No Excuses! - A Documentary on Quality Physical Education
QUALITY PHYSICAL EDUCATION ADVOCACY
EFFECTIVE TEACHING STRATEGIES
Planning Physical Education Units
- 3.1.1 The physical education curriculum has an obvious scope and sequence, based on goals and objectives that are appropriate for all students and that are derived from national or state standards.
- 3.1.2 The physical educator includes motor skill development, physiological and biomechanical concepts, health-enhancing physical activities that lead to a physically active lifestyle, and opportunities to develop appropriate social behaviors.
- 3.1.3 Instruction follows a scope and sequence that is designed to scaffold prior learning and develop mature forms of skills and strategies.
- 3.1.4 Teachers design progressions that allow students to build on previously learned content and skills, by focusing on lifetime activities.
- Content should also be revisited throughout the year.
Key Questions when Designing a Lesson/Unit
Click on the Pictures to Enlarge. From Instructional Models for Physical Education, 3e (Exhibit 6.7, p. 147), by Michael W. Metzler. Copyright ©2011 by Holcomb Hathaway, Publishers (Scottsdale, AZ). Used with permission of the publisher.
Designing Standard Based Units – The Basics
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Standards Based Lessons
Standards are often comprehensive and include multiple SLOs. After reading each Standard, decide “What do my students need to know and be able to do to meet this Standard?” The table below, while exaggerated, shows how many SLOs can be contained in one Psychomotor Standard. Find more information on unpacking standards from The Physical Educator.
- Changing the "Culture of Games": "...This "culture of games" exists in our physical education history and will exist in our physical education futures unless we are prepared to acknowledge that it exists and take steps to create better physical education experiences for our students...."