Candidate: Date: 2/06/17

EDU 543 Frameworks Reading Assignments for PE

Use this table to complete your reading assignments. Divide the work among 3-5 colleagues and share notes.
Each person is responsible to know the material and be able to discuss and use in class and assignments.

PE Standards Chapters 1-3

Chapters 1-3 Grade Level: 3rd Grade
Standard 1: Students At a Glance:
demonstrate the motor *Refine non-locomotor skills by practicing rolls and tripods
skills and movement *Improve balance by activities and ground level balance beams
patterns needed to *Exercise locomotor skills by dodging, chasing, tag, dancing, and jumping rope.
perform a variety of *Practice throwing, catching, kicking, and dribbling a ball.
physical activities.
Learning Snapshots:
(Kristine) *Perform an inverted balance (Tripod) by evenly distributing weight on body
parts.
*Maintaining a position of balance by placing head and hands on the ground,
and positioning knees on elbows.
*Students practice this position with the goal to get the right head and hand
position that creates a triangle.
*Should be performed on mats or grass.
*Closely monitor students to check for mastery of position.

Standard 2: Students At a Glance:

demonstrate ● Represents the cognitive knowledge that supports the locomotor,
knowledge of nonlocomotor, and manipulative skills learned in third grade.
movement concepts, ● Describes the correct technique for manipulative skills in greater detail,
principles and building knowledge gained in kindergarten through second grade.
strategies that apply to ● Describes technique differences when applying manipulative skills in
the learning and different situations.
performance of ● Learn about altering speed and direction to avoid opponents.
physical activities.
Learning Snapshots: Explain & demonstrate the correct hand position when catching a
(Alma) ball above the head, below the waist, near the middle of the body, and away from the
body.
● Teacher should demonstrate and explain the correct techniques for catching
a ball above the head, below the waist, near the middle of the body, and
away from the body.
● In the explanation, the teacher should include pointers such as; watch the
ball, hands are positioned so fingers point up if the ball is at the middle of
the body or above the waist, and down if the ball is below the waist.
● Once the teacher has introduced the skills, students practice throwing and
catching in pairs.
● The teacher circulates through the class, providing feedback and asking
students to explain the correct hand position when the ball is above the head,
below the waist, near the midsection of the body, and away from the body.
● If needed, the teacher reteaches the information until students are able to
demonstrate and explain the correct hand position.

Standard 3: Students At a Glance:

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assess and maintain a
level of physical fitness
to improve health and
performance.
(Danielle)
Learning Snapshots:
Standard 4: Students At a Glance:
demonstrate
knowledge of physical
fitness concepts,
principles, and
strategies to improve
health and
performance.
Students demonstrate
knowledge of physical
fitness concepts,
principles, and
strategies to improve Learning Snapshots:
health and
performance.
oThey perform moderate to vigorous physical activities at least three
to four days a week for an increased period of time.
o Each exercise period will have a warm-up at the beginning and a
cool-down at the end.
o Muscular strength and endurance develope.
o Students are expected to perform a number of abdominal curl-ups,
oblique curl-ups on each side of the body, modified push-ups or
traditional push-ups with hands on a bench, forward lunges, side
lunges, tricep push-ups from a chair.
o Students will learn how to properly lift and carry heavy objects so
that an injury is prevents.
o Flexibility, students will hold stretches for hips, shoulders,
hamstrings, quadriceps, triceps, biceps, back and neck for 30
seconds.
o For progress a log will determine their performance and health-
related physical fitness assessments.
o The warm-up should be done prior to vigorous activity and the cool-
down should be done after vigorous activity.
o The lesson focus is key and the type of the physical activity.
o Stretching exercises are best performed during the cool-down.
Students who have learned the routine, will be able to demonstrate a
warm-up and cool down exercise by assisting the teacher in leading
the warm-up and cool-down.
o Stretching exercises are done during cool-down for lessons that
involve physical activity.
o All stretching exercises (also known as flexibility exercises) should
be performed as static stretches with no bouncing.
o At the third-grade level, each stretch should be a minimum of 0
seconds increasing to not more than 30 seconds by the end of the
school year.
● Students demonstrate knowledge of physical fitness concepts, principles, and
strategies to improve health and performance.
● Similar to the relationship between Standards and 2, Standard 4 provides the
cognitive information to support the tness activities described in Standard 3.
● Students are learning about warm-up and cool-down activities and the
importance of readying the body for activity and recovery.
● In addition, they are learning to identify the body’s reaction (e.g., increased
heart rate, increased breathing) to physical activity.
● Third-graders, in preparation for creating a fitness plan in upper grade levels,
learn the five components of health-related fitness, the principle of progression
(i.e., workloads must be increased to improve fitness),the names of major
muscles, proper lifting techniques to prevent back injuries, and unsafe flexibility
exercises that should be avoided. ey also learn about the relationship between
the heart, lungs, blood, and oxygen during physical activity.
● 4.14 :Identify flexibility exercises that are not safe for the joints and should
be avoided.
● Avoid contradictory exercises like:
o Deep knee Bends
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 o Neck Roll (Knee Circle)
o Hurdlers Stretch
o Standing toe touches & Cherry Pickers
o Windmills
● The teacher creates a bulletin board displaying pictures of unsafe exercises
with an explanation of why each exercise is dangerous.
● During physical education instruction, the teacher distributes a set of cards
that depict safe and unsafe exercises.
● Students are asked to identify those that are unsafe and to select from the set
of cards a safe exercise to perform.

Standard 5: Students At a Glance:

demonstrate and ● Students enjoy assuming responsibility for setting goals, working towards
utilize knowledge of goals, and monitoring progress either alone or with others.
psychological and ● Students learn to use movement cues and words and words of
sociological concepts encouragement when working with a partner.
principles, and ● Students learn the purpose of safety procedures and rules along with the
strategies that apply to consequences of not following those procedures and rules.
the learning and ● Make use of the students’ increasing ability to work with others, to help
performance of them learn to accept and appreciate differences in themselves and others.
physical activity.
Learning Snapshots: Set a personal goal to improve motor skills and work toward that
(Alma) goal in nonschool time.

● After introducing a skill to the students, the teacher asks them to write
personal goal for improving the skill.
● Goal should be clear, measurable, and achievable.
● Students are instructed to practice the skill during non school time and to
monitor their progress in a log .
● Teacher reviews the logs throughout the year, the teacher reviews the logs
and assesses students’ performances to determine whether students are
meeting their goals or need adjustments to their goals or practice plans.

Chapter 5: Assessment
Content List Key Points

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Types of Assessment 1. Entry Level Assessment
a. Measures student mastery of preceding grade or course-level standards
(Danielle) that serve as the prerequisite building blocks for the content that will be
coming next.
2. Progress-Monitoring Assessment
a. This progress should occur at frequent intervals and the assessment data
should be reviewed immediately after instruction.
3. Summative Assessment
a. Comes at the end of an instructional unit, course, or school year and
measures in a more formal way the progress students have made toward
meeting the standards.

Principles of
Assessment – List 5 key 1. Ensure that the assessment measures what it intends to measure as directly as
points. possible (validity).
2. Ensure that the assessment produces the same results when repeated (reliability).
(Danielle) 3. Ensure that the results can be measured the same way by any qualified
professional and are not based on that professional’s opinion (objectivity).
4. Provide assessments that are ongoing and integrated with instruction (embedded
assessment).
5. Create a process of continuous feedback for the student.

Assessment Tools: List 1. Structured Observations: (Kristine)

and briefly explain 5 of a. Used to effectively assess student movement, motor, and social skills.
the types mentioned. Specific criteria, that is known by both student and teacher, is used to
assess these skills. Station Approach testing and Embedded
(Kristine/Venecia) Assessments are common methods of Structured Observations.
2. Essay Questions: (Venecia)
a. Ask the students how each type of exercise of activity will benefit them
in the long run and give at least 3 examples at the 3rd grade level.
3. Logs: (Venecia)
a. Keeping a PE journal to track progression is necessary to show the
students where they stand in terms of their physical fitness. They can
track how long it took them to walk or run laps etc.
4. Journals: (Kristine)
a. Students document their growth over a period of time to see their
progress. They reflect and record their insights and progressions on
activities. This can be done as a homework assignment, or in the
classroom following an activity.
5. Projects: (Venecia)
a. Give the students an opportunity to host or lead an activity. Help them
find the standards and have them come up with their own lesson plan.
Have the students then teach the activity they chose to the class.

Unpacking a Standard (p. 170) Alma

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: Reveal the content in the standard by “unpacking” a standard. Unpacking reveals the
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 depth and breadth of the content in each standard and provides the foundation for
knowing what learning should be assessed.
Step 2: Determine the evidence students must generate to demonstrate that they have learned the
content.
Step 3: Select or design the assessment tool/task that allows students to demonstrate their
learning.
Step 4: Determine the criteria for competence.
Step 5 Describe 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 Write out Standard : 1.7 Cath, while traveling, an object thrown by stationary partner.
Step 1: Verb: catch
Level of Proficiency: while traveling
Skill: catch
Step 2 Evidence: catching while traveling
Step 3 Assessment tool
Structured observation: The student demonstrates ability to catch an object while
traveling
Step 4 Criteria for Competence:
1. Watches the object.
2. Extends arms.
3. Grasps object with both hands.
Step 5 Levels of Quality
Level 6. Demonstrates the mature stage for catching an object while traveling.
Level 5. Demonstrates the mature stage for catching an object at a distance, but not
while traveling.
Level 4. Demonstrates the mature stage (all 3 critical elements) for catching
1. Watch the object
2. Extends arms.
3. Catches object with both hands.
Level 3. Demonstrates the elementary stage of development for catching.
Watches the object, prepares to catch by lifting arms, bending arms slightly, attempting
to make contact with hands first, using chest as a backstop.
Level 2. Demonstrates initial stage of development for catching
Makes an anticipatory movement, holds arms in front of body, with elbows extended
and palms up; bend arms at elbows; cradles the object.
Level 1: Attempts to trap the object.

Chapter 6: Instruction
State Required Physical Describe/explain:
Performance Test (p. Educational Code Section 6080, requires every school district and charter school in
184) California with pupils in grades five, seven, and nine to administer the physical
performance test to each pupil in those grades during the months of February, March,
April, or May. All Students in those three grade levels must be tested; there are no
provisions for parents requesting that their children not be tested. Students within those
grades, having an IEP or 504 Plan, should also have a provision for taking the state

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 physical performance test included in their IEP or 504 Plan. 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.
Performance on each of the fitness- area tests is divided into two general areas: a
Healthy Fitness Zone (HFZ) or need improvement. The HFZ varies by the students’ age
and gender.

Safety - Explain Physical safety refers to the physical environment and the need to ensure that the
facilities and equipment are safe, staff if prepared to handle emergencies, class size is
conductive to providing a safe environment, communication systems are in place so that
physical education teachers can connect quickly to the main office or health office,
students use equipment and facilities in a safe manner, and there is proper supervision of
all physical activities.

Psychological safety refers to psychological environment and the need to ensure that
students feel physically, emotionally, and socially safe during the instructional process.

Teachers establish, teach, and enforce safety rules. Provisions are made to ensure that
every student understands rules and expectations regarding safety. The safety rules are
specific to the school site, they include rules stating that students must use materials only
for their intended purpose and that students must always use safety materials. If an
activity has an inherent risk, students are made aware of this inherent risk ahead of time
along with ways to ensure their personal safety. All safety rules are documented in the
teacher’s lesson plans, as well as school and district policy and procedures documents.

Class management: 1. Refers to the proactive (rather than reactive) strategies teachers use to develop and
Provide 3-5 points maintain a positive, predictable, task oriented class climate in which the minimal time is
devoted to managerial task and optimal time is therefore available for instructional tasks.

2. When students are actively engaged in focused, rigorous, and challenging physical
education activities, fewer opportunities for inappropriate behavior arises.

3. When students are successful and their successes are made clear to them, they are
more likely to be motivated to work on physical education. This intrinsic motivation is
valued over the use of artificial external systems.

4. Every student is engaged in a learning activity.

Effective Teaching 1. Teachers have high expectations for every student and use effective teaching
Behaviors: Provide 3-5 behaviors to ensure that every student achieves the grade-level or course-level
points standards.
2. The decisions that teachers make regarding the use of time and their interaction
with students.
3. Providing specific positive or specific corrective feedback.
4. Keeping students engage in a moderate-to-vigorous physical activity at least 50
percent of the instructional time.
5. Applying motor learning concepts to instructional practices.

Define Principles of Feedback:

Motor Learning:
Transfer of Learning:

Improvement:

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 Practice:

Lesson Plan elements: Opening:

Explain each (p. 199)
Instruction:
See also page 303 for
lesson assessment.
Effective Practice:

Closing:

Class Management:

Instructional Strategies 1.

List and explain 3-5 2.

examples
3.

4.

5.

Provide 2 examples of
multidiscipline activities
for the grade level of
your choice.

Chapter 7
Differentiation 3 Key points
Strategies: (p. 209) 1.

2.

3.

CA Law on Gender Key Points

Equality: (p.211)

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Accommodating Point 1 Point 2 Point 3
Cultural and Religious
Practices (p. 213)

Instructional 1. Building 2. Tasks/Strategies 3. Additional Considerations

Modifications/ Understanding
Adaptations for English
Learners: (p. 214 ff.)
Must be a standard not
used as a sample.

At Risk Learners: 3 1. 2. 3.
Examples

Advanced learners: 3 1. 2. 3.
points

Medical Conditions: 1. 2. 3.
Key Points

IEP Students (p. 223) Accommodations: 3- 5 Examples

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 Modifications: 3- 5 Examples

Reflection: Philosophy Paper for the teaching of Physical Education

Write a short (1/2 page) paper concerning your philosophy of teaching Physical Education in a CA public
elementary classroom. Keep your readings, appropriate theory, Biblical links and the Education Code in mind as
you develop your ideas and include links where appropriate.

Confucius once said, “Choose a job you love, and you will never have to work a day in your life.”

My personal teaching philosophy is exactly that, I feel lucky to work and help students learn and

become better members of society. Teaching is an occupation, but changing someone's life is a

talent that I hope to encompass throughout my journey of never working a day in my life. The

courses I have enrolled in have given me insight and knowledge that I will be able to put into

action once I get a classroom of my own. Theories and methods cover the basics, but it is the real

life experience that will alter the awareness a teacher needs.

The PE Framework outlines the standards that students are expected to know for physical

education. After looking at the standards for the framework, I realized how important the warm-up

and cool-down is for students. Being physically active is a vital part of a students life and they

need to understand the importance of the impact it will have on their lives. Although some

teachers do not value PE in school, I feel that the standards will improve student learning. Physical

activity helps stimulate students cognitive function and ability. When students practice the

movements in the standards, I feel that they will strengthen their overall health and become

stronger individuals.

As an educator, I have been educated on the topic of childhood obesity. Students are in the

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spectrum and some are affected by this epidemic. If I can be the difference in a health risk to

children, I want to make sure that I do everything I can to prevent obesity. Overall, health is

important because what children do as a child will affect them later on in life. The habits and

routines that are instilled in children while they are young will transform their lives in their

adolescence and adulthood. My philosophy is to motivate and encourage my students to realize

how important their health is and the significance it can have if they do not dedicate time to daily

physical education.

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