students were tested on their knowledge and executionof the hitting approach. All 18 students were able to explainthe proper footwork and hit 2 balls in the court using thecorrect hitting approach. These results show that 100% ofthe students are proficient with the hitting approach.Practice will still continue to fine tune mechanics.(04/18/2016)

Performance - Students willdemonstrate one hitting approachwithout the ball while explaining thefootwork terminology and thencomplete two hitting approacheswith a ball being tossed to them.


ECC: PE 115abc:Intercollegiate Tennis Team


SLO #1 Strategies - Student's willanalyze an opponent's strengths andweaknesses and recognize suitablestrategies in a competitive situation.




SLO #2 Use of Spin - Students willexecute topspin, under spin and sidespin and utilize these spins bothoffensively and defensively incompetition.



Input Date: 11/29/2013Standard and Target for Success:Advanced levels of tennis require theuse of topspin, under spin andoccasionally side spin during matchplay in order to effectively place theball within the dimensions of theplaying court while clearing theheight of the net. The choice of spinis determined by the point ofcontact, distance from the net, bodypositioning and whether the shotdictates an offensive or defensiveresponse. The standard at higherlevels is to use topspin primarily as afirst choice when a player is in aposition to hit the ball offensively.Under spin is used offensively whenattacking the net with an approachshot or when hitting a drop shot andis used defensively when the player

Performance - The coach/instructorobserved and charted a competitivepractice match of each student todetermine each student's ability toutilize the various spins (top, underand side) during a match. Shotselection ( choice of shot in a givensituation) was analyzed andunforced errors were recorded.



is not in an ideal position to hit anoffensive shot. Side spin isoccasionally used primarily as anadditional tool with under spin onapproach shots. Effective shotselection with a minimal number ofunforced errors is the standard atadvanced levels of tennis. Thetarget for success is to have no morethan 2 unforced errors for everywinner (a point that is won with ashot that is not touched by theopponent) during the course of eachmatch.

SLO #3 Tennis Specific Conditioning -Students will identify and apply skillrelated components of fitness such asagility, power, speed and reactionnecessary to compete at an advancedlevel of tennis.



Input Date: 11/29/2013Standard and Target for Success:20% improvement from pre- test topost test in each fitness componentfor 100% of students.

Faculty Assessment Leader: Steve VanKanegan

Action: Based on the results, thestandard for success will be raised.In this case, the expectation forimprovement will be 25%.(03/15/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met17 students participated in a pre and post test for eachfitness component. !00 % of the students improved at least20% in each area. Students who began the semester at ahigher skill and fitness level met the 20% improvementexpectation. Those who began the semester at a lower skilllevel, easily improved by 20 % and several improved at aneven higher rate. (09/21/2016)

Presentation/Skill Demonstration -Presentation of skill relatedcomponents of fitness to studentsproviding a definition of eachcomponent and examples of thesecomponents on the tennis court.Students are then required toexplain each component andindicate examples of each skill onthe court.


ECC: PE 120abc:Women's Intercollegiate Softball Team


SLO #1 Fielding - Student willdemonstrate proficiency in fielding oftheir appropriate position in softball.




Standard and Target for Success:70% of students that participateshould be able to receive asatisfactory grade on thisperformance.Related Documents:SLO #1 PE 120 Elaine Martinez

Performance - Students were hit 10ground balls in their defensivepositions. Number of ground ballsfielded fundamentally sound wererecorded. This test was done at thebeginning of the semester and againtowards the end. Scores from thefirst test were compared to thesecond test.

SLO #2 Fitness - Students willdemonstrate improvement in thecardio respiratory endurancecomponent of fitness.




Performance - Students were timedin the mile once during thebeginning of the semester and againat the end of the semester to testbeginning and final fitness for theclass.

SLO #3 Sportsmanship - Students willdefine and apply acceptable levels ofsportsmanship during competition.




Standard and Target for Success: Itis expected that 100% of studentswill shake hands after the game andno one will get ejected from anygames all season.

Action: Students would benefit froma permanent fence in the outfieldand restroom facilities closer to thefacility. (04/18/2016)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met17 students participated in games throughout the semester.100% of the students shook hands with the opposing teamafter games regardless of who won or lost the contest. Atthe time of this data collection, no students had beenejected from any game. These results show that all playersare aware of what good sportsmanship consists of and areable to apply that knowledge in game situations. Acceptablelevels of sportsmanship will continue to be practiced. (04/18/2016)

Performance - All students willshake hands after the game and nostudents will be ejected from agame.


https://elcamino.tracdat.com:443/tracdat/viewDocument?y=eNffW38ZZL3L


Faculty Assessment Leader: Jessica Rapoza


ECC: PE 132abc:Women's Intercollegiate Badminton Team


SLO #1 High Serve - Student willdevelop and demonstrate proficiencyand accuracy in the high, deepservice, predominately used inbadminton singles game.




Standard and Target for Success: Bythe end of the semester studentsshould be able to hit target area atleast 80% of the time as this is theWomen's Badminton Team

Performance - Student is allowed 10,High deep service attempts to aspecific area at the back of the court.

Standard and Target for Success:80% of students will be able to make7 out of 10 high serves to the backarea of the court by test 3.

Presentation/Skill Demonstration -Student will demonstrate proficiencyin the high serve by serving theshuttlecock to the back area of thecourt. Students are expected tomake 7 out of 10 attempts into theback area of the court. Test will beadministered 3 times throughout thesemester to gauge improvement.

SLO #2 Low “short” Service -Students will develop anddemonstrate proficiency and accuracyin the low, short backhand service,predominately, but not exclusively,used in badminton doubles matches.




Standard and Target for Success: Allplayers should be able to achieve atlest 7 out of 10 by the end of thecourse.

Performance - The players wereallowed 10 "short" serves to a targetarea and their accuracy wasrecorded

SLO #3 Rules - Student will apply the“Laws of Badminton”, and explain therules and regulations covering thesport.

Action: Students would benefit fromnew lines on the gym floor and newnets. (05/10/2016)Action Category: Program/College

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met10 players were given a 50 point rules test 3 times

Exam/Test/Quiz - Students weregiven a test containing 50 questionson the rules of Badminton. Test wasgiven 3 times throughout the





Input Date: 11/29/2013Standard and Target for Success:When tested at the end of thesemester 100% of students shouldscore 40 or higher on the test.

Faculty Assessment Leader: John Britton

Follow-Up: There are not newlines on the floor but constructionof a new gym is underway andshould benefit future studentathletes. (05/31/2017)

Supportthroughout the semester. The first test was in week 4 priorto the first contest. 50% of the players scored 40 points orhigher while 50% scored below the standard. By mid-season9 out of 10 students were able to score 40 points or higheron the same test, while only 10% of students scored below40 points. At the end of the season 100% of the playerswere able to score 40 points or higher on the test. All 10players were able to show acceptable knowledge of therules of badminton. As the team class should consist mostlyof players who have experience playing badminton, it isexpected that the majority of the team should have a strongworking knowledge of the laws of the game. The playerswith the lowest scores at the start of the year were theplayers with relatively little badminton experience but asthe season went on and their experience increased, theresults improved. At the end of the course everybody hadsuccess. (05/10/2016)

semester (Week 1, Mid-Season, andEnd of Season).


ECC: PE 16abc:Off-Season Training for Men's Intercollegiate Basketball


SLO #1 Fitness - Identify the fivecomponents of physical fitness anddescribe how they relate to thedevelopment of basketballperformance.




Standard and Target for Success: Allstudent-athletes are expected tocomplete the exam with 80%proficiency or better.

Related Documents:PE-16 Assessment Results - SLO#1.xls

Reviewer's Comments: Thefollowing semester, I would like tosee if there are significant changesshould the exam be limited to oneattempt.

Exam/Test/Quiz - Studentscompleted an online exam (Etudes),using a multiple-choice andmatching question format. Theywere allowed to take the exam up tothree times during the semester.

SLO #2 Skill Related Fitness -Students will demonstrateimprovement’s in skill related fitnesscomponents.




Performance - First Assessment:Students will demonstrate how toaccurately perform a one-dribblehop-step, into a 2-foot jump-shot.Footwork must be performedcorrectly for made shot to count.Second Assessment: Shoot 10 free-throws (game like simulation…2-shots & rotate)Third Assessment: Catch-and-shoot3-point shots, passed out from thepost area (block). If they fail to useproper footwork, step on (orbeyond) the 3-pt line or take toolong to get their shot off, it will notcount as a make. Students must landwith two feet down (simultaneously)when they catch the basketball. The


https://elcamino.tracdat.com:443/tracdat/viewDocument?y=JzgzDvDoSj1z

https://elcamino.tracdat.com:443/tracdat/viewDocument?y=JzgzDvDoSj1z


Standard and Target for Success:This test is very relative to thecurrent skill set of each student.Ideally, we want to see improvementin the footwork, but anticipateminimal improvement in shotsmade, due to the limited time frame(8-week class). Ideally, one or twomakes more than the pre-test wouldbe ideal.

student must begin shootingmovement upon completion of thecatch, without using a rhythmdribble, taking a step or pivoting.They will shoot a total of 25 shots,consisting of 5 from each corner, 5from each wing and 5 from the topof the key.

SLO #3 Strategies - Students willdescribe various offensive/defensivestrategies.



Input Date: 11/29/2013Standard and Target for Success:The goal is for all of our student-athletes to make the correctread/decision at least 75% of thetime, regardless of the outcome(whether we scored or not).

Faculty Assessment Leader: Robert Uphoff

Action: We intend on implementinga new film breakdown company forthe upcoming season, which willprovide quicker, more accuratefeedback and film breakdown.However, we are also implementinga new uptempo system that is lesscomplicated, but demands quickerdecision making. I'm hoping the newsystem and better film breakdownopportunities will help get all of ourstudent-athletes above the 75%desired success rate. (08/25/2016)

Follow-Up: Both our coachingstaff and student-athletes havebeen very pleased with the newSynergy system. It's been easierto use and has far morebreakdown capabilities than our

Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Not MetS.A. O.E.S. O.E. %JD 9/11 82%DL 65/79 82%DJ 49/63 78%KC 43/52 83%BB 27/36 75%JB 35/53 66%BG 78/95 82%IA 55/66 83%TE 31/39 79%DH 38/45 84%GR 27/31 87%

O.E.S. = Offensive Execution Stats (Good Reads / TotalPossessions)O.E. % = Offensive Execution Percentage (Goal is 75% foreach student-athlete) (02/17/2016)

Performance - Watchinggame/practice film to analyze in-depth knowledge of our offensivestrategies and thedecisions/reads/actions made byeach student-athlete duringcompetition.



Faculty Contributing to Assessment: Keith CrenshawReviewer's Comments: The data was gathered/assessedduring the last 2 games of the season. Although we did notreach our goal of having ALL of our student-athletes makethe right read/decision/action at 75% or better, we did doquite well. Only one student-athlete failed to meet thatstandard...so in reality we had a 91% success rate.

previous program. (03/19/2017)


ECC: PE 21abc:Off-Season Training for Intercollegiate Cross Country Team


SLO #1 5000m Time - Student willdemonstrate an improvement in her5,000m run time following a six-weekcardiovascular training program.

Course SLO Assessment Cycle: 2013-14 (Summer 2014), 2016-17 (Summer2017)



Standard and Target for Success: Arealistic and significant target forsuccess in a run of this distancewould be a 3% reduction (example=28 seconds faster for a 16:00 pretestperformance) in his/her 5,000m runtime following the six-week trainingprogram.

Performance - Student will lowerhis/her time in a maximal 5,000mrun over on a standardized andaccurately-measured 5,000m runcourse.

SLO #2 Rules - Student will explainNCAA rules that apply to crosscountry competition.

Course SLO Assessment Cycle: 2014-15 (Summer 2015)



Standard and Target for Success: Itis expected that 100% of studentswill/would score 80% or above afterthe summer course and they did.Reviewer's Comments: Moststudents have had some formalbackground in the sport at the highschool level and they simplyneed(ed) to learn any changes inrules, regulations, scoring at thecollege level. California CommunityCollege Cross Country and Track &Field abide by NCAA Rules.

Exam/Test/Quiz - Students weregiven a multiple choice quiz forcertain specific NCAA rulesgoverning the sport and also awritten component demonstratingtheir knowledge of mathematicallyscoring a cross countrymeet/competition.

SLO #3 Strength Training - Studentwill explain the importance of

Action: As part of our daily distanceSemester and Year Assessment Conducted: 2015-16(Summer 2016)

Essay/Written Assignment -Students explained in writing the



strength training in an off-seasonprogram.

Course SLO Assessment Cycle: 2015-16 (Summer 2016)



Standard and Target for Success:90% of students will score 80% andabove on this essay assignment.

Faculty Assessment Leader: Dean LofgrenFaculty Contributing to Assessment: N/A

training program in the field, weincorporate specific body weightexercises (core) that assist indeveloping one's strength (andendurance). Along with our dailybody weight exercises, I explain whatneeds to be completed in aresistance training (weight training)facility to best develop major musclegroup strength with increasedresistance as opposed to one's ownbody weight. Many of our student-athletes choose to take one of ourmany summer resistance trainingcourse offerings (weight training,body conditioning, boot camp, etc.)to compliment what we do with ourdistance running program off-campus. This has worked well overthe many years. (05/05/2017)Action Category: TeachingStrategies

Standard Met? : Standard MetAll students (100%) scored 90% and above on their essayexplanation and analysis of appropriate strenngth trainingprograms for off-season cross country (distance) runners.(10/12/2016)

importance of using the off-seasonfor upper and lower body majormuscle group strength conditioningwhen the intensity of specificdistance running training wasmoderate. Included were majormuscle group exercises in both aweight room setting and using theirown body weight.


ECC: PE 36abc:Off-Season Training for Men's Intercollegiate Football Team


SLO #1 Skill Demonstration - Studentwill demonstrate the propertechnique of the skills need hisspecific position on the football team.




Standard and Target for Success:90% of students will achieve theirpostion standard score.

Performance - Students performedthe Pro Agility Skill Test.

SLO #2 Evaluate Performance -Student will evaluate his performanceand determine areas of personalimprovement.




Standard and Target for Success: 3-80% or higher 1- 40-59%2- 60-79%1

Survey/Focus Group - Students weregiven a survey and asked to Evaluatetheir performance and list the areasthat they were excelling in as well asthe areas that they needed toimprove in. The coach then ratedeach position group as to theacuracy of the the students selfevaluation on a scale of 1-10, with10 being the highest.

SLO #3 Understanding Terminology -Student will describe the basicterminology of either the offensive ordefensive system.



Input Date: 11/29/2013 Standard and Target for Success:80% of the students will achieve ascore of 80% or higher on theassessment test

Action: Some position groups needmore instruction on terminology thatothers, specifically the widereceivers. The coaches who areresponsible for the teaching the widereceivers will spend more time onthe instruction of terminology.(02/02/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met83.3% of the students scored over the standard of 80%.

Scoring % by group:QB’s-100%Offensive line-92%Wide receivers-79%Running backs-92%Defensive line-92%Linebackers-82.5%Defensive backs-85% (04/28/2016)

Exam/Test/Quiz - Students weregiven a test on the terminologypertaining to understanding theaspects of football that is relevant totheir playing position on the teamand to the game as a whole.



Faculty Assessment Leader: Eugene Engle,Faculty Contributing to Assessment: Andrew Alvillar


ECC: PE 45abc:Men's Intercollegiate Golf Team


SLO #1 Driving - Students willdemonstrate proficiency in driving agolf ball.




Standard and Target for Success:The goal should be to have 75 % oftheir drives landing in the fairway.

Performance - To assess theaccuracy of driving a golf ball down afairway, the players will keep trackof where their drives land afterteeing off. To have been deemed tohave hit the fairway, the ball off atee shot must come to rest in thefairway cut of grass, otherwise youwill have missed the fairway. Theteam will play the same course twiceand keep track of the number ofdrives that hit the fairway and turnin those numbers at the end of theround. Only par 4s and 5s will beused. Par 3s are too short and donot require a driver off of thoseholes. A drive will be deemed to bein the fairway when all or part of theball comes to rest in the fairway cutof grass, and is deemed to be missedwhen it comes to rest in the rough.

SLO #2 Chipping - Students willdemonstrate proficiency in chipping agolf ball.




Performance - To assess theaccuracy of chipping a golf ball on agreen, the players will keep track ofthe number of balls that come torest within a certain distance to thehole. To have been deemed a goodchip, the ball must come to restinside the designated distance,otherwise you will have missed thechip. The team will use the samehole from the same distance awayand keep track of the number ofchips that have come to rest at the



Standard and Target for Success:The goal should be to have 75% oftheir chips come to rest within 4 feetof the hole.

desired distance.

SLO #3 Rules and Etiquette -Students will identify the rules of golfand explain proper etiquette.




Standard and Target for Success: Itis expected that 90% of the studentathletes will score a 90% or above onthis SLO.

Faculty Assessment Leader: Stacy Komai

Action: Do a pre and post test for therules and etiquette. The pre test willallow you to focus in on what rulesand etiquette issues you need to goover with the team, or even withindividual players. The post test willhelp to ensure that they understoodeverything. (05/08/2017)

Follow-Up: Did a follow up testwith the team and after goingover more of the rules with theless experienced players, 100% ofthe team had a score over 90%.It's good to do the pre-test so youwill know what they do and donot know and it will allow you tofocus on the rules and etiquettethat they seem to be havingtrouble understanding. The posttest will assure you that theycomprehend the material.(05/16/2016)


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Not MetData: A 50 question quiz was used to assess thecomprehension and understanding of the rules andetiquette of golf. Out of the 10 players on the golf team, 8of them scored 90% or better on the quiz. It was expectedthat 90% of the players would score better than 90% andwe only had 80% of the players achieve that.

Analysis: It is very important for the players to know therules and etiquette of golf because it could save them frombeing assessed penalty strokes or even being disqualifiedduring the round. The majority of the players played inhigh school and know the majority of the rules andetiquette and they did really well on the quiz. The 2 playersthat did not meet the goal, but only missed by 1-2 questionsand after the results of the quiz, I realized that they did notplay high school golf, so they were not as familiar with all ofthe rules of golf since they did not play competitively. Ispent a little more time with them going over the rules andgiving examples of each and they understood them a lotbetter. As a team, during the van rides, we would go overrules and rulings so that we did not take unnecessarypenalties and it made going over the rules more enjoyableand easier for them to understand. We would also go overwhat penalties were assessed during their round by eitherthem or their competitors so that we learn from thosemistakes and do not do those in the future. The better theyknow the rules, the more they can use them to theiradvantage instead of it being a disadvantage. (05/02/2016)

Exam/Test/Quiz - A 50 question quizwas used to assess thecomprehension and understandingof the rules and etiquette of golf.


ECC: PE 57abc:Intercollegiate Swimming Teams


SLO #1 Stroke Count - Student willcompare stroke count with time toprovide a measure of efficiency.



Input Date: 11/29/2013Standard and Target for Success:80% of the athletes should be ableto score 80 or better for timecombined with swimming time.

Performance - Students swam 8x50on 1:00 as fast as they could whilekeeping track of the number ofstrokes they were taking. The lowerthe score the better theperformance.

SLO #2 Turns - Students will apply therules and demonstrate legalbackstroke turns.




Standard and Target for Success:100% of the students should be ableto perform a legal backstroke turnduring competition

Performance - perform a legalbackstroke turn during competition

SLO #3 Racing - Start Demonstratecorrect form in a racing start to beused in competition



Input Date: 11/29/2013 Standard and Target for Success:100% of students will be able toexecute a racing start that can beused in competition.

Faculty Assessment Leader: Corey Stanbury

Action: Students are able to doracing starts and regular practice willget them proficient enough to becompetitive with other swimmers ina competition situation. Video tapinghas proved to be an effective methodto increase proficiency (04/19/2017)

Follow-Up: Videotaping was usedon a regular basis, especially forstarts. Slow motion and stopaction allowed the students tobetter identify flaws and ways toimprove technique. (05/18/2017)


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetStudents were set up the simulate a racing/competitionsituation and asked to perform a racing start. 100% ofstudents were able to do the skill. Students practice startsin workout at least once per week and more regularly thecloser to the end of the season. (04/19/2016)

Performance - Students are set up ingroups and given commands to start.Ready position, flight through theair, and entry are evaluatied formaximum distance and shortestreaction time.


ECC: PE 5abc:Men's Intercollegiate Baseball Team


SLO #1 Fielding - Student willdemonstrate proficiency in fielding oftheir appropriate position in baseball.




Standard and Target for Success:90% of class would be proficient infielding.

Performance - Students were hit 10balls at their position of choice. Eachstudent was measured on the belowscale for proficiency.

9-10 balls fielded cleanly - veryproficient7-8 balls fielded cleanly - proficient0-6 balls fielded cleanly - notproficient

SLO #2 Fitness - Students willdemonstrate improvement in thecardio respiratory endurancecomponent of fitness.




Standard and Target for Success:90% of students would improve miletime by 10%.

Performance - Students were testedin a timed mile at the beginning ofthe semester. The were re-accessedat the end of the semester tomeasure improvement.

SLO #3 Sportsmanship - Students willdefine and apply acceptable levels ofsportsmanship during competition.



Input Date: 11/29/2013Standard and Target for Success:Students will have no ejectionsduring competition due tosportsmanship issues.

Faculty Assessment Leader: Intercollegiate baseball teammet expectations of sportsmanship

Action: Continue to teach andprepare student athletes to respectopponents and officials duringcompetition. (05/22/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetNo player was ejected or disciplined during competition(09/22/2016)

Exam/Test/Quiz - Students will beassessed by demonstration ofunderstanding sportsmanshipconduct expectations withincompetitions.


ECC: PE 61abc:Off-Season Training for Women's Intercollegiate Soccer Team


SLO #1 Instep Passing and Shooting -Student will demonstrate the task ofproficiency in volleying the soccer ballwith the instep of both feet, in theskill of passing and shooting on goal.




Standard and Target for Success:Students should be able to hit thetarget area 80% of the time.

Performance - Students willdemonstrate proficiency in volleyingthe soccer ball with the instep.Students were fed soccer balls tovolley at a target area.

Standard and Target for Success: Itis expected that 90% of students willbe able to complete 7 out of 10volleys to a specific area by test 3.

Presentation/Skill Demonstration -Students will demonstrateproficiency in volleying the soccerball with the instep of both feet bysuccessfully volleying 7 out of 10attempts to a specific target area.Students were tested 3 timesthroughout the semester to gaugeimprovement.

SLO #2 Defensive Heading - Studentswill demonstrate their proficiency inperforming “defensive” heading, fromsoccer balls fed in to the penalty boxfrom offensive players.



Input Date: 11/29/2013Standard and Target for Success:Players should be able to clear atleast 7 of the 10 headers in the air,outside the goalkeepers box.

Performance - Soccer balls were fedinto the goalkeeper's box from awide position, close to the touchlinetowards a defensive player who hadto meet the ball and head it"defensively" in the air away fromtheir goal. ( A defensive header iscleared upwards and over anyonrushing forwards)

SLO #3 Defensive Wall - Student willdemonstrate how to set up a

Action: Students would benefit moreSemester and Year Assessment Conducted: 2015-16Presentation/Skill Demonstration -



defensive wall to prevent a scoringopportunity from a direct free kickand be able to explain how manydefenders are required in thedefensive wall, depending on thelocation of the kick.



Input Date: 11/29/2013 Standard and Target for Success:100% of players should score 80% orhigher by the third time they havetaken the test.


tactical focused practices in additionto skills practices. (05/10/2016)

Follow-Up: More tactical focusedpractices were implemented andstudents became more proficientat the defensive wall.(05/31/2017)


(Spring 2016)Standard Met? : Standard Not Met24 students were initially tested at the beginning of thesemester (after 1 lesson on defensive walls) on theirknowledge of defensive wall placement and how manyplayers should be in the wall. 50% of players scored 80% orhigher on the test while 12 players were unable to meet thestandard. When test 2 was administered there were only 23students tested but the success percentage had gone up. 17players were able to score 80% or higher on the test, whileonly 26% of students were unsuccessful. By test 3 (given atthe end of the semester) 19 out of 20 players were able toscore 80% or higher in their knowledge of defensive walls.This showed that less than 1% of students were unable tomeet the standard. As all the players on the team areexperienced soccer players it was surprising how low theinitial test scores were. After experience was gained frompractices and games the test results were much improved.The 1 player who scored less than 80% had probably neverplayed defense in their soccer career. The principles of thedefensive wall are taught from youth soccer all the waythrough the National team and continue to stay the same. Itis an important part of the game which everybody shouldknow and be able to set up. (05/10/2016)

Students were required to act as agoalkeeper and asked to set up adefensive wall with the requiredamount of defenders to prevent ascoring opportunity from a directfree kick. The test was given 3 times,once after their first lesson, againmid way through the semester andat the end of the semester.


ECC: PE 71abc:Off-Season Training for Men's Intercollegiate Soccer Team


SLO #1 Instep Passing and Shooting -Student will demonstrate the task ofproficiency in volleying the soccer ballwith the instep of both feet, in theskill of passing and shooting on goal.




Standard and Target for Success:The students should be able toaccurately hit the target 80% of thetime.

Performance - Student willdemonstrate proficiency in volleyingthe soccer ball with the instep ofeither foot to pass or shoot thesoccer ball. Students were fed ballsand attempted to hit a designatedtarget area.

Standard and Target for Success: Itis expected that 90% of students willbe able to complete 7 out of 10volleys to a specific area by test 3.

Presentation/Skill Demonstration -Students will demonstrateproficiency in volleying the soccerball with the instep of both feet bysuccessfully volleying 7 out of 10attempts to a specific target area.Students were tested 3 timesthroughout the semester to gaugeimprovement.

SLO #2 Defensive Heading - Studentswill demonstrate their proficiency inperforming “defensive” heading, fromsoccer balls fed in to the penalty boxfrom offensive players.




Standard and Target for Success: itis expected that all players should beable to perform this skill at least 7out of 10 times.

Performance - Students were given10 opportunities to defensively heada soccer ball clear of the goalkeepersbox from a ball delivered from thewing area close to the touch line.

SLO #3 Defensive Wall - Student willdemonstrate how to set up adefensive wall to prevent a scoring

Action: Students would benefit frommore tactical focused practices in

Semester and Year Assessment Conducted: 2015-16(Spring 2016)

Presentation/Skill Demonstration -Students were required to act as a



opportunity from a direct free kickand be able to explain how manydefenders are required in thedefensive wall, depending on thelocation of the kick.



Input Date: 11/29/2013 Standard and Target for Success:100% of players should score 80% orhigher by the third time they havetaken the test.


addition to skills practices(05/10/2016)

Follow-Up: More tactical focusedpractices were implemented andskills improved. (05/31/2017)


Standard Met? : Standard Met28 students were initially tested at the beginning of thesemester (after 1 lesson on defensive walls) on theirknowledge of defensive wall placement and how manyplayers should be in the wall. 79% of players scored 80% orhigher on the test while 6 players were unable to meet thestandard. When test 2 was administered there were only 24students tested but the success percentage had gone up. 21players were able to score 80% or higher on the test, whileonly 13% of students were unsuccessful. By test 3 (given atthe end of the semester) 19 out of 19 players were able toscore 80% or higher in their knowledge of defensive walls.This showed that 100% of students were able to meet thestandard. As all the players on the team are experiencedsoccer players it was not surprising how well they initiallyscored on the test. The declining number of participantsreflects the drop out rate of students. The principles of thedefensive wall are taught from youth soccer all the waythrough the National team and continue to stay the same. Itis an important part of the game which everybody shouldknow and be able to set up (05/10/2016)

goalkeeper and asked to set up adefensive wall with the requiredamount of defenders to prevent ascoring opportunity from a directfree kick. The test was given 3 times,once after their first lesson, againmid way through the semester andat the end of the semester.


ECC: PE 75abc:Intercollegiate Track and Field Team


SLO #1 Skills Evaluation - Student willdemonstrate and evaluate thespecific skills needed for successfulparticipation in track and field.



Input Date: 11/29/2013Standard and Target for Success:100% of the student-athletes willdemonstrate improvement utilizingthe evaluation process.

Presentation/Skill Demonstration -Student demonstrated appropriateskill and technique in theirrespective track & field event(s).Student evaluated their performanceusing video analysis, proprioceptivefeedback, instructor and peerobservation, and improvement intheir time/distance (performance).

SLO #2 Periodization - Student willexplain how periodization applies tohis/her season strength, speed,and/or cardiovascular trainingprogram.



Input Date: 11/29/2013Standard and Target for Success:Our target is 100% of the studentsachieving an 80% level of accuracy inexplaining how progressiveadaptation to their training occurredthroughout the season.

Laboratory Project/Report -Following the preseason and in-season overall training program(specific to one's event[s]), thestudent will be able explain inwriting (and verbally) how theirspecific areas of fitness improvedthrough progressive resistanceexercise and cardiovascular fitnessadaptations.

Laboratory Project/Report -Student-athletes will explain howtheir specific track and field eventtraining program resulted in theirgradual adaptation in muscular andcardiovascular conditioning resulting



Standard and Target for Success:100% of student-athletes will score80% or greater on this assessment ofknowledge at the end of the season.

in performance improvements inthese areas during the competitiveseason of sport.

SLO #3 Rules - Student will explainNCAA rules that apply to track & fieldinvitational and championshipcompetition in California CommunityCollege and NCAA track and field.




Standard and Target for Success: Itwas expected that 90% of studentswould score a minimum 80% on thissport-specific rules assessment.

Faculty Assessment Leader: Dean LofgrenFaculty Contributing to Assessment: Kevin Hughley

Action: Current teaching methodswill be continued. Student successhas been demonstrated.(09/13/2016)Action Category: TeachingStrategiesAction: We will continue to teachand emphasize the NCAA rules asthey apply to our student-athletes intheir sport. Our current methodsappear to be successful.(09/13/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met100% of student-athletes scored 80% or above on thisassessment. (09/13/2016)

Faculty Assessment Leader: Dean LofgrenFaculty Contributing to Assessment: Kevin Hughley

Action: No actions taken. We willcontinue with current teachingstrategies. (09/13/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met100% of student-athletes scored 80% or above on thisassessment. (09/13/2016)

Exam/Test/Quiz - Students wereassessed by a combination multiplechoice/matching assessment.


ECC: PE 80abc:Men's Intercollegiate Volleyball Team


SLO #1 Rules - The student athletewill identify eligibility rules thatgovern the sport of volleyball by theCCCAA.




Standard and Target for Success:We would like to have 100% success.Reviewer's Comments:

Exam/Test/Quiz - A 20 multiplechoice question exam was given onrules and regulations.

SLO #2 Sportsmanship - The studentathlete will utilize appropriatesportsmanship during practices andcompetition.



Input Date: 11/29/2013Standard and Target for Success:100% success for propersportsmanship. Yellow cards are nottolerated.

Presentation/Skill Demonstration -During matches and practicesessions all players were observedand graded on sportsmanship. Ayellow card during a match is anindication of poor sportsmanship.

SLO #3 Fitness - Student willdemonstrate improvement incardiovascular fitness.




Standard and Target for Success: Iwant all my students to improvetheir cardiovascular fitness. Faculty Assessment Leader: Richard Blount

Action: We need to change this SLOstatement for in season.(02/15/2019)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetWe monitored our players endurance and fitness all season.The team maintained excellent cardiovascular fitness allseason (05/04/2016)

Performance - Our fitness wasenhanced by running sprints, verticaljumps, wash drills and extendedrallies.
