ASSESSMENT AND STRATEGIES IN PHYSICAL EDUCATION Jimmy Manrique Diaz 1 Love, R. and W. Webb (1998).

Neurology specialist speech and language. Spain: Ed itorial Médica Panamericana. Montreal J. (1997). Goodie Boxes guidelines for tea chers. Colombia: Ocean. Penzulaeva, L. (1991). Handbook of Physical Education. L ima: G. Herrera Publishers Jimmy Diaz M Edition: Vilma Moreno G Design and Layout: Jonathan Diaz M All rights reserved. This publication may not be produced without the permission of the author Registration Item No.: 00 009 Printed in Peru from 2008 to 1901. January 2008 2 111 Peruvian Folklore Center. (1997). FolklorePeruvian Dance and Singing. . Lima: Art School Popular. Davila, R (1998). Folklore Nacional.Trabajo mimeo. Universidad Mayor San Marcos. Gonzales, R. (1997). Medical Rehabilitation. Spain: Masson and Institute National of research educational development. (1977). Education through Art. Lima: INIDE. To my family with love J. Litwin and G. Fernandez (2000). Evaluation and Statistics applied to physical education and

sport. Uruguay Lopez, M. (2002). Physical Fitness and Health. Argentina: River Plate Adventist University. 110 3 Calero, M. (1998). Playing Educate. Peru: Editora San Marcos. Ocean Group. (2002 ). Manual of Physical Education and Sports. Spain: Ocean. Luria A. (1979). The B rain in Action. 9 Barcelona: Fontanella S.A. Index Introduction ... ... ... ... ... ... ... ... ... ... .... 5 4 Evaluation. Concept ... ... ... ... ... ... ... Classification Evaluation ... ... ... ... ... .. ... ... ... ... ... ... .. Concrete process of the 11 Gensemer, R. (1990). Physical Education. U.S.A: Wm. C . Brown Publishers. Badia, X., M. Salamero and J. Alonso (1999). Measurement of Health. Barcelona: Eva Varó. Barbany, J. (1994), basic physical abilities. Spain : Masson Evaluation ... ... ... ... ... ... ... .... ... ... .... Organisation assessment ... ... ... ... ... ... ... ... ... ... ... ... ...... 12 Differences between measurement and evaluation ... ... ... ... 14 School Rating ... ... ... ... ... ... ... ... ... ... 17 Promotion and repetition ... ... ... ... ... ... ... .... 20 Student Evaluation with special needs ... ... ... ... .. 23 4 109 Defontaine, J. (1980). Content Psychomotricity in Physical Education ... ... ... .... 35 Skills and abilities ... ... ... ... ... ... ... ... 38 specific capaci ty ... ... ... ... ... ... ... ... ... 41 Assessment Matrix ... ... ... ... ... ... ... ... ... 42 The formulation of an Indicator Assessment ... ... ... ... .. . Reagents ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... Physi cal Education Review ... ... ... ... .. Types of Tests ... ... ... ... ... ... . .. ... ... Teaching Strategies in Physical Education ... ... ... ... ... ... ... . Nomenclature ... ... ... ... ... ... ... ... ... ... ... References ... ... ..

. ... .... 67 78 84 43 44 49 58 Capabilities ... ... ... ... ... ... ... ... ... ... .. 27 images. Barcelona: Editorial Medica and Technical Inc. Bernard, G. (2005). The Precursors Language and Communication. Body & Movement Matters of the experience the movement. Peru: Centauro Editores. Pikler, E. (2005). Moving in Liberty. Body and Movement in game, the experience to movement. Peru: Centauro Editores. Szanto, A. (2005) The child's psychomotor small. Body and Movement in game, the experience the movement. Peru: Centauro Editores. Pavlov, I. (1982). Physiology and Psychology. Madrid: Alianza Editorial. Drucker, P. (2002). Management in Future Society. Peru: Grupo Editorial Norma. 108 5 Hernandez, Cl (1993). The complete book of bodybuilding. Spain: Editorial Hispan o Europea SA Lutwin, J & Fernandez, G. (1980). Evaluation presentation Physical Education Assessment in sport. and statistics for education and Physical Within the development of Physical Education Piaget, J. (1981). Six psychologica l studies. Barcelona: Editorial Seix Barral, SA Badia X, Salamero M & Jordi, A. (1999). Health Measure. Barcelona: Ed Masson. Alter, M. (1990). Stretching: Scie ntific Basis and Development of the exercises. Barcelona: paidotribes. Sanchez, R. & García, E. (2002). Binder Physical Education. Peru: Contigrap. is necessary to take into account a good evaluation and determine which way to go in the session of class

or whether we are acting right or wrong. The evaluation are aim the improvement of student development, for purposes this reason, we will play not only for the assessment relationship to achievements; if no also prophylactic in Physical Education. This book aims to help styles Physical Education teachers in assessing their students; so as facilitate education to use in their classrooms. of The evaluation of the specialty 6 107 19 REFERENCES Physical Education is different from other areas for that reason this book is in tended to facilitate the assessment to fulfill its mission to develop and improv e students holistically. 1. Concept Concept Evaluation: The evaluation of learni ng is a process through which it observes, collects and analyzes relevant inform

ation regarding the process of student learning, in order to reflect value judgm ents and decisions relevant and appropriate (Ministry of Education, 2004). "The assessment is a systematic operation, made in the educational activity with the objective of continuing improvement through the most accurate knowledge of the s tudent optimize it." Maccari, B. (1986). Theory and practice evaluation of sporting activities. Buenos Lidium Aires Pila, A. (2003). Assessment in Education Physical and sports, Tela, Ed A.P. Goleman, D. (1994). Emotional Intelligence. Mexico: Javier Vergara Editor. Hill, N & Stone, W. (1993). Mental Attitude Positive. Peru. Gonzales, R. (1997). Medical Rehabilitation. Barcelona: Masson SA Fischman, D. (2000). Way of the Leader. Peru: El Comercio. 106 7 all aspects of his personality, providing evaluation). When the instrument refer red intended skills and attitudes. measure:. actually in our case the variable, w. Validity (the instrument of adjusted information on the process and on all personal and environmental factors that affect it. Points to what extent the educational process achieves its objectives confronts fundamental and fixed with x. VALUES. Are the lifeblood that guides th e individual and group behavior, and evidence of his life. attitudes by showing people the different events actually achieved. "(Stack, 2003) "The assessment is a process whereby can be determinated the value a thing or event by

appropriate methods and techniques. " WHO. "The educational evaluation is to carry out judgments about the advance and progress of each student, although the test used is not withheld always the most appropriate. Recently evaluation purposes judge both the process learning and student achievement. " (Encarta, 2005.) 8 105 secondary school curriculum, the "Assessment is the act which is to express an opinion of value from a range of i nformation on trends or results of a student to make a decision." (Macario, 1986 ) Within the Education meaning evaluated the capabilities and attitudes. s. PRODUCT. An indicator element what the student needs for evaluation will acquire a different hue to that of an y other field as the fundamental goals are to improve the whole person and the a ssessment will serve as important means to this end. It is important for the ass essment to establish the objectives of our evaluation and answer this question: Why evaluate? The answer to this question will help us to raise it because we me asure: adjust, plan, justify results, protect, edit, etc. Depending on our evalu ation objectives are raised. Within the school system evaluation demonstrate that the learning achieved provided in the programming curriculum. t. REAGENT. Indication is given to student on the task performed on demonstrate learned. u. TODO statements or actions are propositional units needed basic repetitive of a certain type, which integrated activity v. TECHNICAL EVALUATION. Joint

actions or procedures that lead to obtain relevant information on student learning. 104 9 can become very frustrating if the objectives p. Evaluation matrix. Double-entry table that is made to generate indicators, number of items for each indicator a nd weight. These matrices allow us to design assessment tools valid and relevant , also allowed to exercise control over the information collected, reducing the possibility of improvisation and chance. It is useful to explain why the student got a certain grade. q. Metacognition. Ability to self-regulate their own learn ing. Reflection on the learning process in order to monitor evaluate and learn t o learn. r. SCOPE OF EVALUATION, That which is being evaluated. In the case of t he process and prepositional proposition or statement are misaligned or are too high for the reach and student performance, is well known as any materials in our average huge numbers of students disapprove few score high, some say is the fault of the teacher, where this is forced to lower level of education. We think the PE course course is easy and requires no further approval only effort the student's presence. While is true that we have in our favor motivation we use it so that students can improve their standard of living, see your body respect, try to care for, maintain and improve all its functions.

We must to assess our course, as the assessment has an educational purpose. When a student will become aware disapprove its little effort, the seriousness and importance 10 103 meaning of "particular order of ideas, subject to life. A good player or athlete is not always a good student in Physic al Education. Nor because they won in a parade deserve a high grade in the cours e. The attitude and capacity must go hand in hand. It's worth noting that the ed ucational evaluation, to make a summary is to make value judgments of a professi onal in education, having evidence that seeks to improve their students holistic ally. materials or knowledge. " m. INDICATORS. Statements that describe signals or events, which point to clearly student learning regard to ability or attitude n. INSTRUMENT DE EVALUATION. Hardware that is used to collect all information on the learning Expected of the students. instrument causes or encourages the presence

or manifestation of what is intended evaluate. It contains a structured set of items where possible to obtain the desired information. o. JUDGE It is the function of thinking that, bringing together a rational subject a part of reality as an object taken studies allow the subject to judge 102 11 i. RELIABILITY similar situations, produces results in different situations. ins trument to the same subject (the instrument low evaluation). When the same repeated application 2. Classification of Evaluation. The assessment is classified as j. CONTENTS. Means allowing the.'s Regional capa city building. Set of knowledge from the local culture, national and universal a nd which are the basic contents of each of the core curriculum. k. EVALUATION CR ITERIA. Pickup unit of information and communication of results in the evaluatio n process. The qualifiers are collected and organized for each evaluation criter ion. l. DOMAIN The English term "domain" has been translated as "domain", depend ing on your where in the AUTO ASSESSMENT It is the self assessment had taken is ago. In this evaluation necessary that the student assessment and awareness

developed the meta cognition, and also the values to judge of himself as the results. Co-evaluation .It is the assessment of pupils. It must have a attitude veracity prime, also adolescents must take into account that look good with peers 12 101 f. BUILDING AREA. Are those this first so the co-evaluation is often different from reality. HETEROEVALUACIÓ N.Es evaluation of teacher - student and student-teacher. While are relatively complex on the with critical capabilities. The capabilities of area synthesized purposes of every curriculum area. They and the teacher's knowledge g. CAPABILITIES SPECIFIC. who can

to assess its not those of minor complexity operationalize the capabilities of the area. Its provided the student is consistent with this assessment, and sometimes is so sub jective evaluation is out of our hands. When the student evaluates his teacher m any times the feeling is positive or negative is put ahead prevents to give an a ccurate assessment INTRAEVALUACIÓN. Is the assessment within the group. At the s econdary is more viable when the group becomes aware and there is a leader suggests identifying the cognitive processes and metacognition skills involved in area. h. CAPABILITIES FUNDAMENTAL. They are the great objects or great intentions of the curriculum and characterized by a high degree of complexity. These are: creative thinking critical thinking, problem solving and decision making. 100 13 positive work organization, etc.. . D. COMPLIANCE ATTITUDES Linked to the compli ance of those perseverance, commitment, effort, initiative, participation, leadership, EXTRAEVALUACION Is the assessment of one group to another THE RULES. the group. Requires absence of rivalry between groups and a previous report.

social conventions to live in harmony with others, improve our relationships and provide the support that are the foundation on how we act individually or socia lly. They have to do with affection, courtesy, honesty, punctuality, greeting, e tc.. Professor O INCLUSIVA.Esta DIFFERENTIAL It is the evaluation according to the terms of student. evaluation made by requires observation of a limitations and possible Student overcoming progressive giving test for you. e. CAPABILITIES. Potential related to the individual and that it can develop ove r a lifetime. They will build on the interrelationship of cognitive, socio-affec tive and engines. The capacities are fundamental and specific area. 14 99 18 NAME OF CURRICULUM a. Activities are propositional statements 3. EVALUATION PROCESS The evaluation process goes for acting as such, well-defined parts that are prerequisites for a successful evaluation. OF CONCRETE explaining sets of tasks or actions, through which to meet goals. b. ATTITUDES. Son forms

of demonstrations of feeling and thinking. and or rules are Respond to the interests and motivations and reflect the acceptance of recommendations. The attitudes elements cognitive affective behavioral, and reflect one or more values. c. ATTITUDES TO THE AREA. Are those the that relate to the willingness to learn more and better beating difficulties and fears. For them we increasingly overcome and achieve better levels of learning. Attitudes towards the area directly influence the development of skills, and have to do with 98 15 • does not like anyone is working. • Benefits: • • • • • • Increased desire to l earn. Improvement increases the application communication. In solidarity relatio

nship. There metacognition Strong leader trying to help. Motivation is important because if the group FIG 1. Specific process 4. ORGANIZATION OF THE ASSESSMENT We work at a level of interdependence and post conventional. FIG 2 PYRAMID OF ASSESSMENT a. CONTROL If we apply these tests only measure of the most objective possible abilities and skills, plus these results product may or may not teaching. The 16 97 • part of The young tend to be a perfectionist and if not control is not an educational evaluation and it is only possible at any time dur ing the teaching. The only control measure such distances, times, etc. but these are still subject to analysis of the teacher. The initial and final. B. MONITOR ING The monitoring will be implemented this control from time to time within the teaching process in order to obtain more objective comparisons and give an info rmed opinion. Process control. c. SUPERVISION Supervision connotes see if subjec t is moving toward the goal set in the process of teaching and is required to gu ide you (train) to the target often lose interest achieved progressively worse if stimulated • When they accept a leader dismisses group other or making you feel more rejection wrong unless the leader enabling their participation. • To impose the leading ideas which puts pressure disagree. when a task takes them lot of effort but there is satisfaction and achieve try to show others achieve

• When the leader is wrong everyone tries help but putting some pressure. • Negative leaders have accepted in his group is best removed. • When there personal problems with a group tend to be isolated. 96 17 If this change of direction, ie has a Features: Leaders will come from observing the teacher. The work must carry alone but not lonely. Our intervention should be minimal. The explanation should make clear. basically pedagogical nature. 5. DIFFERENCES BETWEEN MEASUREMENT AND ASSESSMENT. The evaluation is guided toward the vision of education being as such in a way holistic and eclectic in the trial of a teacher. The assessment is more than just results and that measure. There is thus a difference between assessment and measurement (Blazquez 1997): 1 .- Expression quantitative. 2 .- Process Measure descriptive. 1.Término evaluation. Assess Always request results. • The person who is assigned must have a certain charism a about the Group • jokes often qualify the problems by improving interpersonal relationships and filing down rough edges. 3 .- End itself. 2 .- Process of assessment.

3 .- It is a means to an end: 4 .- It is restricted: Improvement is concretized in the educational process. a trait defined and seeks to determine the degree or quantity 4 .- Larger: Covers where possible. all elements of the educational pr ocess. 5 .- It aims to be objective and impersonal 5.Es susceptible. subjectivit y. Table 1. Table differential between measured and evaluated. 18 95 17.9 PLANNING: APPLICATION META PHASES OF THE PROCESS OF EVALUATION: This strategy is to designate even student It is organized in a flexible, systematic, comprehensive manner the content for use within the previously scheduled school year in order to be efficient and eff ective. make the role of group leader and may lead to his companions to the learning. This paper will help to take responsibilities and changing paradigms, and perform a meta cognition action to gather information. The collection of data th at is served for the subsequent inference. And as evidence. AND SELECTION teach or solve a problem. Although it matures from a manner dependent on which the teacher must act as a guide, then become independent where the working style would be more just by using their own means then finish interdependently where helping others is not alone; but he and the interpretation and evaluation These selected data will be interpreted by the teacher giving a rating of the da ta and the parameters set. world around him. It is in this strategy develops precisely the interdependent. The style makes applicative goal through appointment of the teaching that the student takes awareness of how to learn, to know how

teach and lead their peers. 94 19 COMMUNICATION OF RESULTS "It represents the practice of a particular action that will serve as the standard basic kinetic kinetic possibilities for each child, to be emotional discover new ways of carrying it out, according to their mental development. The Move eliminates the kinetic model that comes from the teacher, and becomes the child's response to what the teacher-or communicates through ora l language. The mission of the teacher is reduced to encourage the child-to to d iscover the possibilities of any movement on the intervention of the body, space , time and relationships ... Josefa Lora. " It is important to the demonstration of results obtained, to reach the improvement of students in their educational work and for life itself. Failure it involves removing the opportunity for improvement. DECISION MAKING It is here where the trial of the professional comes to solve the problem or head toward a real and meaningful learning. 20 93 solution and in the scope social develops Among the qualities we see: broadly socio affective aspect. Feature: INTEGRAL SYSTEMATIC Develop creativity Teacher intervention is minimal or almost

PROCEEDINGS null From Property Students work to free will. Supervision is completely external Evaluation 8.17 MOVEMENT TASK PARTICIPATORY FLEXIBLE Work developed by Josefa Lora where Through an eclectic way one develops a Fig.3 characteristics of the evaluation (Ministry of Education) technique for the teaching of psychomotor which leads to success. The technique involves methodological constant learning experience. In practice are reflected and concretized the 4 beginning didactic light system proposing education as an integral, integrated, personalizing and socializing. 92 21 6. GRADE SCHOOL. side leading to the goal. Features: The student does not impose any order on only need to discover or resolve the problem. Through trial and er ror improves their ability. How easy it is to complex. The teacher accompanies s tudents but with little intervention. 17.7 FREE EXAMINATION This strategy It has a rating scale that can be literal from AD to point C and secondary number from 0 to 20. Although this difference between literal

and number of teachers because we some problems is more we equivalent numeric literals to give a explanation of the results to parents who are accustomed to this type of evaluation. leaves the student free to discover, investigate and solve problems in their own interest. He faces problems and conflicts it poses, learning at this level is m ore significant. Solve their own unknown reasons as stated Dr.€Pikler: "Children should learn alone but not lonely." This particular method develops creativity because no one gives you the answer, but that creates a 22 91 5.17 Dissonant METHOD The teacher's job is done with group uniform capabilities on one side which faster capture and the other those difficulties. Giving them different jobs. Features: Students who are captured faster benefit It gives more time to pick the least The work s not homogeneous. There are mostly different purposes. 6.17 GUIDED DISCOVERY

Here the teacher's role is as mediator, because it shows the learner's intention; TABLE 2. Taken Curriculum Design, 2005 if not gradually, be organized and guided leading the student to the goal. It is left to discover, through research. Do not forget that the teacher is the 90 23 4.17 INCLUSIVE This method is characterized in that the assignment is tailored to the student, that is, depending on their capabilities and limitations will be the task so tha t you can solve easily and well to reach the goal and avoid frustration or compa risons. This method respects the individual. The supervision of the teacher is p erennial. Feature: o comply with the conditions of the student or the student ca n choose the degree of difficulty. or should gradually improve the level of the student or not make distinctions or comparisons. o There is a common goal for al l media are changing. TABLE 3. Taken from the curriculum design, 2005 24 89 Number of repetitions restrictions Solve, execute, copy and / or the minimum passing grade in high school is 11. Gr ades are averaged at the end of Bimestre or quarter as the case in secondary edu cation will be taken a simple average, while in primary as literal place the las t note, without making an average. The primary reason is simple as they advance are improving gradually annulled their initial difficulty and whether this would decrease your score midpoint, moreover, is not the score that matters but achie ves learning. At the secondary is a bit difficult, as it will be well placed the last note without midpoint that students would not study until the end. repeat an example 3.17 RESOLUTION PROBLEMS Within this method the student is assigned to work with some difficulty

he can resolve it and try to run the work, the degree of difficulty will be determined by the teacher depending on the progress of student. Features: It can be done individually or in groups You must have a specific time for solve the problem The teacher must supervise at all times without intervention. 88 25 2.17 ALLOCATION OF TASKS Is to designate the student a work to be done as it is designated, sometimes wit h little variation by repeating or copying a pre-existing model. You will see fr om this methodological strategy student participation is a bit more direct comma nd, because here a little more work the student but not yet with great creativit y and restrictions. Task Allocation feature is assigned chores that are one for all without distinction as to the possibilities of student and teacher's supervi sion. Monitoring of proper execution of the exercises will be conducted by the t eacher. Feature: Based on certain tasks. Individual achievement and / or group. With corrections. You can manage time. 26 87 freedom, inclusiveness, that is, the powers 7. Promotion and Repetition personal. The criteria for promotion and repetition as curriculum design, 2005 a re: 7.1. Initially all children are promoted without exception. Children who hav e not completed initial education, may enter the first grade of primary educatio n if they have the required age, according force. 7.2. PRIMARY promotion from fi rst to second grade is automatic. SECOND, THIRD, FOURTH are promoted if they obt ain at least with the provisions Features: Physical educator is the protagonist The role of the student is performing

Immediate response to the stimulus. Uniformity Accordance Synchronized implementation Replica of a model Precise response Security. Automation. 86 27 in the areas of Integrated Communication and strategies are related to student t eacher and we have: 17.1 curricular DIRECT CONTROL Logical - Mathematical, minimum B in other areas and workshops created as part of the hours free availability. C if they get repeated Communication The method is known as Command, that is where the teacher exercises his authorit y€He served as a model for students to follow. Where repeat what the teacher say s or does prevail. It is common to use this method to fully guided sessions as a routine of aerobics, dance, etc.. While it should be the least used by the teac her, at least. This method is not suggested for younger ages, although it is int eresting observation in view of parents or managers, because it looks a homogene ous group, apparently harmonized, because they all work well but is blocked here the student works, participates and creates Comprehensive and Logical - Mathematical. FIFTH AND SIXTH They are promoted if they obtain at least in the areas of Integrated Communication, Logic - Mathematics, Social and Personal Curriculum Science and Environment, at least B in

other areas and workshops created as part of the hours free availability. C if they get repeated Communication Comprehensive and Logical - Mathematical. 28 85 17 Teaching Strategies in Education 7.3. SECONDARY: The student is promoted to Physics. next higher grade when the end of the school year, approves all curricu lum areas, including areas or workshops that were created as part of hours of fr ee availability and relief pending curricular area. They are also promoted stude nts who, upon completion of the Educational Recovery program or the Recovery Ass essment, all curricular areas approved or disapproved than one curriculum area. Repeat grade students at the end of the school year four or more disapproved of curriculum areas, including those that were created as part of hours of free ava ilability and curriculum area The 5 Strategies depend knowledge of the group of students. Not always a same method we used for all groups. Is that important to know the people who interact in the. Also we consider Learning is a process and strategies must respect this process, where all strategies

be useful depending on the group that we work only work with some teachers a method and that is not good, we must dispense and see the progress of the process from dependence to independence and then interdependence; the latter is when the student so Advanced relate to other students and pour their knowledge on others. 5 Sound guidance is used to solve problems facing the achieving a goal. The strategy has already proven successful, we already know that it serves reliable, but not innovative, we identify as a system. (Caballero, 2006.) 84 29 Relief pending. COMPETITION SCORE TEAM SCORE NOTE BCD E EQUIPMENT EQUIPMENT EQUIPMENT EQUIPMENT Also repeat the grade level that to the end the Program Pedagogical and Recovery Assessment Recovery, disapproved of two or more curriculum areas. Participation in the Recovery Program or students Recovery Assessment they failed no more than three curriculum areas including areas or workshops created as part

availability of free time or area Relief pending. 30 83 Here we have for example an examination jump 8 EVALUATION WITH SPECIAL NEEDS STUDENTS ropes each time you make a jump will be assigned according to: THE 2005 DIRECTIV E N adding two points to 20. If done well the jump 62-DINNESST/UDCREES with both feet two points, when performed by a regular point and if it does not scratch. Hits .The test scores placed every time you hit or do an activity correct. Example when you throw a ball to the hoop and hit the shot. Twenty shots in the ring then it hits 15 fifteen points. 5. For competitions between teams The review is to compete for Directive No. 001-VMGP/DINEIP/UEE VI. GENERAL PROVISIONS All girls, children, ad olescents, youth and adults with special educational needsteams in each session and will put a score as win, lose or draw and accumulate Note this test can be individual or achievement group. 82 31 SEN, according to the provisions of Act 9 In the table we can see the score and assign the note that if our students do an activity. For example if you run 30 m eters in three seconds is considered good with 16 note. Do not forget that each

scale should consider the age, weight, height, etc. Depending on the activity, s o by requiring us to consider health. 4. Hit or Error.Error .- The student perfo rms an activity and this will be graded depending on how many errors you have an d how much it's worth every error. Education and its regulations are entitled to access the national educational system by regular registration process, according to age regulations for the degree must used only registration form. EBR Institutions, EBA and ETP will enroll students with mild disabilities or moderate, sensory impairment, whether partial or total and those with disabilities physical support and advice of SAANEE or CEBE its jurisdiction under the rules mentioned in paragraph 6.1. Tuition for Needy Students Special Educational many, because of their severe intellectual disabilities associated with serious Centers developmental disorders and those with multiple disabilities, is performed in Special Basic Education. 32 81 In education Physics we some

problems concerning exemptions from the course but do not question the professio nalism of doctors is known that some students use them to try to exonerate the c ourse, the waiver in the course is not possible, only a release from the activit y physics. Table 9 80 33 This table 8, the student has to perform an activity and each of the action is a ssigned a score, you score by adding the results in the note. Is best achieved i n large groups of students put a juror who qualify with our supervision. 3. For Schedule an activity is performed and compared with standards obtained sc ore established reliably that there are international, national or developed by ourselves, which are applicable to students. In this sense it is necessary to ad d that we must take into account where we get these scores and whether they conf orm to our bidder. 34 79 The law tells us Directive No. 004-VMGP-2005 on general provisions: "In the area of Physical Education, will be made only to the removal of the student in the p ractice for health reasons, for which the Director must issue the resolution Dir ectorial respectively. "It is also clear that if students are going out deprecat ed is imperative that parents are informed in advance so that corrective action can be taken with their children despite all the parents do not follow, we quote them to inform them of the situation of their children. 2005 N 62-DINNESST/UDCREES DIRECTIVE TABLE 8 78 35 9 BUILDING 2. Taxonomy of motion We should note that the ability This test is to divide an activity as a biomecha nical analysis to put a score to each of the phases. For example for a career yo u need the game, the race itself and the arrival. Each of the phases will post a score so you can assign a note. the human being is in potential, ie only manifested through actions or skills then pass need to be social activities ie competition. (Fig. 4) FIG. 4 DESCRIPTION CAPACITY, SKILL COMPETITION

COMPETITION It is the skill set that meets the social requirements. SKILL Capacity is expressed and may be innate or acquired skill is called perfection 36 77 We also use a double box CAPACITY: They are related to the individual potential and that it can develop o ver a lifetime. They will build on the interrelationship of cognitive, socio-emo tional and motor. The specific capabilities. are fundamental, area and entry (Fig. 7) and appoint a task the student served in the class, we'll fill if performed or not the task from different classes and finally put a score. Can also be used to assess dance, for example, prompted students to create a choreography, place a number to each group and agree to after a while they go to show their achievements, if they themselves have worked in group we will post the item seen or favorable. But if they do not comply will have a demerit. FUNDAMENTAL SKILLS. They are the great purposes or great intentions of the curri culum and are characterized by 76 37 its high degree of complexity. In our country critical

TABLE 7 we have: Thought creative thought problem solving and decision making BUILDING AREA. Are those which the are relatively complex in relation to the capabilities fundamental. synthesized area capabilities purposes each curriculum area. Specific skills. Are those of less complex and operationalize the skills area. Their identification suggests metacognition and cognitive processes involved capabilities in the area. some There in our specialty confusion regarding the semantics of capacity, as it differs between the curricular and we use in our area, because know the basic physical skills are 38 75 performed on the first day 400 meters in a time of

those potential physical that is minutes, the second day 100-meter race in a force, perceptual speed abilities an d endurance. are develop, through training or fitness. These are: flexibility, the motor The time of 12 seconds, the third day, a jump of 2 meters, the fourth day a high jump 1 meter and last day of the launch of throwing a bullet distance of 2 meters, as noted in his chart (Fig. 6 or space-time. coordination, balance, rhythm, agility, body image, laterality and relationship 7). And met the five tests we will post a score of four points in each item fulfilled regardless Initial Capacity 9.1 we have in accorda nce with the initial curriculum design, 2005: "In the early education level of l earning achievement that are related to the Physical Education Area are develope d from the Personal Area Social. "Although it seems inappropriate handling by cl assroom teachers of physical education area, our state and it is proposed, ie no ability exists as area managed by result only compliance. 74 39 specialists. Although the emphasis is on the task at hand is the point. achievements necessary, ie if the student of bad weather, does not come first, e tc. but performs curriculum design movement and its importance; also, that the psychomotor neglect is a mistake and says psicomotrocidad game (P. 51 curriculum design). It speaks well of the importance

of movement stimulation, etc.. But little or nothing to do for be carried out by specialists. TABLE 6 For example in the Table 6 is placing the score or the time obtained in each cla ss. And we will not consider whether it was a good time or not, in this case wou ld we fulfill run. Corresponding score scoring run. John in five sessions 40 73 16 TYPES DE REVIEWS DE EDUCATION 9.2 Primary Components PHYSICS COMPETITION Physical Education tests we TO KNOW ABOUT classified into five types: SER 1. For compliance CONCEPTUAL CONTENT Procedural content 2. On the taxonomy of movement 3. For scale THEORIES AND CONCEPTS Attitudinal contents 4. By trial and error Internal or external processes VALUES HOW? 5. Competency 1. In Compliance

WHAT? Why? The student must meet a daily assigned task within hours of class if the At primary level consists of three components: Perceptual motor. Professional Me mbership Drive motor. All components are seeking a comprehensive and only cognit ive development, portal is why we have perceptual motor component not Student meets the task will be placed one seen which will earn points. The teacher consistently scores did meet or not in the class with the objective of the day. By registering in the box score that added of the total mark (20). Many times they are not 72 41 Development is a psychological aspect, but TIME RETURNS Course Navette is more holistic. While the perceptual aspect driving intervene: Coordination either fine or coarse, or manual; general or specified, intra muscular intermuscular visuomotor or oculus

depending on the pedagogical theory that will look at coordination. Kinesthetic perception, and a haptic receptor through the body. Body Image; recognition of body parts of their status as a body and part of everything that surrounds it. The concept involves the spatial temporal relationship of the body and place forces 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 8 9 9.5 10 10.5 11 11.5 12 12.5 13 13.5 14 14.5 15 15.5 16 16.5 17 17.5 18 occupies, including the time. Balance is have the synchronized to maintain a posture. 42 71 FIND FORMULA FOR FAT PERCENTAGE Also, if there is any job in sports history, explanation of techniques, this com ponent would be conducted in Perceptual motor. This will be the exhibitions or p resentations. The compound by: Power Endurance Speed Flexo joint. The last compo nent is the partner primary motive in this component will conduct an evaluation of the student's attitude, which will include classroom behavior in group work i n games either individually or with himself. Organic component elasticity or mob ility Motor MCM = 0.204 * (EST) 2 .......................MEN MCM = 0.18 * (EST) 2 .......... ................ WOMEN PERCENTAGE OF FAT: PESO - MCM * 100 100 Test Course Navette To assess maximal aerobic power VO2 max = 5.857 * vel (km / h) -19.458 Low Rating (very poor) Regular (poor) Excellent Good Fair Men <25 26-33 34-42 43-52> 52

Women <24 25-30 31-37 38-48> 48 Note: To find the number of liters per minute VO2max is multiplied by the weight and this by 1000. (A normal person and an athlete 2 liters 6) 70 43 9.3 High Capacity should be no bending. Looking at the line of gravity lateral shoulders should be aligned as the knees In the anteroposterior line of gravity we can identify a lordosis or kyphosis is aligned depending on whether the ear, the acromion, elbow, knee, lateral malleo lus and indicate any deviation lordosis and kyphosis. In high school we have two capabilities of two Areas: Organic Body language and motor Perceptive driving. A its time we components: Group interaction and Culture Physical and Health. Do not forget that the attitude will also be evaluated separately. SHELDON INDEX SIZE (cm) - (weight (kg) + thoracic perimeter medium) SIZE ³ √ WEIGHT <41 endomorph> 45 ECTODERM MESOFORFO 41-45 Pigneto SIZE (cm) - (weight (kg) + thoracic perimeter media) FIG. 5 CAPABILITIES OF AREA AND SUB. COMPONENTS <10 high 10 to 20 half> 20 weak 44 69 DIVERSION OF COLUMN. 10

CONTENT The contents are composed as follows: 10.1 10.1.1 Force organizational capacity plant: a. B. absolute strength C. Maximum force D. relative strength Explosive force sp eed: fast Scoliosis Kyphosis Lordosis Deviations of the spine are common in 10.1.2 Flexibility a. b. Liabilities c. as sets 10.1.3 Mixed a. Reaction speed is youth and children, if we do not act corrective and identified the problems likely to become permanent. Detection timely can reverse the problem depending of its etiology. 68 45 b. METABOLISM MAN = 66.4730 + (13 751 x weight) + (5.0033xaltura) - (6.755xedad) WO MAN = 655.0955 + (9.463x weight) + (1.8496xaltura) - (4.6756x age) Contraction CALORIES c. Displacement 10.1.4 PROTEIN Resistance a. General resistance g

b. Local Resistance c. Endurance d. Anaerobic endurance i. Alactic CALORIES CALCIUM IRON MATCH A B1 B2 C IU met grams grams mg mg mg mg 10.2 Perceptual DRIVE DAILY CONSUMPTION ii. Lactic POTASSIUM SODIUM SULPHUR AND CHLORINE H20 CARBOHYDRATES liters grams grams grams grams grams mg 10.2.1 Features mental 0.75 * 2.00 kg * kg adult ...... ..... ..... teenage children 3.00 * Kg. Applyin g formula 0.01 * 0.02 * 12 kg 5000 kg 1.8 - 2.3 2,2 - 3 100 150 pregnant ..... . ..... .... 75 infant adult 0.5 2.5 * K 5 4 to 5 May 300-800 2 ...... adult 4-5 p regnancy ..... perception and thought With the following formula we can determine the amount of calories they consume daily. And so you can make a balanced diet. 10.2.2 Sensory functions a. Hearing b. Visual c. Vestibular 46 67 1.15 MEASUREMENT TABLES d. E. Smell F. proprioceptive G. Touch Taste h. Temperature-related sensations i

. and others. 10.2.3 Coordination a. Neuro musculoskeletal functions related to the movement. 10.2.4 Space temporo Notion a. B. Time 10.2.5 Space Relationship v estibular balance and movement a. B. Static Dynamic additional sensory functions > 3.5 cavus <2.5 flatfoot To measure the level cavus or need to measure widest part of the foot and more parallel narrow and the division of these if you are in the range between 3.5 cm. and 2.5 cm. Body mass index (BMI) weight = (height) 2 Women Rating non-obese men <25 and obese Obese Moderadament 25-30> 30 <27 27-30> 30 66 47 10.2.6 This form can be: Body Image specialist doctor is that must give the a. Awareness indications we only need to be careful. body and its application time and space. b. Laterality 48 65 test, steps, etc. will serve to measure and see if 11

SKILLS AND SKILLS plasmo be taught or not. We must take also note that unfortunately we have only assessment two hours a week and a large amount of students the which difficult a personalized and comprehensive. But we can not lower guard and we avail ourselves of elements help us to evaluate. Below is a series of forms of tests that will serve to record and to evaluate. 11.1 launched The Race The fours crawling The climb The drives or jumps. Locomotor skills Importantly, all teacher Physical education must first make a statement health€for security at the beginning of the year, and preferably before school starts. This form must be signed by the parents to put the most relevant for their health and if sense referral to find a problem area health corresponding in this 64 49 Landslides

15 REVIEW OF PHYSICAL EDUCATION Transport other 2.11 Skills locomotives not Swing Bow Stretch Double Balance Push Squirm Lying dorsal ventral lateral ulna Other unspecified 11.3 Projection - Reception TABLE 5. RECORD OF ASSESSMENT Throw - throw Passes Receptions The teachers of Education Physical several elements need to judge and evaluate. These elements are the exa ms, Pickups Impacts 50 63 Education .. Always respecting the freedom and Skills The adaptations 4.11 Pipes

autonomy enhance the development and improvement of our students by pointing to a future better. Optimization is the skill. The activities carried out in whole or equipment be p laced in perceptual motor preference. If there were any doubt that ability to pl ace or classify the activity or content, classified as either teaching your inte ntion to develop strength, endurance, coordination, etc. 62 51 12 SPECIFIC CAPACITY (RTL) • Lack of update. It pupil, contraindicated exercises, e tc. • Forgery this factor is identified when known former identifies this proble m when capacity optimal move wrong or have learning As a potential capacity of an action and of higher content cognitive the on the specifically expressed in the third person. regulations And we can classify them as a way concrecional: sport, using outdated equipment, makes Specific Capabilities: taught this student out of context and contradicts their reality and therefore d oes not help their personal development. 1. Imitate Identifies, recognizes - plays. 2. Explore Preintención - discovers manipulation - question - is important to identify by a ssessing the factors that help or hinder learning, in order to optimize our work and life is good learner however stress that the observation of professional ed ucation plays a role profile within the

investigates 3. Rate Notes - Calculation - Measures - Rate - Compare 4. Conceptualized Describe - characterize - Define-conceptualized Generate Hypothesis - Thesis Formula 5. Predict 52 61 environment of a person when 6. transformed. Disintegrates - Combine - Modify Adapt 7. Reduce running Idealiza - Intuos - Forecasts - Projects are present or absent, improve the operation and disabilities. Repeat - Use - Practice - Make - Run "(Modified from Jara 2001)" Barriers These are all factors in the environment of a person who, when they generate are present or absent, limiting operation and disabilities. • Problems in the application. Problems in the application even if they know theoretically as it should be done but at the practice what they do wrong.

• Conflict of knowledge. When they have learned differently from 60 53 13 EVALUATION MATRIX to severe in terms of quantity or quality, in carrying out the activity, compared with the manner, extent or intensity that is expected to und ertake a person without that condition. • Are the restrictions on participation issues that can The evaluation matrix will be able to give us weight at seeing the needs indicators we encounter in our students. Some Sometimes we see it convenient to give greater weight to one indicator to another. Taken from the Ministry of Education 2007 experience an individual to engage in life situations in the culture or society. • Environmental factors. It refers to all aspects of the extrinsic or external world that forms the context of an individual life, and as such the performance of that person. Facilitators. These are all factors in the 54 59 the interaction between the individual (with a "1 Conditions 14 EVALUATION OF AN INDICATOR Prima FORMULATION DE health) and contextual factors ( environmental and personal). • o Deficiencies. Son problems in the

2 functions 3 body structures such as a deviation significant or "lost." • Activity limitations Are difficulties an individual may 4actividades have to make. One limitation activity ranges from a slight deviation 1 Umbrella term for disease (acute or chronic), disorder, trauma and injury. (CIF 2001) TABLE 4 EVALUATION IN PRIMARY "taken from the curriculum design 2005" They are the physiological functions of body systems, including psychological fu nctions. 2 They are the anatomical parts of the body as organs or limbs, and their componen ts classified in relation to body systems 4 is the ratio of a task or action by an individual. 3 58 55 Be structured to assess the Reagents indication that gives students on the task to be undertaken to demonstr ate that he learned. The reagents we use it as assessment indicator, composed of follows: INDICATOR CAPACITY + + CONDITION OR CONTENT EFFICIENCY = synonyms of examinations or tests for educational issues. Because other areas as a test or exam can have various reagents in our particular area can be confusin g, the reagents can be converted into reactive sub because the movement by attem pting to evaluate several variables enter which need to be engulfed by it was lo cked on the test. The assessment will help us to find: • Disabilities. It is an umbrella term deficits, limitations in activities and restrictions on participat

ion. Indicates the negative aspects Of the Evaluation Criteria. The evaluation criteria in secondary education are the capabilities and attitudi nal area .. RUN INDICATOR EVALUATION OF RELEASES TO Encesta + 50% at a distance of 3 meters ARO CAPACITY CONTENT CONDITION O EFFECTIVENESS Runs Releases to the TIROS Ring IN TRYING TO BASKETBALL Hit more 50% A 3 METERS In each area, attitudes are also a criterion for evaluating the area. 56 57