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543 Frameworks Reading Assignments for PE

Natoshia Estes

PE Standards Chapters 1-3
Chapters 1-3 Select a Grade Level and do the following:
1: Read the At a Glance section of a grade level and list 3 to 5 points for one standard
that you consider to be the most import element to keep in mind for teaching this
standard to your students.

2: Read the Learning Snapshots and select one snapshot for one standard that you are
most interested (of those listed below)in learning more about and list 3-5 key points
described in that snapshot.

Note Grade level here: FIVE

Leave the other standards you did not select blank!J

Standard 1: Students
demonstrate the motor skills
and movement patterns
needed to perform a variety
of physical activities.
Standard 2: Students
demonstrate knowledge of
movement concepts,
principles and strategies that
apply to the learning and
performance of physical
Standard 3: Students assess At a Glance:
and maintain a level of
Performs moderate to vigorous physical activities 3 to 4 days each week.
physical fitness to improve
health and performance. Activity starts with warm-up and ends with cool-down.
Expected to perform an increasing number of oblique curl-ups on each side of the
body and triceps push-ups.
By the end of school year, students are expected to meet the minimum
requirements on fitness assessments.
They can plan a day of healthy, balanced meals and snacks designed to enhance
physical activity performance.
Learning Snapshots:
Students record their food consumption for one day.
They record water intake before, during and after physical activity Standard 4.6
In class, they analyze food consumption in relation to the Food Pyramid.
For independent work or homework, students design a one-day food plan that
meets the recommendations of the Food Pyramid.

Standard 4: Students
demonstrate knowledge of
physical fitness concepts,
principles, and strategies to
improve health and
Standard 5: Students
demonstrate and utilize
knowledge of psychological
and sociological concepts
principles, and strategies that
apply to the learning and
performance of physical

Chapter 5: Assessment
Content List Key Points
Types of Assessment 1. Entry-Level Assessment measures student mastery of preceding grade standards.
Helps teacher determine which of the current grade-level standards the students have
already mastered.

2. Progress-Monitoring Assessment monitoring students during activity to determine
the quality of progression. Gathering data can occur while teaching the students.
Teachers continually look for indicators among student responses and performances in
student work. Data gathered can reveal if the teacher needs to spend more time on a
lesson or if it is time to accelerate the lessons to a higher level and what is the best way
to do that? Can students practice what they learned through independent study or do
they need further instructions?

3. Summative Assessment This assessment determines if a student has attained a
standard. Questions answered by this assessment: Does the student know and
understand the concepts? Can he or she perform the skills? Can he or she apply the
knowledge? Has he or she reached a sufficiently high level of mastery to move on?
More formal than Progress-Monitoring. Comes at end of unit, course or school year.
Students are required to create a one-day personal fitness plan based on the
application of three of the four fitness principles: intensity, time and type.

Principles of 1. Select best evidence of student performance related to the standard.
Assessment List 5 key
points. 2. Examine the extent to which all students are achieving the grade-level standards.

3. Ensure that the assessment measures what it intends to measure as directly as
possible (validity)

4. Ensure that the assessment produces the same results when repeated (reliability.)

5. Ensure that the results can be measured the same way by any qualified professional
and are not based on that professionals opinion.

Assessment Tools: List 1. Structured Observations observing a performance and assessing the performance
and briefly explain 5 of using criteria known by both the teacher and the student. Effective for assessing
the types mentioned. student performance related to movement, motor and social skills. There must be
criteria for which student performance in measured to be objective. Conducted
through station approach and embedded assessment. Station approach allows
students to meet the teacher at different stations within a circuit. Embedded
assessment is assessment of learning while performing; occurs simultaneously with

2. Selected-Response/Forced-Choice Items written test questions to assess students
cognitive learning. Valid in assessing pure knowledge and facts, but students can guess
correctly instead of demonstrating their learning.

3. Essay Questions useful in exploring in greater depth students ability to apply facts,
concepts, principles and theories learned in PE. Graded with a rubric created by the
teacher and shared with the students in advance.

4. Logs Gives students an opportunity to record data. Data can include: Physical
activity performed outside the school day, the frequency, intensity, time and type of
exercise performed daily, scores on motor skill assessments to demonstrate
improvement over time. Match the log to a standard.

5. Journals Students can record their insights, reactions and reflections. Effective for
assessing student learning related to Overarching Standard 5. Can take place during
lecture closure or as a homework assignment.

Unpacking a Standard (p. 170)
Explain the 5 steps of how to unpack a standard. This works on any standard in any content area and is an
important assessment and instructional planning skill. Be sure to carry this information forward into other
content areas and the TPA tasks.
Step 1 Unpack the Reveal all the content in the standard by unpacking a standard. Unpacking reveals
Standard the depth and breadth of the content in each standard and provides the foundation for
knowing what learning should be assessed.
Step 2 Determine the Determine the evidence the students must generate to demonstrate that they have
Evidence learned the content.
Step 3 Select or Allows students to demonstrate their learning.
Design the Assessment
Step 4 Determine the Determine the Criteria for Competence
Criteria for Competence
Step 5 Describe the Describe the Levels of Quality
Levels of Quality
Select a standard for the grade level of your choice that is not provided as a sample and follow the steps for
unpacking the standard as described on pages 172-179. Keep in mind that this is the same process needed for
teaching and assessing any standard in any content area.
Select Standard Grade Write out Standard:
3, Standard 3.1 Demonstrate warm-up and cool-down exercises.
Step 1: Verb Demonstrate
Level of Proficiency - Mild
Skill Warm-up and Cool-down
Step 2 Evidence: Warm-up prior to vigorous physical activity and cool-down at the end of
vigorous activity.
Step 3 Assessment tool Structured Observation Demonstrate warm-up and cool-down
Step 4 Criteria for Competence
1 Student performs mild exercises prior to vigorous activity: brisk walking, knee lifts,
or any full-body movement that progressively warms up the muscles.
2- Student performs cool-down, stretching exercises after activity so that body
gradually returns to resting state.
3 Once students learn routine, they can assist the teacher in leading the class in
warm-up and cool-down exercises.
Step 5 Levels of Quality
Level 3 Demonstrates by leading class in warm-up and cool-down exercises
Level 2 - Demonstrates by completing warm-up and cool-down exercises
Level 1 Demonstrates by mirroring teacher perform warm-up and cool-down
Chapter 6: Instruction
State Required Physical Describe/explain
Performance Test (p. Education Code Section 60800 requires every school district and charter school in CA
184) (grades 5, 7, and 9) to administer this test. Results have to be submitted to California
Department of Education. The test is designed to assess six key fitness areas that
represent three broad components of fitness: 1) aerobic capacity 2) body composition
3) muscle strength, endurance, and flexibility. The results come out either a healthy
fitness zone or needs improvement.
Safety - Explain Physical
Physical environment and the need to ensure that the facilities and the equipment are
safe, staff is prepared to handle emergencies, class size in conducive to providing a safe
environment, communication systems are in place so that physical education teachers
can quickly connect to the main office

The need to ensure that students feel physically, emotionally, and socially safe during
the instructional period.

To reach both of these goals, schools have set rules for physical activities. For example,
while playing baseball students must wear all the correct protective gear.
Having enough supervision is also important.

Class management: 1. An effective class-management system sets the stage for high-quality physical
Provide 3-5 points education instruction by providing the time and opportunity for learning to take place.

2. Setting high expectations and stabling teaching routines (who hands out equipment,
rules, consequences) are all key.

3. Teachers need to identify a signal that can be seen and heard over distance outside
to alert students its time to move on to the next task.

Effective Teaching 1. Effective Teaching Behaviors refer to the decisions teachers make regarding time and
Behaviors: Provide 3-5 their interaction with students.
2. In P.E you need to allow time for effective practicing

3. Keeping students engaged in moderate-to-vigorous physical activity at least 50
percent of the instructional time

Define Principles of Feedback: is beneficial to learners if it is specific corrective feedback. The focus of the
Motor Learning: feedback should match the focus of the lesson.

Transfer of Learning: The learning of one skill can have a positive or negative effect on
the learning of another skill. Providing ways that skills are similar to something they
already knows is positive transfer learning and helps the student understand.

Improvement: When first introduced to a new motor skill. The student should focus on
speed or force rather than accuracy.

Practice: Practice can be divided up into many different ways. Practice can be divided
into different times. You can do whole practice (the entire action) or part practice,
which focuses on one skill needed to accomplish the activity. Constant practice is
where the skill is practiced the same way every time. Variable practice is when the skill
is practiced in changing positions.

Lesson Plan elements: Opening: Tells the students what standards they are going to be working on. Provides
Explain each (p. 199) them with the groupings, location, and equipment distribution that will be used for the
See also page 303 for
lesson assessment. Instruction: First the teacher provides a model of the skill by performing it or showing a
video. Then explain what the students are trying to focus on using one or two cue
words, like reach give etc. Asking students questions to see if they understand is
also important to do.

Effective Practice:
-use games with small numbers of players for maximum practice time
-have enough equipment so students arent waiting around
-provide students with specific corrective feedback
-monitor progress to determine when reteaching a skill may be necessary
-keep transition times to a minimum
-omit activities where students are eliminated
-actively supervise to keep students on task

Closing: Content of the lesson needs to be reviewed. If it was physical the students
need to participate in a cool down. Asking the students a question that makes them
think more deeply and talk in pair-share or write it in their journal allows for you to
assess their understanding of the activity.

Class Management: Supervise the students closely to make sure everyone is being safe
and that time is being used effectively.

Instructional Strategies 1. Perform simple balance stunts with a partner while sharing a common base of
List and explain 3-5 2. Plan a weekly personal physical fitness program in collaboration with the teacher.
examples 3. Encourage others to be supportive and inclusive of individuals of all ability levels.

Provide 2 examples of First Grade:
multidiscipline activities Measurement and Geometry: 2.3 Give and follow directions about location.
for the grade level of Relates to P.E 1.4 Change direction from forward and back and right and left in
your choice. response to tempos, rhythms, and signals while walking, running, hopping, and

Fifth Grade:
History 5.1.2 Describe their varied customs and folklore traditions
relates to 5.8 P.E Appreciate physical games and activities reflecting diverse heritages.

Chapter 7
Differentiation 3 Key points
Strategies: (p. 209) 1. Pacing teacher speeds up or slows down instruction
2. Changing instruction enriched instruction that encourages students to
address topics at greater depth, learn complex skills in a more challenging
environment, or make connections across disciplines not normally expected at
that grade level.
3. The strategies for students with special needs include variations in assessment
techniques (e.g., drawing a picture, verbalizing the response)

CA Law on Gender Key Points
Equality: (p.211) California law clearly states, all students have the right to participate fully in
the educational process free from discrimination
When gender equity is practiced, boys and girls are viewed as individuals
whose strengths and weaknesses in the physical domain are based on ability
and learning opportunities
Teachers promote gender equity by using inclusive language, omitting
stereotypical phrases, and omitting stereotypical assumptions

Accommodating Point 1 Point 2 Point 3
Cultural and Religious Appropriate instruction cultural and religious Skilled teachers realize their own
Practices (p. 213) in physical education beliefs require special cultural experiences shape their
for culturally diverse consideration in perspective and that multiple
populations may physical education perspectives, aside from their
require special teaching classes own, must be considered in
skills and a focus on (dressing/showering) planning programs for students
students unique needs

Instructional 1. Building 2. Tasks/Strategies 3. Additional Considerations
Modifications/ Understanding Display valuable Check for understanding
Adaptations for English Show pictures of information in a using the chart, with students
Learners: (p. 214 ff.) students chart or another providing thumbs-up and
Must be a standard not completing the visual form thumbs-down responses.
used as a sample. action successfully

At Risk Learners: 3 1.Increase the wait time 2. Pair-share 3. Call on students so that all
Examples asking a question. students have opportunities to
answer questions.

Advanced learners: 3 1.Advanced learners are 2. The physical 3.A common approach is to
points students who education model provide advanced students with
demonstrate or are content standards enrichment and depth as they
capable of provide students with study the standards for their
demonstrating goals worth reaching grade level; enrichment or
performance in physical and identify the point at extension leads the student to
education at a level which skills and complex, technically sound
significantly above the knowledge should be applications
performance of their mastered
age group
Medical Conditions: Key 1. . Students with 2.Section 504 info: the 3. Successful participation in
Points disabilities are provided nature of the disability; physical activities by students
with access to all the the basis for with disabilities depends on the
model content determining the teachers attitude and skill in
standards through a disability; the providing instruction and support
rich and supported educational impact of to all students
program that uses the disability; the
instructional materials necessary
and strategies that best accommodations; the
meet their needs least restrictive
environment in which
the student may be in
IEP Students (p. 223) Accommodations: 3- 5 Examples

QuantityAdapt the number of items that the student is expected to learn
TimeAdapt the time allotted and allowed for learning, task completion, or
testing, such as increasing time allotted
Level of supportIncrease the amount of personal assistance for a particular
InputAdapt the way instruction is delivered to the student by becoming
familiar with each students style of learning

Modifications: 3- 5 Examples

Alternate goalsAdapt the goals; coordinate the goals and expectations for the class
with the IEP of the student with the disability.
Substitute curriculumA different skill or sport is experienced by the students with
ParticipationAdapt the extent to which a student is actively involved in the task
according to the students abilities rather than his or her disabilities

Reflection: Philosophy Paper for the teaching of Physical Education

My philosophy with respect to Physical Education in elementary school is showing children the importance of

maintaining a habitually healthy lifestyle that will remain with them through adulthood. Physical education gives
educators the opportunity to teach children about their bodies and how movement in the proper form keep the
body agile and reduces injury. Children have a chance in these lessons to learn proper nutrition and understand
how the body reacts to certain stimulants such as caffeine and sugar. This information can aid in disease
prevention and boost a healthy immune system.

Besides the physical benefits, the Physical Education curriculum helps students in social and cognitive
development. During team sports, students are required to work together to accomplish a team victory. This
shows students the importance of communication. A students cognitive development is enriched by quick
thinking during play and critical thinking with game plans.

Finally, Physical Education gives the students an opportunity to have fun. Academics can overwhelm a child. For
some children, sitting at a desk for long periods of time can make concentration difficult and provide conditioning
for a negative view of school. Physical Education gives a student a chance to take a break to build up energy in
order to complete the school day. I also believe giving students a chance to release energy during Physical

Education will make my job of managing a classroom much more bearable because I will have happy children.