Best Practice in Physical Education by yhp11362


									                                     Best Practice in Physical Education
1. Assessment in Physical education includes measurement of student psychomotor skills, cognitive
    knowledge and affective behaviors.
2. Assessing the cognitive domain can improve instruction provided in physical education.
3. Psychomotor skills, cognitive knowledge and affective behavior tests should match the amount and
    emphasis of instruction that students receive.
4. Physical education assessment format is based on “CSAP model” and supports student CSAP success.
5. The rubric or scoring guide for the assignment and/or performance is shared with students when
    instruction is given rather than keeping expectations a secret.
6. Pictures, diagrams, graphs are used to illustrate and convey understanding to all students, including
    ESL students' success in applying knowledge and/or interpret meaning of words that are used in the

                                   Content Literacy in Physical Education

1.  Vocabulary words taken from Physical Education Content are the building blocks of internal learning
2. If physical performance is to be effective, more than just movement practice is required, students must
    be able to communicate with appropriate content language what they are learning and why.
3. Student understanding and successful performance is enhanced through physical education content
    literacy strategies, which include critical thinking.
4. Students must plan, investigate, reason, strategize, reflect and think about their own thinking in relation
    to physical performance.
5. Physical activity is essential for life and for education.
6. Print with picture rich visuals support physical education content literacy.
7. Students may not become highly skillful performers in three to six week unit; therefore physical
    education content-literacy can be a tool to support learning in the future.
8. Exercise effects self-esteem by release of "feel good' chemicals, like dopamine and serotonin.
9. Use graphic planners to show patterns of systematic instruction, systematic practice and progression in
    skill development from beginning level, intermediate and advanced levels of performance.
10. Direct instruction includes students writing: this is what I will do… this is where I start….this is how I
    maintain and this is how I measure… and evaluate. All part of goal setting and procedural self talk -
    necessary for student success.

                                    Literacy Learning Using Movement

1.   Movement is a child's first language, and it is a universal language.
2.   Students can explore the academic world though movement
3.   Movement problems can be directly related to academic concepts, which pairs movement experiences
     with intellectual functions.
4.   Intellectual, physical, and emotional growth are stimulated though movement experiences.
5.   When children solve intellectual problems though movement, they have an opportunity to work with
     and a handle many concrete objects before they can readily understand abstract verbalizations.
6.   Teachers receive immediate feedback when students solve problems through movement
7.   90% of learning is done unconsciously through visuals, add a word wall with pictures to increase
     student learning.

C:\WINDOWS\DESKTOP\My Documents\Best Practice\Best Practice in PE Assessment.doc MLM 2002
How do physical educators contribute to Literacy? The following list of instructional strategies highlight
the contributions.

1.   Monitoring performance:
      Criteria

2.   Revise strategies:
      How could you improve your performance?
      What support do you need from your teammates, partner, self?

3.   Reflection:
      Who, What, Where, When can I …
      I can use this when I …
4.   Self Assessment
      What level of performance: beginning, intermediate, advanced?

5.   Think about the thinking during a movement decision:
      What creates the need for decision making?

6.   Planning strategies:
      Talk, draw, move, listen, write, day dream,

7.   Think about why making the movement decisions:
      Problem solving, creating, responding to catalyst

8.   Think about purpose:
      Standards, performance expectations, curriculum

9.   Set goals:
      Process

10. Evaluate goals:
     Meet, exceed

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