Standard 3: Planning and Implementation

Physical education teacher candidates apply content and foundational knowledge to plan and implement developmentally appropriate
learning experiences aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12
Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive
strategies to address the diverse needs of all students.
Standard Reflection Achievement Artifact
Component Level
3.a Plan and Every lesson I plan, I 2
implement align my objective
appropriate outcomes with the
(e.g., local/state and/or SHAPE
measureable, standards. These
developmentally outcomes give me an
appropriate, idea of what assessments
performance- and activities are
based) short- appropriate. The artifact
and long-term is a unit plan of how
plan objectives students will achieve the
that are aligned big picture goal using
with local, state summative and formative
and/or SHAPE assessments.
America
National
Standards and
Grade-Level
Outcomes for
K12 Physical
Education.
3.b Plan and Throughout a unit, I 2
implement would plan appropriate
progressive and objectives aligning with
sequential the state standards. Each
content that lesson lead onto one
aligns with another, giving students
short- and long- the appropriate approach
term plan with learning and playing
objectives and the sport. After a lesson,
that addresses I would see if students
the diverse needed additional time to
needs of all practice or if they can
students. move on. I would revisit
content covered in the
previous lessons. Each
lesson had modifications
and adaptations for
students who needed it.
 The artifact provided is a
lesson where I gave
students a choice for an
activity where they
believe they feel most
comfortable participating
in, as well as the needs of
certain students.
3.c Plan for and I believe all students 3
manage deserved an opportunity
resources to to learn. Artifact is a
provide active, Rugby unit. Students had
fair and choices to practice with
equitable official rugby balls and
learning footballs for practice.
experiences. Tasks were modified to
meet the needs of
students’ success rate
(Look at
adaptations/modifications
during activity).
3.d Plan and At Platte Valley High 2
implement School, there was some
individualized students who needed
instruction for individualized instruction
diverse student with presenting their
needs, adding knowledge. Instead of
specific writing words, students
accommodations had an opportunity to
and/or draw or demonstrate.
modifications Artifact presented is an
for all students. example of 2 students’
pre/post assessments.
Assessment is compared
from right(pre) to left
(post).
3.e Plan and In SES 441 students used 3
implement their phones to analyze
learning their peers with dribbling
experiences that and passing a basketball.
require students This met the short-term
to use objectives for that lesson
technology because students were
appropriately in able to identify the
meeting one or appropriate skills they
more short- and were working on. For the
long-term plan long-term objective,
objective(s). students applied their
feedback to help improve
on specific skills for
game situations and/or
transfer to other sports.
3.f Plan and In SES 240, I taught a 3
implement lesson where students
learning learned how to play a
experiences that sport using the TGFU
engage students Model. Students played,
in using practiced, and played
metacognitive again; meaning students
strategies had the opportunity to
appropriately to explore the game, come
analyze their together and discuss what
own they can do to be more
performance successful, and then use
results. what they learned into
gameplay.