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Cortland High School

Gymnastics

Teacher Candidate: Danielle Bambola

Teacher Candidate: Emme Brault
Teacher Candidate: Miranda Dunn
Course Instructor: Dr. Adem Kaya
PED 434 Spring 2019
State University of New York at Cortland
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Table of Contents

Part 1: Standards and Learning Goals

Learning Goal 1 (psychomotor skill)
Learning Goal 2 (fitness and physical activity)
Learning Goal 3 (cognitive)
Learning Goal 4 (affective)

Part 2: Assessment of Student Learning

Part 3: Block Plan

Part 4: Analysis of Results

Part 5: Grading
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Part 1: Standards and Learning Goals

Goal Standards Assessment Tool Domain

Learning Goal 1:​ By the NYS Std: 1A Teacher Psychomotor-Skill

end of the lesson, ​students SHAPE Std: 1 Observation
will be able to do a
handstand and a
cartwheel ​50% of the time.

Learning Goal 2:​ By the NYS Std: 1A Self-Evaluation Fitness & Physical
end of the lesson, ​students SHAPE Std: 1 Activity Objective
will be able to identify
places​ ​in their community to
work on their cartwheel and
handstands.

Learning Goal 3: ​By the NYS Std: 1A Peer-Assessment Cognitive

end of the lesson, ​students SHAPE Std: 2
will be able to properly
evaluate one another on
how well they perform a
cartwheel and handstand
and​ ​give either positive or
constructive feedback.

Learning Goal 4: ​During NYS Std: 2A Peer-Assessment Affective

the lesson, ​students will SHAPE Std: 4
demonstrate responsible
personal and social
behavior by​ ​communicating
with one another.
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Gymnastics is a unit that is not often taught in physical education

classes, but it should be. We started our pre-assessment with a quick two

minute warm up (fitness and physical activity objective), to get our bodies

warmed up and making sure we didn’t pull any muscles. After we stretched,

we split the class up into two lines, Emme took one line and I, Miranda took

the other. We watched them do three cartwheels(psychomotor), and we did

not tell them any information on how to do a cartwheel before hand. We

wanted to see where they were at before actually learning how to do the

skill. After the psychomotor assessment, we gave them a cognitive quiz

with five questions on it. The five questions were 1. Why is it important to

stretch before participating in gymnastics? 2. What leg should you put first

in a cartwheel? Right, left, or your choice? 3. Can both men and women

compete in gymnastics? 4.True or false: Your legs should be bent when

they are up in the air? 5. What shape should your legs try to make when

kicking over in a cartwheel? After the cognitive quiz, we had them answer

one question relating to the affective part of the lesson. The one question

was “How do you think you performed a cartwheel today? Horrible, decent,

good, very good.” After this, the class moved onto learning another lesson

and we put all of the information into an excel spreadsheet. When it was
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time for the post-assessment, we had them warm up (fitness and physical

activity objective) for eight minutes to get their bodies warmed up, and

making sure they didn’t tare any muscles. After we warmed up, we got right

into our psychomotor lesson. We broke down cartwheels and handstands

so that they could practice the skill up until it was time to do the full skill.

This was a smart idea because we weren’t having them get right into doing

a full cartwheel or handstand, they had baby steps to work their way up

there. The tool we used for this assessment was peer-evaluation. We had

two partners grade each other, that way we could get through our lesson

faster and students could receive feedback from their peers. After this, we

gave out the affective quiz. The affective quiz questions were 1. How do

you think you performed these skills today? Horrible, decent, good, very

good. 2. How much effort did you put into today’s activities? Low,

moderate, intense, vigorous. 3. Do you think you will improve in these

skills? Not at all, a little, somewhat, yes. 4. What did you enjoy most about

today’s lessons? Nothing, cartwheels, handstands, everything. After this

quiz, we handed out the cognitive quiz. The cognitive quiz questions were

1. In a perfect handstand, where should your legs be? 2. What position

should your body be in in order to perform a perfect cartwheel? 3. True or

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false: you should put your non-dominant leg in front when doing a

cartwheel. After this, the students handed in their quizzes and peer

assessments (without showing their partners) and then we added this to

the excel worksheet. Teaching gymnastics was very fun and successful, we

could tell people enjoyed our lessons and really wanted to keep working on

their skills.

Part 2: Assessment of Student Learning

Pre-Assessment:
● For our pre-assessment for our psychomotor task we gave our
students multiple tries to complete the task that aligned with our
objective
● Objective - The goal was to achieve at least a 2 out of 3 for each of
the rubric categories during class time (Standard 1) (Psychomotor
domain)

Cartwheel Pre Assessment

Skill Components 3 Points 2 Points 1 Point

Arms Arms are straight Arms straight but not Bent arms, not at
starting at ears, at ears, reaching ears, hands don’t
reaching forward forward with hands reach forward past
shoulder width apart shoulder width apart feet, arms not at
appropriate distance

Legs Starts in lunge, feet Does not start in Does not start in
kick directly over lunge, feet kick lunge, kicks with
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head with straight somewhat overhead wrong leg, legs kick

legs, lands on but doesn’t hit around instead of
opposite leg with a handstand position, over, bent legs,
strong stance legs slightly bent uncontrolled landing

Overall Flow of Skill Head remains Starts in correct Winds up arms

neutral, feet kick stance, arms too far
overhead fast and apart, bent legs
clean throughout the kicking around
skill, confidant stance instead of over,
at the beginning and uncontrolled landing,
end tries to “jump” off
hands into landing
before skill, legs and
arms are bent during
skill, kicks with one
leg but puts the
opposite hand down
first, “jumps” off
hands

● For our rubric, we tried to focus on the broken down components of

the skill as well as the skill performance as a whole
● We gave our students the goal of getting a 3 which meant the
students could, “Show a clear ability to perform a cartwheel on
command, has overall fluidity in the skill, and has proper form in all
components of the skill.”
● Students could also score points of 2 or 1 if they did not get the max
score. These students showed proficiency in parts of the skill but still
needed more time to perfect their overall skill performance.

Assessment Plan Overview

Learning Goals Assessment Format Accommodations

Be able to score at least a 2 Pre-test We used the rubric Our students were given
on the pre assessment for above assess multiple attempts and
their cartwheel skills students level of practice time before being
proficiency in the skill scored

Students should be able to
understand the cognitive
information about
gymnastics and the skills
they are performing
Formative We used info from We did multiple check for
the rubric to create understand about
this assessment and information on the skills
we graded them to before and after activities to
make sure we knew make sure all of our
our students were students learned the
being scored properly information we wanted them
to know

Students should be able to Post-test We had our students We gave a relatively similar
correctly perform a complete a peer test to have our students

cartwheel and get scores of assessment and
3s on their rubric provided input while
they were completing
their tests
Cognitive Assessment
● For our cognitive assessment we gave our students an exit slip to
complete in a format of a quiz. There were a few questions regarding
the verbal cues they learned and the knowledge of skills they should
have remembered during the lesson. The questions were fair and
only related to things that were verbally taught to them.
​ A
​ ssessment Plan Overview
Learning Goals Assessment Format
Students should be scoring Pre-test Cognitive test based
2 out of 3 points on their on cues they learned
assessment for their skills
Be able to verbally answer Formative We frequently asked
questions asked in class questions during the
lesson that related to
the task and would be
on the quiz to check
that they understood
the material
Students should be scoring Post-test (same as pre-test)
3 out of 3 points on this
assessment
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compete to see if they could
improve on the scores they
earned on the first
assessment
Accommodations
We went over cues
before, during, and at the
end of the activities so
students were reminded
of what they’re skills
should look like
We were able to ask
students individually
questions about their
skills so that if they didn’t
know the answer or were
confused we were there
to explain the information
a second time
We used the same
general but important
questions to make sure
they learned the
information they
originally struggled with
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● Students needed to score at least a 2/3 on the test

● The test had descriptions of skill basics and components talked about
in class
● “Standard 2 - The physically literate individual applies knowledge of
concepts, principles, strategies and tactics related to movement and
performance”
● We aligned our test with the NYS Shape standard to make sure our
students were literacy competent in the mechanics of the skill

Affective Objective
● Students during class will demonstrate respect to themselves
and the instructor by giving their best effort during class time
(Standard 4) (Affective domain)

Assessment Plan Overview

Learning Goals Assessment Format Accommodations

Students will demonstrate Pre-test We had almost a We encouraged students to

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respect by actively sliding scale for do their best and to push

participating in the activity students to rate themselves as much as
themselves based they needed/wanted to
on how they think
they acted during
class

Formative Check for Based On the assessment

understandings, we got to see what the
asking students if students thought of class
they wanted to and what they thought of
demonstrate their own personal
performance

Post-test (same as pre-test) This was the last test that

allowed us to see what our
students thought of the
class and how they
determined their progress
over time

● We kept our test simple with letting our students grade themselves
either low or high for each question. This allowed them to hold
themselves accountable for the progress they made over the unit.

Fitness Objective
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● We had students take their R.P.E for the fitness component of the
unit

Learning Goals Assessment Format Accommodations

We wanted our students to Pre-test Asked students We had enough activities

learn and understand the questions and how in the lessons so that
rate of perceived exertion they liked the class they could get an overall
scale and then take their and how it related to good estimate of how
own R.P.E how they rated their much effort they gave
R.P.R

Formative We kept a positive We had enough activities

attitude during class so that students were
and encouraged our constantly moving and
peers to do their best participating in class

Post-test (same as pre-test) For most of our students

they said they scored
either a 2 or higher on
the scale and felt they
were appropriately
challenged during class

● Based on the cognitive and affective assessments at the end of

every class we also had our students put their R.P.E on the
back of their test

Part 3: Block Plan

Day 1- Introduction- Day 2

​Instant Activity- ​Aerobic stretching
Fitness Activity- ​yoga sun salutation
Lesson Focus- ​Introduce cartwheel unit; do
a psychomotor pre-test
Activity Close- ​do a cognitive pre-test exit
slip
Lesson Close- ​Hook, and talk about the
next lesson subject
​Instant- ​Couple of laps around the gym,
stop to stretch
Fitness Activity- ​stations for upper body
workout
Lesson Focus- ​Basic positions of a
cartwheel; introductory drills
Activity Close- ​Cognitive exit slip
Lesson Close- ​Hook, and talk about the
next lesson subject

Day 3
Instant Activity- ​Pike jumps (30 secs)
Fitness Activity- ​stations for core
workouts
Lesson Focus- ​Visual cues and drills for
hand and foot placements
Activity Close- ​Go over the differences
between right and wrong positions as a
class
Lesson Close​- ​Hook, and talk about the
next lesson subject
Day 5
Instant Activity- ​Jumping jacks, and
stretch
Fitness Activity- ​whole body workout
Lesson Focus-​ Lunge-to-Lunge cartwheel;
to lead into round off positions
Activity Close- ​Partner worksheet on
cartwheel positions
Lesson Close- ​Hook, and talk about the
next lesson subject
Day 7
Instant Activity- ​Tag game/stretch
Fitness Activity- ​jumping stations
Lesson Focus- ​Unit exam on cartwheels,
stretches, exercises, positions, and
technique taught throughout the unit
Activity Close- ​Partner cartwheel
performance practice for final class
Lesson Close-​ Discuss the partner
performance rubric for next class
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Day 4-Intermediate skills
Instant Activity- ​Aerobic stretching
Fitness Activity- ​stations for legs
Lesson Focus- ​Go over the side cartwheel
progressions
Activity Close- ​Cognitive exit slip
Lesson Close- ​Hook, and talk about the
next lesson subject
Day 6
Instant Activity- ​Glute/Split stretches
Fitness Activity- ​yoga sun salutation
Lesson Focus- ​Practice of different
cartwheels we’ve gone over throughout the
unit
Activity Close- ​Cognitive exit slip
Lesson Close​- ​Discuss the unit exam next
week
Day 8-Advanced Skills
Instant Activity- ​Pike jumps (30 secs)
Fitness Activity- ​practice your routine with
your partner
Lesson Focus- ​Each duo will go, and get
post-tested on their performance
Activity Close- ​Do an effective exit slip
based off the entire unit
Lesson Close- ​Ask the class questions
about their own opinions from the unit, adn
go into discussing the next unit
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Part 4: Analysis of Results

Data Analysis: Learning Goal 1 (skill)

Pre-Assessment
For the pre-assessment, the way we analyzed their psychomotor abilities in
gymnastics was asking them to show us how to do a cartwheel, without
telling them how to do it first. Most of the students were pretty good at
doing cartwheels, but some did not even want to attempt it because they
were too scared. We the teachers made a rubric out of three points so that
we could assess each individual’s arms, legs, and overall flow of the skill
from the very beginning of our gymnastics unit to the very end. Eight
students got a perfect score on all three things we assed. That is a very
good number because that means exactly half of the class got a perfect
score and that also shows that they will not need as much help in the future
with gymnastics skills. Five students got two points on their rubric because
they needed to work on a few things and only three students got a one. We
were very happy that exactly half of the class got three points and this
showed us that their post test scores were going to be very good as well.

Post-Assessment
For our post-assessment, the way we analyzed their psychomotor abilities
was we had them do cartwheels and handstands this time, but we broke
them up into little parts so that they could work their way up to doing a
perfect cartwheel and handstand. We had everyone get with a partner and
have them assess each other. We had them look for things like did they
start with their arms up? Were their arms straight? Were their legs straight?
Was the movement fluid? All of the students had their arms up and all of
the students had their arms straight which was perfect because that means
they learned something from the pre-test. Eight students had their legs
straight and three maybe had their legs straight. This is a good thing
because that means no one's legs were bent! Eight students had a fluid
movement, two did not, and one maybe did. This is where we need some
improvement. If we had a next class, we would work on perfecting the
movement of a cartwheel so that we can get eleven people having a
perfect fluid movement.
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Reliability and Content Validity

For this section we had our students peer assess each other, but we told
the students not to show their partners what they graded them. We made
them hand their papers to us right after they assessed their partners, that
way no partner was embarrassed or upset with how their partner graded
them.

Adjustments
After seeing our results, we realized that the students need help with their
legs and the movement of a cartwheel. We are going to focus more on
those in later classes. We are going to offer breaking off into pairs and
having those pairs work together to see if peer help will improve their
scores. Also, we are going to have spotters come into class to watch them,
spot them, and have more people in the classroom helping out.

Change in Student Learning

● Pre-test average: 3/3
● Post-test average: 3/3
● Our students showed a lot of improvement from the very first day of
class to the post-test
● Students also had more fun during the post test, we could tell they
were kind of nervous during the pre test, but the post test they had
fun and were 100% more confident in throwing their skills

Data Analysis: Learning Goal 2 (fitness and physical activity)

Pre-Assessment
For our pre-assessment, we had the students stretch their arms and legs
pretty quickly because we wanted their bodies warmed up so they didn’t
pull a muscle, but we also had a lot to do in eight minutes. We took two
minutes to stretch because stretching is very important in gymnastics, you
do not want to pull a muscle or hurt any part of your body. 100% of the
students did perfect stretches, they all knew exactly what to do, we did not
even have to demonstrate them.

Post-Assessment
Since we had twenty five minutes to teach this lesson, we had more time to
stretch. We took eight minutes to stretch our bodies and we did more
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in-depth stretches. We had the students take each arm and cross it in front
of their chest and behind their head. We had them do frankensteins, we
had them do butt kick, and we had them do lunges. We wanted them fully
warmed up for the lesson we were about to teach. Every student did very
well with stretching, and that is because everyone was taught to stretch
before doing an intense workout since they first began physical education
classes. 100% of the class did the stretches perfectly during the post
assessment, they did not need any pointers.

Adjustments
If we were to make adjustments to our fitness component, we would keep
the stretching in but we would also have the class take their heart rates
before the class started and right when the class ends. This is a very good
tool to use because then each student can see how much their heart rate
increases during a fifty minute class and how much they are really working.

Reliability and Content Validity

Stretching is very reliable before beginning gymnastics. The higher level
gymnasts are doing double flips and twisting their bodies all around. If they
did not stretch before doing those intense level skills, they would severely
hurt themselves or even tare a muscle. You should always stretch before
doing any form of work out.

Change in Student Learning

We did not see a big change in the student learning because all students
knew what to do before we began the pre-assessment, and most of them
have been stretching since they were about five years old, or even
younger. We did basic stretches that we thought everyone knew, that way
we did not have to spend much time on stretching and we could get right
into cartwheels and handstands.

Data Analysis: Learning Goal 3 (cognitive)

Pre-Assessment

For the pre-assessment, we gave out a quiz at the end of the class that had
five questions on it. The questions were 1. Why is it important to stretch
before participating in gymnastics? 2. What leg should you put first in a
cartwheel? Right, left, or your choice? 3. Can both men and women
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compete in gymnastics? 4.True or false: Your legs should be bent when

they are up in the air? 5. What shape should your legs try to make when
kicking over in a cartwheel? After the students took these quizzes, they
handed them to us the teachers and we put them into an excel
spreadsheet. 16/16 people got question one right. 16/16 people got
question two right. 16/16 people got question three right. 15/16 people got
question four right. 13/15 people got question five right. We were very
proud of these results, since pretty much everyone got a 100% on their
cognitive pretest.

Post-Assessment
For the post-assessment, we gave the class a quiz with three questions on
it. The questions were 1. In a perfect handstand, where should your legs
be? 2. What position should your body be in in order to perform a perfect
cartwheel? 3. True or false: you should put your non-dominant leg in front
when doing a cartwheel. After they took the quiz, we put the results into an
excel spreadsheet and made bar graphs to see how many students learned
from the pre-assessment and improved. 11/12 people got question one
right. 3/12 people got question two right. 9/12 people got question three
right. We were very happy with the first and third question results, but not
too happy with the second question results. The reason that people might
have messed this up was because it was a confusing question on our part.
I think we should have had a better question instead of that because
people might interpret different things from a cartwheel.

Adjustments
If we were to make adjustments to the cognitive portion of our lesson, we
would have added more questions to the post-test to see if they really
understood what we taught them. We also would have asked them
questions out loud at the end of class. Also, we would have thrown away
the second question because that can be confusing, and then hopefully
more people would have scored higher. Lastly, we ran out of time at the
end of class and the students were rushed taking this quiz. Since they were
rushed they probably guessed on some questions or did not have enough
time to read the whole question. Next time, we will limit our teaching time
and make sure every student has enough time to fill out the quiz.
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Reliability and Content Validity

Handing out a quiz at the end of class is very reliable because it tests their
knowledge from what they just learned in class. It also causes students to
think about the lesson, instead of just walking away and forgetting
everything they just learned.

Change in Student Learning

The students did better on the pre-assessment quiz than they did on the
post-assessment quiz. One major reason was because we ran out of time
during the post-assessment, but I am confident that if they had more time
they would have done better on the post-assessment quiz.

Data Analysis: Learning Goal 4 (affective)

Pre-Assessment
For the affective part of our pre-assessment, we were a little confused on
what to do. We asked the class one question, and it was “How do you think
you performed a cartwheel today? Horrible, decent, good, very good.” One
student said horrible, thirteen students said decent, and one student said
good. One student said very good. These results were expected since
nobody has practiced cartwheels before. Our goal for post-assessment was
to have more people in the good and very good sections, which we
achieved.

Post-Assessment
For the affective part of our post-assessment, we asked the class four
questions. The questions were 1. How do you think you performed these
skills today? Horrible, decent, good, very good. 2. How much effort did you
put into today’s activities? Low, moderate, intense, vigorous. 3. Do you
think you will improve in these skills? Not at all, a little, somewhat, yes. 4.
What did you enjoy most about today’s lessons? Nothing, cartwheels,
handstands, everything. Since we did not ask all of these questions during
our pre-assessment, we can not compare them all, but we can compare
question one. During the post-test, eight students said very good, two said
good, one said decent and one said horrible. This was very good news!
People actually improved from day one to the post-assessment. We were
all very happy to see that people were thinking more positively about doing
a cartwheel and having a better outlook on it the second time around.
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Adjustments
If we were to make adjustments, we would have asked more questions
during the pre-assessment. We were unsure of what to do, so we only
prepared one question, but we then realized that we just had to keep
asking about their experience during class and how class made them feel.

Reliability and Content Validity

Asking questions about how they felt during class is very reliable because
that helps the teacher figure out what the students liked and did not like
during class. If all of the students say they liked nothing about class, then
you know you should be using a different teaching style or should not be
teaching that at all, unless needed. Also, if students say they can not see
themselves getting better at a skill, then that would tell us the teachers that
we need to do a better job teaching.

Change in Student Learning

We saw a big change in student learning for the affective task. Students
scores increased significantly from pretest to post test. Only one student
said very good for the pretest, but eight said very good for the post test. We
were very happy to see this increase, and we learned what to fix for next
time as well.

Part 5: Grading
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Psychomotor Assessment
● For this part of the class this assessment will make up 50% of a
students overall grade. With the grading rubric our students have the
option to score up to three points, a perfect score adding up to 100
● Each section is worth 33 ½ points so if a student maxed out in each
section they’d receive a 100
● A three for a section earns 33 ½ points, a two equals 16 points, and a
one point equals 8 points
● Students will be allowed to retest once if they score lower than a two
overall as long as they have been active participants in class

Pre-test average - 2
Post-test average - 2.3

Cognitive Assessment
● This portion of the assessment is the second highest grade part of
the overall assessments
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● The test consisted of 3 questions each worth 33 ½ points that all

together add up to 100
● This is an in class test that students are not allowed to make up
unless they were absent from class

Pre-test average - 2.25

Post-test average - 2.8

Affective Assessment
● The affective domain is responsible for 10% of students overall grade
● For this component we used a four question test for students to rate
themselves between a “bad” worth one point or a “great” worth four
points for participation and overall effort in the class
● We also double checked these tests to make sure each student was
given a fair grade

Pre-test average - 14.2

Post-test average - 15.6
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Overall our students scored themselves fairly and most students

earned a high grade overall for all the questions

Fitness Assessment
● Each students R.P.E increased compared to the beginning of
the unit
● The goal was for students to know how to calculate their R.P.E
and put it on their exit slips at the end of class
● Some students were afraid of some of the skills because they
had never done them before so they didn’t really try their best in
the beginning of the lessons, not until they got more
comfortable. This allowed them to want to participate more and
be more active throughout the class

Pre-test average - 4.2

Post-test average - 5.6