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Outcome Based Physical Education

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Outcome Based Physical Education Powered By Docstoc
					Health and Physical Activity Institute
                                 2012
                       Dr. Susan Nye
                     nyesb@jmu.edu
 As Deb Tackmann said




   Real
 Relevant
Right Now
William Glasser once said: “We learn…
 10% of what we read
 20% of what we hear
 30% of what we see
 50% of what we see and hear
 70% of what we experience with others
 80% of what we experience personally
 and 95% of what we teach someone else.
Defined:
 A student centered approach that focuses on
  empirically measuring student performance,
  which are called outcomes.
 Students   must demonstrate that they   have
 learned the required skills and content.
 300-500repetitions (Schmidt & Wrisberg,
 1991) to develop a new motor pattern and
 burn into muscle memory



 3000-5000repetitions to erase and correct a
 bad motor pattern
1.   Students must have   Choice

2.   The outcome(s) must be   Meaningful
     and Valuable to the students
Outcome: To run a 5k road
          race

What do the students have to   know and be
   able to   do to be successful with this
                   outcome?
   Look to
standards for
  alignment
Psychomotor (example for 5k outcome)
 Biomechanics of running ( form, running up
  hill and down hill, different surfaces)
 How to breathe when running?
 Apply FITT principle and or other principles
  of training (overload, progression, etc.)
 Plan, implement, evaluate and modify
  personal fitness plan
 LR vs tempo, vs speed vs intervals
 Warm-up / Cool Down
 Mental and Physical Competencies
Example for 5k outcome
 Goal setting / monitoring process (use of
  technology)
 Benefits of performing an aerobic activity
 Common running injuries (side stitch, IT band
  syndrome, shin splints, plantar fasciitis, arch pain,
  etc.)
 Common issues for beginning runners (feeling out
  of breathe, face turning red, why is my stomach
  cold)
 When does running become easier?
 Nutrition and Hydration
 Clothing (socks, shoes, running attire)
 Physiological and psychological benefits
Example for a 5k outcome
 Running alone or with a buddy
 Road /Race etiquette
 Accepting different characteristics of
  others (running speed, etc.) – understand
  similarities and differences of others
 Providing compliments
 Running    a 5k event
    What objective data will be collected?
    What cognitive, affective, and psychomotor
     assessments will be gathered?
 Personal   fitness plan
    What are the components?
    What will be collected daily/weekly to created
     the culminating experience?
 Progression using Bloom’s Taxonomy for content,
 activities, and experiences




 Create   mile markers to guide progress
    Use formative and authentic assessments
 Lessons use a variety of teaching styles
 Lessons guide progress
 Lessons are detailed plans to reach the desired
  outcome
 Lessons contain opportunities and experiences to
  aid in student learning and success
 Lessons are infused with assessments to measure
  student progress


Without lesson plans, a teacher has no idea what
   the students will be learning or the progress
              students are making.
 Culminating    experience
    Creating tee shirts
    Developing teams
    Ceremony
    ??
    How can you make
physical education content
     Real
   Relevant
        starting
RIGHT NOW

				
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posted:6/20/2013
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