Georgia  Peach  School  District  

 

Physical  Education  Curriculum  Guide  Grades  3-­‐12  

CURRICULUM  REVISION  TEAM:    Sam  Carlson,  Kari  Hunt,  and  Tavis  Jackson  

GEORGIA PEACH

    2  

TABLE OF CONTENTS  I. INTRODUCTION 3 FOUNDATION OF OUR CURRICULUM MODEL 3 PROGRAM THEME 4 PURPOSE 4 QUALITY PHYSICAL EDUCATION 4 II. GEORGIA PERFORMANCE STANDARDS 6 MAJOR & MINOR EMPHASIS 6 WEIGHTED ALIGNMENT WITH GPS (BY GRADE LEVELS) 7   III. SCOPE AND SEQUENCE 9 NASPE STANDARD 1 9 NASPE STANDARD 2 10 NASPE STANDARD 3 11 NASPE STANDARD 4 12 NASPE STANDARD 5 13 NASPE STANDARD 6 14 IV. ASSESSMENTS BASED ON GPS 15 ASSESSMENT BASED ON STANDARD 1 15 ASSESSMENT BASED ON STANDARD 2 16 ASSESSMENT BASED ON STANDARD 3 17 ASSESSMENT BASED ON STANDARD 4 18 ASSESSMENT BASED ON STANDARD 5 19 ASSESSMENT BASED ON STANDARD 6 19 V. OVERALL PLAN FOR OUR PE PROGRAM 20 SCHEDULING & TIME ALLOCATION 20 CLASS SIZE 20 CULTURAL RESPONSIVENESS & INCLUSIVENESS 20 UTILIZING TECHNOLOGY 21 INTEGRATING WITH OTHER SUBJECTS 22 EXTENDING OUR PROGRAM 23 VI. TEACHER EXPECTATIONS 24 SKILLS 24 BENCHMARKS 24 CERTIFICATIONS 24 VII. RESOURCES 25 CITED BOOKS, WEBSITES 25 ADDITIONAL TGFU RESOURCES, VIDEOS 26

GEORGIA PEACH

    3  

I. INTRODUCTION

FOUNDATION OF OUR CURRICULUM Although this curriculum guide is focused around Grades 3-12, teaching games is an integral part of our physical education curriculum from kindergarten through the 12th grade. It became evident through the evaluation of our physical education program in 2006 that our traditional skills approach to teaching games was not allowing the students to learn on their own or apply their skills in game settings as much as we would have liked. Motivation to participate in skills practice was diminishing. Many of the students would leave the program lacking the knowledge for how to truly play the games we had taught them and the skills were not transferring to other sports/games that were introduced. At this point we decided to adopt the Teaching Games For Understanding (TGFU) or Tactical Games Model for our curriculum. This change was crucial for our department for many reasons. It allowed our curriculum to align with the national and state standards for physical education, and provided us with a framework to focus on and increase overall student learning. Since the implementation of this model, we have witnessed an increase in participation and skill development, as well as improved decision making and overall game performance. As depicted in Figure 1, the TGFU model is a learner-centered approach. It is based on constructivist learning theories and emphasizes the importance of modified game play and problem solving. This approach helps students value the need for certain skills, which encourages greater appreciation for the game and ultimately improves game performance. In our curriculum, we create opportunities for the students to learn why you need a skill before how to do the technique of the skill. The content and progression (scope and sequence) for this type of curriculum also allows the transfer of tactical solutions, concepts, and skills to many other games.

Figure 1. The original TGFU Model by Bunker & Thorpe.

GEORGIA PEACH

    4  

PROGRAM THEME Actively engaging our students to combine sport skills with tactical awareness and decision-making that can be utilized in and transferred to other sports and games. PURPOSE The purpose of our holistic curriculum is to expose our students to a variety of games, promote greater interest and motivation for participation, and improve skills and abilities necessary for game play. Our approach is developmentally appropriate and consists of situated learning. We teach the games by playing the games. Our overarching goal as physical educators is to provide our students with the knowledge, skills, and game appreciation that will encourage them to independently continue participation and remain physically active for their lifetime. QUALITY PHYSICAL EDUCATION* Physical education is an integral part of the total education of every child from kindergarten through grade 12. Quality physical education programs are needed to increase the physical competence, health-related fitness, self-responsibility, and enjoyment of physical activity for all students so that they can be physically active for a lifetime. Our physical education program aims to provide these benefits by including the following: Skill development Physical education develops motor skills that allow for safe, successful, and satisfying participation in physical activities. Regular, healthful physical activity Physical education provides a wide range of developmentally appropriate activities for all children and youth. It encourages young people to choose to be physically active and aware of the benefits of such a choice. Improved physical fitness Quality physical education improves cardiovascular endurance, muscular strength, flexibility, muscular endurance, and body composition. Support for other subject areas Physical education reinforces knowledge learned across the curriculum and serves as a laboratory for application of content in science, math, and social studies. Self-discipline Physical education facilitates development of responsibility for personal health, safety, and fitness. Improved judgment Quality physical education influences moral development. Students learn to assume leadership, cooperate with others, and accept responsibility for their own behavior.

GEORGIA PEACH

    5  

Stress reduction Physical activity becomes an outlet for releasing tension and anxiety and facilitates emotional stability and resilience. Strengthened peer relations Physical education is a major force in helping children and youth socialize with others successfully and provides opportunities to learn positive social skills. Improved self-confidence and self-esteem Physical education instills a stronger sense of self-worth in young people based on their mastery of skills and concepts in physical activity. They become more confident, assertive, independent, and self-controlled. Experiencing goal setting Physical education gives children and youth the opportunity to set and strive for personal, achievable goals. *(Source: NASPE. Moving into the Future: National Standards for Physical Education.)  

                                                     

GEORGIA PEACH

    6  

II.    GEORGIA PERFORMANCE STANDARDS  Learning outcomes are aligned with the Georgia Performance Standards for Physical Education. MAJOR EMPHASIS ON: Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

*All standards are emphasized in the TGFU curriculum, however the greatest emphasis is placed upon Standard 2 (tactical understanding and awareness) and Standard 6 (valuing and enjoying activity, game challenge and appreciation). Standard 1 (motor skill competency) will consequently be developed through the tactical model. MINOR EMPHASIS ON: Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.  

GEORGIA PEACH

    7  

WEIGHTED ALIGNMENT WITH GPS (BY GRADE LEVEL & ORDER OF EMPHASIS)    Grades 3-5: Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Grades 6-8: Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

GEORGIA PEACH

    8  

Grades 9-12: Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Standard 3: Participates regularly in physical activity. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

GEORGIA PEACH

    9  

III. SCOPE & SEQUENCE Within our TGFU curriculum, we use tactical frameworks to provide the scope and sequence of our content areas. Our scope and sequence is in alignment with the Georgia Performance Standards (GPS) as well as the National Association for Sport and Physical Education (NASPE) national standards. Content is organized under each of the six NASPE standards and is sequence by grade level. Under each NASPE standard, you will see the grade levels at which we introduce, apply, and reinforce different content areas. Each unit and lesson objective falls under these outlined standards and is guided by a tactical problem. The student learning of concepts and skills progress across the sequence of the curriculum. This ultimately leads to progressively more decision-making by the student as the level of play and game complexity progresses. *Key for understanding scope and sequence chart: I - Designates the grade(s) when the content is first explored and/or introduced. The critical elements of a skill may be taught at this time.

A - Designates the grade(s) when the content is applied in varying contexts.

R - Designates the grade(s) when the content is reinforced. At this time, students review proper form and strive to improve skills and knowledge. NASPE Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of activities.

3rd 4th 5th 6th 7th 8th 9th-12thNetBadminton I I I IA A A RTennis IA IA A RTable Tennis IA IA A RPickleball I I I A A R RVolleyball I IA A R R R R

WallHandball IA A R RRacquetball IA A A R

InvasionBasketball I A A R R R RHockey I A A R R R RFootball I IA A R R R RUltimate Frisbee I IA A R R R RSoccer I A A R R R RLacrosse IA

Striking/FieldingSoftball I A A R R R RBaseball I A A R R R R

TargetGolf IA A A R

GEORGIA PEACH

    10  

NASPE Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

3rd 4th 5th 6th 7th 8th 9th-12thConcepts, Principles, and StrategiesIdentifies elements of correct form for motor skills

R R R R R R R

Uses feedback to improve performance

A R R R R R R

Uses knowledge of critical elements to give feedback to others

I A A A A A R

Describes and demonstrates how skills and tactics learned in one physical activity can be transferred to another

I A A A A R

Describes and applies strategies and tactics for mini-games

I I I A A A R

Uses information from a variety of sources to guide and improve performance

IA A A R

Offense IA A A A A A R

Defense IA A A A A A R

Transition (from O to D and D to O)

I IA A A R

Uses complex movement concepts to refine skills and apply to the learning of new skills and tactics

I A A R

GEORGIA PEACH

    11  

NASPE Standard 3: Participates regularly in physical activity.

3rd 4th 5th 6th 7th 8th 9th-12thParticipates in a variety of activities outside of PE, during school hours A A A R R R RParticipates in a variety of activities outside of school

A A A R R R R

Participates in organized physical activity outside of PE class

I A A R R R R

Monitors physical activity using a heart-rate monitor

I A A A R

Sets realistic PA goals and strives to attain them

I I A A A A R

Determine the intensity of a physical activity using perceived exertion

I IA A A A R

GEORGIA PEACH

    12  

NASPE Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

3rd 4th 5th 6th 7th 8th 9th-12thPartcipates in a variety of activities that increase breathing and heart rate A A R R R R RSustains activity for increasingly longer periods of time throughout the year

A A A R R R R

Recognizes that health-related fitness consists of 5 different components

I A A A A A R

Explains the benefits of regular PA

A A A A A A R

Participates in selected activities that develop and maintain each component of fitness

I A A A A A R

GEORGIA PEACH

    13  

NASPE Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity setting.

3rd 4th 5th 6th 7th 8th 9th-12thDemonstrates responsible personal/social behavior during PE

A A A A A A R

Uses equipment safely

A A A R R R R

Demonstrates elements of appropriate conflict resolution during PE

A A A R R R R

Demonstrates ability to teach and activity or skill to others

I A A R R R R

Demonstrates cooperation skills

IA IA A R R R R

Able to accomplish group goals in both cooperative and competitive activities

I A A R R R R

Demonstrates self-direction, responsible behavior, and communication skills in PE

IA A A R R R R

Participates in activity for personal enjoyment

A A A A A A R

GEORGIA PEACH

    14  

NASPE Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

 *(Source for Scope & Sequence: Spark Website)                                                

3rd 4th 5th 6th 7th 8th 9th-12thTries new movements, strategies, and

A A A R R R R

Persists if not successful on first try

A A A R R R R

Chooses to practice skills and strategies needing improvement

I IA A A A A R

Seeks personally challenging experiences in PA opportunities

I A A A A A R

Works with others to achieve a common goal

I A A R R R R

GEORGIA PEACH

    15  

IV. ASSESSMENTS BASED ON GPS Assessment Based on Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Formative Assessment: Peer assessment on game tactics in soccer invasion game (Grades 6-8).

(Source: Jericho Schools, http://www.jerichoschools.org/ms/teachers/tderose/MSSoccerFormativeAssessment.pdf )

GEORGIA PEACH

    16  

Assessment Based on Standard 2 Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. GPAI (Game Performance Assessment Instrument) used for Badminton Unit (Grades 9-12). This instrument allows teachers to assess game performance based on the following components:

1. Use of base position. 2. Decision making when in possession of the ball. 3. Skill execution 4. Support for teammates in possession of the ball. 5. Making or guarding opponents. 6. Covering for teammates who are defending against opponents. 7. Adjusting to the flow of games.

*(Source: Lund, J., Tannehill, D. 2010. Standards-Based Physical Education Curriculum Development, 3rd Edition) Example of GPAI:

*(Source: Georgia State, Barbara Greene, KH 3040 class)

!"#$%&'''''''''''& ()$&*)&(*+#&,-.)-/$0& !"#$%&'()*+,-+% % & & 1/"++%&&23&4565&78).9:&;55<&

=>"/?"#*)%&&'''''''''''''''''''''''''&

@A &!$-.+.*9&B"C$& & 1).#$)."%&& "0&(/"D$)&"##$B8#+&#*&+$#&?8&"##"-E&FD&-)$"#.9:&+8"-$&*9&*88*9$9#G+&+.C$&*H&9$#&,8?+I$+&J88*9$9#&#*&F"-E-*?)#0&F0&(/"D$)&"##$B8#+&#*&K.9&#I$&8*.9#&FD&"##"-E.9:&"&K$"E&-/$")&*)&I.:I&C)*8&+I*#&H)*B&*88*9$9#&

&;A &7E.//&$L$-?#.*9& & 1).#$)."%&& ./01/2/$:"/&-*9#"-#M&8/"D"F/$&+I?##/$&,.9&F*?9C+0&

34/'0%5I.:I&#)"N$-#*)D&*H&+I?##/$M&+I?##/$&/"9C+&K.#I.9&6&H$$#&*H&*88*+.#$&F"-E&F*?9C")D&&

60*1/%5&B$C.?B&#)"N$-#*)D&*H&+I?##/$M&8/"D"F/$&+I?##/$&,.9&F*?9C+0&71/08/'(%.)'98%5I.#&K.#I&B"L.B?B&8*K$)M&8/"D"F/$&+I?##/$&,.9&F*?9C+0&60-:%.8-,%5&-)*++$+&/*K&*>$)&I$#M&/"9C+&.9&>$)D&H)*9#&*H&*88*9$9#G+&-*?)#&9$")&9$#&&

&4A &O"+$& & & 1).#$)."%&& (/"D$)&)$#?)9+&#*&-$9#$)&-*?)#&8*+.#.*9&F$#K$$9&+I*#+&

& 6/;*9*-+%<'(/% .=*44%>?/;@,*-+% &'9/%A')/% P& QP& =& Q=& P& QP&&&

& & & & & &

&&

& & & & & &

&&

& & & & & &

&&

& & & & & &

&&

& & & & & &

&&

& & & & & &

2$D& P&R&"88)*8)."#$&& QP&R&.9"88)*8)."#$& & =&R$HH.-.$9#& & Q=&R&.9$HH.-.$9#&

GEORGIA PEACH

    17  

Assessment Based on Standard 3 Participates regularly in physical activity. Daily Participation Assessment -Teacher Observation (Grades 3-5) The following rubric will be used on a daily basis to determine the level and quality of participation in physical activity: LEVEL 4- HIGHLY ACTIVE Shows leadership and can resolve conflict without intervention; highly active, self-controlled and energetic play; respect for personal and classmate’s safety; actively completes all assigned tasks. LEVEL 3- ACTIVE Plays energetically; is active, with self-control and with respect for personal and classmate’s safety; plays fairly; completes assigned tasks with minor errors. LEVEL 2- INCONSISTENT Maintains self-control, is inconsistent in energy, safety and fair play behaviors; participates in assigned tasks with many observable errors. LEVEL 1- INACTIVE Lacks self-control at times, inactive, needs reminders and encouragement regarding safety, active participation, fair play and staying on task. LEVEL 0- INAPPROPRIATE Inappropriate and unsafe behavior displayed; no effort; non-participation; Unprepared AND/OR Late to class.

*(Source: Massapequa Website- http://www.myteacherpages.com/webpages/Massapequa/index.cfm?subpage=1264914)

GEORGIA PEACH

    18  

!"#$%&'()*+*'&,-(

./"0&%&/&,-( 123'2/*#(4,#"56,7(

123'2/*#(8592#*5'"(

:$9-()$;+$3&<$5(

=#*9"3( >!)8?($#((@5"A1&/"(

?25(

:*'BA4*C"#(4&,(*59(?"*'7(

DE$(>237AF+(

)2#/AF+( G,(*59(H,(

IAJ( !"#$%$"&$'() !"#$%$"&$'() !"#$%$"&$'() !"#$%$"&$'() $*+$,$+-"%.)/01$/*"%)))"22&(2"1()&(0/&1)

KAIL( $*+$,$+-"%)"*+)

"22&(2"1()&(0/&1)

$*+$,$+-"%)"*+)

"22&(2"1()&(0/&1)

$*+$,$+-"%)"*+)

"22&(2"1()&(0/&1)

$*+$,$+-"%)"*+)

"22&(2"1()&(0/&1)

$*+$,$+-"%)"*+)

"22&(2"1()&(0/&1)

Assessment Based on Standard 4 Achieves and maintains a health-enhancing level of physical fitness. Fitnessgram (Grades 9-12) To assess the fitness levels of our students we administer the Fitnessgram at the beginning of the 1st 9 weeks (Pre-test) and again at the end of the 4th 9-week term (Post-test). We utilize the Fitnessgram, not only because it is mandated statewide in Georgia, but also because it is a personalized assessment and it is criterion-referenced. Our students are not placed in percentiles, nor are they compared with other students. The assessment is based on established standards for good health, called Healthy Fitness Zones. As you can see in the first chart, we will test the students on five health-related components (aerobic capacity, flexibility, muscular strength, muscular endurance, and body composition) using the specific tests outlined under each component. Another benefit of the Fitnessgram is the web-based reporting software program that we use to print reports for students, parents, and for compiled results for the state of Georgia. An example of a student report is below. *(Source: Georgia Department of Education, Georgia Fitness Assessment Manual) Sample Fitnessgram Student Report (Source: Fitnessgram Website 2011)

The “Healthy Fitness Zone” standards are set by age and gender. The Healthy Fitness Zone standards are not averages of everyone else but criterion referenced standards that indicate levels of fitness corresponding with health.

Current and past scores are included in the report so students can see their improvement over time.

Fitnessgram assesses the three areas of health-related fitness: aerobic capacity; muscle strength, endurance, and flexibility; and body composition.

Fitnessgram also provides a record of student’s height, weight, and test dates.

The report includes a custom message that summarizes the child’s per formance in each component of health related fitness and provides suggestions for maintaining or promoting good fitness. The suggestions are based on the student’s fitness and activity levels.

Fitnessgram reports also emphasize the need for regular physical activity.

FITNESSGRAM student report (front)

GEORGIA PEACH

    19  

Assessment Based on Standard 5 Exhibits responsible personal and social behavior that respects self and others in physical activity settings Self-Assessment Checklist (Grades 3-5) Students will assess their own behavior at the end of the class period. Name: ___________________ Grade: ______ My Behavior in PE Directions: Please check off ONLY the words that apply to how you behaved today in PE. _____I listened to the teacher when she was giving directions. _____I listened to my classmates when they were sharing their ideas. _____I behaved cooperatively with my classmates during class today. _____I was tolerant of the behavior of my classmates most of the time in class today. _____I took care of the equipment used in/for class today. _____I contributed to class discussions today. *(Source: New Hampshire Physical Education K-12 Assessment Document) Assessment Based on Standard 6 Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Student Reflection/Journal Writing (Grades 6-8)* Students will be given the following guided questions and will be asked to respond in their journals. The teacher collects journals daily. The topic for this particular assessment is “Benefits of Physical Activity”. Think about this physical education class and address the following: 1. Please list the activities you completed in physical education class today: 2. Please list any activities that enhanced your level of health and fitness. (Cardiovascular Endurance, Muscular strength & endurance, flexibility) 3.Which activities did you enjoy? 4.Which activities did you find challenging today? 5. Did you work alone or in a group? 6. If you worked alone were you able to be creative? 7. If you worked in a group, who were the other group members? 8. What was your role and your responsibilities in the group? 9. What changes would you make to today’s activities to improve them? 10. Did the activities you participated in today provide opportunities for health enhancement, enjoyment, challenge, self-expression and social interaction? *(Source: New Hampshire Physical Education K-12 Assessment Document)

GEORGIA PEACH

    20  

V. OVERALL PLAN FOR OUR PE PROGRAM

SCHEDULING & TIME ALLOCATION Our students attend Physical Education the entire year and have classes 5 days per week for 50 minutes each day. We operate on 9-week quarters. With this scheduling, we try to cover 2-3 game categories per 9 weeks. CLASS SIZE For quality in instruction and quality in participation, our Physical Education classes are limited to 25-30 students per class. This allows for more individualized attention with our students and increases the ALT-PE (academic learning time). CULTURAL RESPONSIVENESS

Responds to the demographic Partners with the community for more resources for class Lessons offer variety for different languages and culturally enhancing facts Every student participates and feels accepted

INCLUSIVENESS*

The following are general guidelines that we follow for adapting games and activities for children with varying ability levels:

1. Size: The size of the equipment and playing area can be modified to allow a student to be more independent and successful. Larger balls can be used to make catching easier. Smaller bats or striking implements can be used for participants who cannot hold regulation bats, and lowering nets in volleyball or making baskets lower and balls larger can be used in basketball.

2. Space: The playing space can be made smaller by making alternative boundaries for children with disabilities. For example, rules can be modified so that players are required to stay in certain playing areas. If a ball goes into an area where a child with a disability is playing then he/she will have an opportunity to handle the ball without being confronted by higher ability players. The space can also be made smaller by utilizing the corner of the gym or room so that the ball does not go as far away from the participants.

3. Weight: The weight of objects can be modified in such a way that the game can be slowed down or can be less intimidating for players with disabilities. For example, a beach ball or balloon can replace a volleyball so that the game is slowed down. A foam ball can replace a regulation soccer ball so that the game of soccer is not as dangerous for players with disabilities.

4. Peer Assistance: The buddy system can help build self-confidence for children with low self-esteem or lower skill levels. Consider using a buddy system with the whole group so as not to single out the child or children with lower self-esteem or playing skills.

GEORGIA PEACH

    21  

5. Rules of the Games: The rules of various games should be adhered to as closely as possible, especially when children without disabilities or higher functioning children are playing the same game. However, simple equipment changes or the use of a partner will often be enough to allow children with disabilities an opportunity to participate. There are times when more major modifications may be necessary. For example, marking zones can allow higher and lower functioning players to be challenged at their own level. Two to four higher functioning players can compete against each other when the ball is in their zone, and two to four players with severe disabilities can compete when the ball is in their zone.

Another way to modify rules is to allow the players with disabilities different ways of taking their turn. For example, in a game of softball a player may be allowed to push a ball into the field rather than strike it. The child can then roll over to get to a base that is placed closer than the regular bases or can be pushed in a wheelchair around the bases. Teams can still be integrated, and teammates should be encouraged to cheer in a positive manner.

When considering when to make modifications it is important to remember they may not always be necessary. When modifications have to be made it is important to ensure that the integrity of the activity for all students is retained as much as possible. There is a continuum of modifications, from minimal to considerable, to think about when adapting a program. Modifications that increase the success for the person with the disability but that do not affect the program for others are the most desirable. Modifications that do not allow for authentic integration of the activity should be avoided. To successfully modify an activity take into consideration the past experiences of all children. And, most importantly, ask those with a disability for suggestions on how to best modify an activity so that they can be challenged and have fun at the activity. *(Source: PlaySport, 2011) UTILIZING TECHNOLOGY Internet

Our Physical Education program acknowledges and addresses the every growing use of technology in the field of education. With our newly installed computer lab, we use the Internet in tons of different ways. At the beginning of every new game, and various days during the learning of the game, we take our students to the computer lab to look at and discuss game tactics. However, it doesn’t stop there. We have implemented a program that uses video analysis to refine skills to better game understanding and increase a team’s tactical advantage.

Video Analysis

Our program incorporates a unique feature called video analysis into our Teaching Games for Understanding model. By giving each group of students a video camera that they will use to record, re-watch, and analyze, the students have a greater understanding when trying to improve their skill levels.

GEORGIA PEACH

    22  

Pedometers and Heart Monitors

The use of Pedometers and Heart Monitors in our program serves as ways for the students to connect their participation in the games and class to MVPA and cardiovascular exercise. We don’t have enough pedometers and heart monitors for the entire class, but we do have enough to give each group the one of them for the week. For example, group one gets the pedometers and group two gets the heart monitors for week one, while groups three and four do not get any this week. For the following week two, group three would get the pedometers and group four would get the heart monitors. Week three, the original two groups would switch devices. When each group has the device we record the difference between the exercises and the games. At the end of the week we look at the differences in heart rate and steps taken between a simple exercise and a modified game.

INTEGRATING WITH OTHER SUBJECTS Science and Anatomy

In our Physical Education program we put a big emphasis on other subjects outside of P.E., so while learning our lesson we make a point to show the students the Musculoskeletal System in the body and which muscle groups we are focusing on with each sport. To do this we go into our computer lab and use our Virtual skeleton to pinpoint muscles and bones. We also go into other things such as burning calories and nutrition as part of “integrating science” into P.E.

Mathematics

Like we stated earlier, when we use our pedometers and Heart monitors we compare charts and graphs every week. We look at the difference in the numbers and how significant they are compared to previous numbers. Before we let the students use the Heart Monitors we make sure students can manually calculate their own heart rate. So, for the first week of class each student has to calculate their heart rate manually in-between drills and exercises.

History

The first week of class we spend an entire class period on the history behind Teaching Games for Understanding. We know that students will be curious as to what we are going to be doing for the entire semester, so we decide go give them a little history lesson over the educational model. This both informs and invigorates the students. When they hear about all the fun and competitive things we will be doing they can’t wait to start! When we introduce every new sport we take some time out of our class period to discuss the history of the sport and where it originated.

Literature and Reading

In elementary school we integrate spelling and reading a lot into our games and exercises; however, as the students get older spelling and reading become less and less emphasized. But, in elementary school we use modified games and exercises throughout the year that integrate spelling of words and reading of words.

GEORGIA PEACH

    23  

EXTENDING OUR PROGRAM The program will be extended through several activities that will be offered before and after school. The program will also include the use of several different facilities so that the students can learn and get acclimated with some of the resources in the community. The program will also work on partnerships so that the program can get additional funding to help with facilities, equipment, and organization of field trips so that students can visit some places that offer similar content taught in class.

The program offers the following: Intramurals - After school program that will extend the classroom learning and also create complex tactics to go along with the TGFU model. Will also offer games where students can participate with other students of the same skill level. Recreation centers and YMCA’s - After school programs that extend the classroom, but doesn’t follow a traditional classroom setting. They learn based on what is taught during practices and real life game situations. Field trips - After school program that allows students to tour facilities for particular activities that are offered during class time and also helps students get a glance at what other programs they can do outside the classroom. School sponsored seminars - Program that helps students learn more about the activities and also helps parents understand what the students are learning. List of additional resources that may be needed to extend program:

Local YMCA Boys & Girls Clubs Sports Leagues & Organizations Referees/Officials Nearby facility & field space Guest Speakers - Local/professional athlete of sport/skill being instructed. Community sport coaches Sports Leagues Motivational sports figures/speakers. Administrative support Parent involvement

GEORGIA PEACH

    24  

VI. TEACHER EXPECTATIONS

Teacher Skills Teachers in our Physical Education program will use their background and well-rounded pedagogical content knowledge (PCK) to assist them in their teaching endeavors and to ensure greater student learning. To effectively teach within the TGFU curriculum, we have outlined certain expectations (knowledge and skills) that our teachers will need to meet to properly implement the physical education content standards*:

Teachers must have a clear understanding of standards-based physical education expectations. Students need to know the goals and uses of the concepts and skills they are taught, and teachers need to understand the basic goals of the standards and the importance of achieving those goals.

Teachers need to understand how the grade level content they are teaching is related to the content taught in previous grades and how their teaching will prepare students for the concepts and skills to be introduced in following grades and courses.

The teacher must present physical education in ways that allow students to experience the excitement and joy of doing activities to attain proficiency.

Teachers must have effective teaching strategies that allow them to implement a curriculum that balances conceptual understanding and procedural skills.

*(Source: Madison Public Schools Physical Education Program, 2011) Teacher Benchmarks*

Uses a tactical problem as the organizing center for learning tasks. Begins each unit segment with a game form to assess student knowledge. Identifies needed tactical and skill areas from game form. Uses deductive questions to get students to solve the tactical problem. Uses clear communications for situated learning tasks. Uses high rates of guides and feedback during situated learning tasks. Provides a review that includes the tactical problems of the lesson. Uses assessments for tactical decision-making and skill execution.

*(Source: Metzler, M. 2011. Instructional Models for Physical Education, 3rd Edition) Teacher Certifications

First Aid certification CPR/AED certification

GEORGIA PEACH

    25  

VII. RESOURCES BOOKS (cited in guide) Lund, J., Tannehill, D. 2010. Standards-Based Physical Education Curriculum Development. Second Edition. Metzler, M. 2011. Instructional Models for Physical Education. Third Edition. National Association for Sport and Physical Education (NASPE). 2004. Moving into the Future: National Standards for Physical Education. Second Edition. WEBSITES (cited in guide) Fitnessgram Student Report: http://www.fitnessgram.net/files/fgsamplereports.pdf Georgia Department of Education, Georgia Fitness Assessment Manual: http://public.doe.k12.ga.us/ci_services.aspx?PageReq=CIServFitnessTrainingManual Jericho Schools Soccer Assessment: http://www.jerichoschools.org/ms/teachers/tderose/MSSoccerFormativeAssessment.pdf Madison Public Schools Physical Education Program: http://www.madison.k12.ct.us/uploaded/docs%2FCurriculumGuides/PHYSICAL_EDUCATION_CURRICULUM_GUIDE.pdf Massapequa Physical & Health Education Website: http://www.myteacherpages.com/webpages/Massapequa/index.cfm?subpage=1264914 New Hampshire Physical Education K-12 Assessment Document: http://www.education.nh.gov/instruction/curriculum/phys_ed/documents/assessment.pdf PlaySport: http://www.opheaprograms.net/playsport/en/inclusion.html Spark: http://www.sparkpe.org/physical-education-resources/scope-sequence/ Use of Computer-based Technology in Health, Physical Education, Recreation, and Dance: http://www.ericdigests.org/1996-3/dance.htm http://www.nj.gov/education/frameworks/chpe/chapter10.pdf

GEORGIA PEACH

    26  

ADDITIONAL TGFU RESOURCES Effect of Teaching Games for Understanding Approach on Students’ Cognitive Learning Outcome: http://www.waset.org/journals/waset/v77/v77-175.pdf Games Units Based on TGFU: http://education2.uvic.ca/Faculty/thopper/Site/Welcome.html Griffin, L., Dodds, P, Rovegno, I. Pedagogical content knowledge for teachers: Integrate everything you know to help students learn. Journal of Physical Education, Recreation & Dance; 1996; 67, 9; ProQuest The Reflection & Projection on TGFU from North America’s Perspective: http://www.tgfu.org/The%20Reflection%20and%20Projection%20on%20TGfU%20from%20North%204.pdf   http://www.oasphe.ca/documents/PE%20UnderstandingGames%20-%20Clipboard.pdf   http://www.humankinetics.com/excerpts/excerpts/introduction-to-teaching-games-for-understanding   http://www.pecentral.org   http://www.tgfu.org   http://education2.uvic.ca/Faculty/thopper/WEB/articles/TeachElemPE/Four%20Rs4%20online.pdf   http://physicaleducationresources.com/teachinggamesforunderstandingphysicaleducation.aspx VIDEOS http://www.youtube.com/watch?v=xVJlFCsg2W4&feature=related

http://www.youtube.com/watch?v=uQfiDAR0WW4

http://www.youtube.com/watch?v=ISBwvcj6RwU

http://www.youtube.com/watch?v=Hiol8F2kpJY&feature=related

Target http://www.youtube.com/watch?v=jIj4rBR5uG4 Striking/Fielding http://www.youtube.com/watch?v=qCLyMDtJ3gY&feature=related Net/Wall http://www.youtube.com/watch?v=uogSJYb2BPw&feature=related Invasion/Territorial http://www.youtube.com/watch?v=k2I2asqzCtg&feature=related