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Soccer

Analysis of Passing in The Three Domains of Learning

Grade 8 Physical Education

Teacher Candidate: Mr. Drago

Teacher Candidate: Mr. Constantinescu
Teacher Candidate: Ms. Durso
Teacher Candidate: Ms. Clements
Course Instructor: Dr. Adem Kaya
SPRING 2019
State University of New York at Cortland
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Table of Contents

Part 1: Learning Goals, Standards Pages 3-6

Part 2: Assessment of Student Learning Pages 7-8

Part 3: Block Plan Pages 9-10

Part 4: Analysis of Results Pages 11-16

Part 5: Grading Pages 17-24

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Part 1: Standards and Learning Goals

Goal Standard Assessment Tool Domain

Learning Goal 1: NYS Standard 1 Grading Rubric Psychomotor Domain

National Standard
By the end of the 1
lesson, the student
will be able to
correctly perform the
pass 3 out of the 5
times with their
dominant foot.

Learning Goal 2: NYS Standard 3 RPE Scale (RPE) Psychomotor-fitness &

By the end of the unit, National Standard and Heart Rate Physical Activity
students will 5.​M3.8 (HR)
understand the RPE
(rate of perceived
exertion) and its
relation and
importance to heart
rate during physical
activity.

Learning Goal 3: NYS Standard 1 Exit Slip Cognitive

After class students National Standard
will take an exit slip 3
and be able to
achieve a score of at
least 3 out of 5
correct.

Learning Goal 4: NYS Standard 2 Exit Slip Affective

During class students National Standard
will respect and 4
cooperate with each
other during the daily
activities.

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Soccer is a very well-known sport throughout the entire world. As students might

understand the basics of soccer, we strive for our students to achieve the highest

success possible and expand their learning. We started our soccer unit by teaching a 8

day unit plan. We created a pre-assessment and post-assessment that aligns to the

New York State Learning Standards as well as the K-12 National Standards and

grade-Level Outcomes.

For the psychomotor learning goal, students will be able to correctly

perform the pass 3 out of the 5 times with their dominant foot. This relates to NYS

Standard 1 and National Standard 1. Soccer is a simple sport to just play, but students

need to understand the right way to play. We want our students to perform the correct

techniques when kicking and passing a soccer ball. We did pre-assessment and

post-assessment to their kicking to see for any improvement. When grading their kick,

we concentrated on a few important cues. These cues were eyes focused on target,

follows through after pass, uses inside of the foot when passing, pass is accurate and

on target, and the pass remains on the ground. Throughout the lesson, we kept

reminding students these cues incase they forget a certain thing. We also gave

corrective feedback to any individuals struggling with passing. We gave our students

time to practice passing to develop their skills. In our warm-up, we had students get as

many reps in possible just casual passing to a partner. Since middle school is a team

sport, the students can continue to build on their skills throughout their future. The

locomotor, manipulative, and stability motor skills performed in soccer will help benefit

students in other activities too.

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The second learning goal was psychomotor-fitness and physical activity. This

relates to NYS Standard 3 and National Standard 5. Students will understand the RPE

(rate of perceived exertion) and its relation and importance to heart rate (HR) during

physical activity. Students used this formula to develop a correlation between heart rate

and RPE during low-impact, high-impact, and strenuous activities. We have practiced

this in this lesson to measure students effort. Students took their HR before and after

playing. Students got to figure out how and when to use this formula in training. The

formula is something students can use in any physical activity. Therefore, using RPE

and HR aids to maintaining and growing a healthy lifestyle.

For our cognitive learning goal, students will take an exit slip and be able to

achieve a score of at least 3 out of 5 correct at the end of class. This relates to NYS

Standard 1 and National Standard 3. We provided students many information on the

rules for passing. We applied, assessed, and developed the cognitive domain for

soccer. These rules were given and modified during each drill to fit our classes level.

After each task, we checked with the class for any questions regarding any

misunderstanding. The students were given one quiz for the pre-assessment and two

quizzes for post-assessment. For our pre-assessment quiz, we just asked a few

questions revolving around the cues in passing. The same test was given for the

post-assessment to see if students now comprehend the correct answers. From this, we

saw a growth in the scores from the first to second test. Another test gives during

post-testing was the affective, which discussed how they felt about the activities.

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Overall, our students have been given the information needed to succeed in the soccer

unit.

The final learning goal is the affective domain. During class students will respect

and cooperate with each other during the daily activities. This relates to NYS Standard 2

and National Standard 4. Teaching our students to care for one another is very

important to us. Not only in physical education class, but you'll have to respecting and

work with people throughout your life. We want to raise our students to become the best

versions on themselves possible. We had students give each other positive feedback if

someone was doing a good job. If a peer is struggling, give them encouragement to

boost their motivation. Or, they could give corrective feedback if someone's performing

wrong. Students were split into groups to work together and get points. When students

are comfortable with their peers, a class will run more smoothly and successfully. We

gave them the affective exit slip asking their personal opinion on the activities done in

class. The four activities consisted of the warm-up, passing with a partner, passing

accuracy drill, amd small sided games. We gave them four choices to pick from, being

not comfortable, somewhat comfortable, very comfortable, and uncertain. We also

tested our students by watching their behaviors in class. Everyone gave effort and were

positive to others. From incorporating respect and cooperation in physical education,

they can grow and perform better in school.

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Part 2: Assessment of Student Learning

Assessment Plan Overview

Learning Goals Assessment Format Accommodations

LG 1 (skill): Pre-Test For our pre-assessment, we used a No students in the

checklist to measure how proficient class needed any
By the end of the each student was or wasn’t. accommodations on
lesson, the student the day of our
will be able to pre-test.
correctly perform
the pass 3 out of Formative Students were observed by teachers Students got
the 5 times with o see what was being achieved, and feedback on what
their dominant
foot. to also correct what was wrong. hey should be doing.

Post-Test (same as the pre-assessment) No accommodations

necessary. All
students had the
bility to pass a ball.

LG 2 (fitness): Pre-Test tudents were informed to note their Students were

heart rates to understand RPE informed to slow
Students should levels. down if the activity
be able correctly ecame too vigorous.
assess their RPE
throughout Formative During the formative assessment, Some students were
different forms of students were instructed to check eminded on how to
activities and be heir heart rates again to assess their get their RPE.
able to list
benefits of own RPE.
having raised
Post-Test (same as the pre-assessment) Students completed
RPE levels.
the fitness portion
uccessfully without
any problems.

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LG 3 (cognitive): Pre-Test
After class
students will take
an exit slip and
be able to
achieve a score Formative
of at least 3 out
of 5 correct.
Students were given an exit slip at Before starting any
the end of the lesson. activity, we gave the
students critical
lements and cues to
kicking.
Before the lesson, we informed the We questioned some
tudents on how to successfully pass students about the
and how a soccer game is played. cues we told them
earlier

Post-Test (same as the pre-assessment) tudents were told to

eparate themselves
to avoid sharing
answers.

LG 4 (affective): Pre-Test Students were given an exit slip to Before starting the
assess how they felt during the esson, students were
During class lesson. nformed to respect
students will and help peers.
respect and
cooperate with Formative tudents and teachers observed each All students were on
each other during ther during the lesson. We watched task and
the daily for behavioral issues. cooperating.
activities.

Post-Test (same as the pre-assessment) Students assessed

themselves on how
much enjoyment
they got from the
activities.

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Part 3: Instructional Planning

Teacher Work Sample Block Plan

PED 434

School Name: Cortland School District

Unit: Soccer

Teacher Candidates: Mr. Drago, Mr. Constantinescu, Ms. Durso, Ms. Clements

Day 1
Warm-up: ​Introduction to the game of
soccer and the history of the sport.
Lesson focus: ​Basic rules, regulations,
and the overview of the game of soccer.
Fitness component:​ Working on
stamina.
Physical activity goal:​ be able to play in
a running game without getting too tired.
Assessment: ​Pre-Test of soccer unit for
cognitive and psychomotor tests.
Day 2
Warm-up:​ Introduce dribbling and the
basics of dribbling.
Lesson focus:​ basics of dribbling.
Fitness component:​ stretching the legs
to prepare for dribbling.
Physical activity goal:​ dribble between
cones.
Assessment:​ no assessments this day.

Day 3
Warm-up:​ dribble around cones with a
ball.
Lesson focus:​ dribbling between smaller
areas.
Fitness component: ​stretching the legs
to prepare for dribbling. High knees.
Physical activity goal:​ dribble between
cones at a smaller and tighter distance.
Assessment:​ dribbling cognitive test.
Day 4
Warm-up: ​introduce passing and the
basics of passing a ball.
Lesson focus:​ passing to a target.
Fitness component​: stretching the legs
for passing.
Physical activity goal:​ be able to ass
properly to a stationary target.
Assessment:​ no assessments this day.

Day 5 Day 6
Warm-up:​ pass with a partner. Warm-up:​ introduce shooting and the
Lesson focus:​ passing to a moving or basics of the shot.
non stationary target. Lesson focus: ​shooting a ball.

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Fitness component:​ agility running to
targets.
Physical activity goal: ​be able to pass to
a partner with competency.
Assessment:​ passing cognitive test.
Passing affective test. Psychomotor
teachers checklist.
Day 7
Warm-up: ​shooting to a stationary target
with no goalie.
Lesson focus:​ shooting at a goal.
Fitness component:​ high knees,
stretching, sprints.
Physical activity goal:​ be able to score
a goal with a goalie.
Assessment:​ shooting cognitive test.
Affective shooting test. Psychomotor
teachers checklist.
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Fitness component:​ stretch legs for
shooting.
Physical activity goal:​ be able to shoot
to a target.
Assessment:​ no assessments this day.
Day 8
Warm-up:​ shooting on a goal.
Lesson focus:​ small sided gameplay
Fitness component:​ stretching as a
team in a circle.
Physical activity goal:​ be able to play in
a small sided game with 2 teams.
Assessment:​ cognitive and psychomotor
post tests. Affective exit slip on soccer
unit.
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Part 4: Analysis of Results

Data Analysis: Learning Goal 1 (Skill)

Pre-assessment

For our pre-assessment in the psychomotor domain, we evaluated our students ability

to correctly pass a soccer ball. We started off by using a checklist to see what the

students knew already. The checklist had 5 objectives on it which we either put a

checkmark or an X depending on if they performed it correct. Student 1 scored a 4/5,

student 2 scored a ⅖, student 3 scored a ⅗, student 4 scored ⅘, student 5 scored a ⅘,

student 6 scored a ⅗, student 7 scored a 2/5 , student 8 scored a 5/5, student 9 scored a

5/5, student 10 scored a ⅗, and student 11 scored a ⅖. The class average of the pretest

was a 3.⅗.

Post-assessment

For our post-assessment in the psychomotor domain, we conducted the same exact

testing that we did for our pre-assessment. We wanted to check for student

improvement for our skill of passing. In the post-assessment student 1 improved to a

5/5, student 2 improved to a 4/5, student 3 improved to a 4/5, student 4 remained the

same at a 4/5, student 5 improved to a 5/5, student 6 improved to a 5/5, student 7

improved to a 3/5, student 8 remained the same at a 5/5, student 9 remained the same

at a 5/5, student 10 improved to a 4/5, and student 11 improved to a 3/5. The class

average for the post-assessment was a 4.2/5.

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Reliability and Content Validity

All of the data taken in both the pre-assessment and post-assessment was taken by the

teachers. None of the students graded each others for their psychomotor abilities. This

made sure that all of the data taken for passing was done by more than 2 people each

time.

Adjustments

Since the average score for our pre-assessment was a 3.3/5, we needed to make some

adjustments. We adjusted our lesson planning and how we would teach the skill of

passing. We made sure to add more time for the warm-up and stretching so the

students would be warm when completing their passing. As our lesson progressed, we

made sure to give corrective and individual feedback to better the students. We

encouraged everyone to try their best and give their best effort.

Change in student learning

- Results: Based on a 5 point grading checklist

- Pre-Test average: 3.3

- Post-Test average: 4.2

- Students showed drastic improvement all the way from the pre-test to the

post-test.

- Goal was to complete 3 out of 5 passes correctly with their dominant foot.

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Data Analysis: learning Goal 2 (Fitness; physical activity)

Pre-assessment

For our pre-assessment in the fitness domain, we told all of the students note their heart

rates to understand the RPE levels. We did not grade or make the students give

themselves a grade.

Post-assessment

For our post-assessment in the fitness domain, we conducted the same exact RPE test

for the students to see what they were at. The students knew how to do it themselves

without us telling them or showing them. We also did not grade or make the students

grade themselves for this.

Adjustments

Our fitness component to our lesson was to teach the students how to take their heart

rate and make sure they understand what RPE was. We completed small adjustments

to our teaching to try and make it simpler for the students to understand better. By the

end of the lesson, all the students knew how to take their own heart rate.

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Data Analysis: Learning Goal 3 (Cognitive)

Pre-assessment

For our pre-assessment in the cognitive domain, we gave all the students a written

exam consisting of 5 questions based on the rules and basic skills relating to passing.

Student 1 scored a 1/5, student 2 scored a 5/5, student 3 scored a 4/5, student 4 scored

a 4/5, student 5 scored a 4/5, student 6 scored a 3/5, student 7 scored a 5/5, student 8

scored a 4/5, student 9 scored a 5/5, student 10 scored a 2/5, and student 11 scored a

5/5. The class average for the pre-test was a 4/5.

Post-assessment

For our post assessment in the cognitive domain, we gave out the exact same cognitive

exam that was given as our pre-assessment in order to check for improvement from the

students. Student 1 improved to a 5/5. student 2 stayed the same at a 5/5, student 3

improved to a 5/5, student 4 improved to a 5/5, student 5 stayed the same at a 4/5,

student 6 improved to a 5/5, student 7 stayed the same at a 5/5, student 8 improved to

a 5/5, student 9 stayed the same at a 5/5, student 10 improved to a 4/5, and student 11

stayed the same at a 5/5. The class average for the post-test was a 4.8/5.

Reliability and Content Validity

The format for our written exam was similar in the context of the basic rules and skills.

The exam given in the pretest was the exact same test given as our post-test. This

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made our data consistent and allowed us to see the progress shown throughout the

unit.

Adjustments

Our cognitive test during the pre-assessment showed good results. We expected

everyone to be familiar with the rules and basic skills of passing but a 4/5 average score

showed that the students knew more than half that was expected. As the lesson went

on, we made sure that everyone was familiar with whatever questions they got wrong

while we also briefly went over what they knew already based on the pre-assessment.

The students knowing more than half of what we expected them to know helped us

tremendously as we went through the lesson.

Change in student learning

- Results based on a 5 question exam

- Pre-Test Average: 4/5

- Post-Test Average: 4.8/5

- Our goal was for the students to get at least a 3/5 on the pre-assessment

and they accomplished that well.

- The students showed great promise and improvement as the lesson went

on.

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Data Analysis: Learning Goal 4 (Affective)

Pre-assessmen​t

For our pre-assessment in the Affective Domain, we handed students a slip that asked
them how comfortable they were with the activities they were completing. The choices
were “Not Comfortable, Somewhat Comfortable, Very Comfortable, Unsure” The
students filled out what they believed they felt and them gave the slips to the teachers. It
was not graded but did count for participation.

Post-assessment

For our post-assessment in the Affective Domain, we gave the students the exact same
slip. We wanted to see if the students felt more comfortable towards the end of the
lesson. We also wanted to see if we would notice any behavioral changes in the
students which we did.

Adjustments

In the beginning of the lesson, we made sure the students knew how to behave with
themselves and with the other students as well. As the unit went on, we made sure to
remind the students how to behave. At the end of the unit, we wanted to see some
students get more comfortable with the activities and with themselves. We were pleased
to see that they did get more comfortable with everything which also helped them
improve on other aspects.

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Part 5: Grading

Grading Rubric:

● Participation 60%
● Skill and Performance 20%
● Behavior and Respect 15%
● Tests and Quizzes 5%

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Participation:​ ​60%

Participation is our largest percentage in our grading scale with 60% because we

believe it is the most important. Participation consists of the students taking part in daily

activities and putting in the necessary effort that is needed. If the students come to class

and try their best they are likely to perform well in this section.

Skill and Performance: 20%

Physical skill and performance takes up 20% of our grading scale because it focuses on

how well the students do in class with physical activities and games. This section

consists of the competency tests that will be taught throughout the class for passing.

Behavior and Respect: 15%

Behavior and respect takes up 15% of our grading scale because it focuses on how the

students acr during class time. We take behavior very serious and encourage our

students to always respect and get along with one another. This section is important

because if students do not behave properly and respect their classmates they will lose

points in this criteria.

Tests and Quizzes: 5%

Testing is our smallest percentage in our grading scale at 5%. We like to focus more on

how the students perform and act during class rather than how they think in the

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cognitive domain. This section consists of small tests and quizzes based on rules or

skills that we have learned in class about the sport of soccer.

Point Scale and Rubric

Our grading scale is based on total amount of points out of however many that section

consists of. The students will receive a certain amount of points out of an alloted total

which will be divided (score received/total possible points) and then multiplied by 100 to

receive a percentage score. Each sections amount of points corresponds with the

percentage that the section counts for. Our participation section consists of 60 total

points, skills and performance is 20 points, behavior and respect is 15 points, and tests

and quizzes is 5 points totaling 100 points.

Participation 60 points

Skill and Performance 20 points

Behavior and Respect 15 points

Tests and Quizzes 5 points

Total Possible Points: 100

Below is an example report card that shows what a students grade would look like with

the scores that they achieved. This student received the following scores...

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-Participation 57/60 points

-Skill and Performance 17/20 points

-Behavior and Respect 14.5/15 points

-Tests and Quizzes 4.5/5 points

Section Score Grade (Points)

Participation 60% 95/100 57/60

Skills 20% 85/100 17/20

Behavior 15% 95/100 14.5/15

Tests 5% 90/100 4.5/5

Total Points = 89/100 
Final Grade = 89% 
 
Psychomotor Assessment:  

Our Teacher’s Generated Checklist:

Students Eyes Focused On Follows Through Uses Inside Of Pass Is Accurate Pass Remains On
Name Target After Pass Foot When And On Target Ground
Passing
Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

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Psychomotor Checklist Description:

We used this teacher generated checklist which consisted of 5 different passing

criterias. We had the students perform the pass multiple times to a partner and if we

saw the criteria listed above in the chart they received a checkmark. If they did not meet

the criteria listed above they received an “X”. We then added up the amount of

checkmarks out of 5 for each students to calculate their scores. We then entered that

data into a graph to show their scores in a visual representation.

 
This graph shows the 11 students’ scores out of 5 for the psychomotor pre test and post

test. By looking at the graph you can see the improvements.

- 90% increase in scores

- Avg pre-test scores were 3.3 out of 5
- Avg post-test scores were 4.2 out of 5
- Avg improvement was 0.9 out of 5 or 90%

 
 
 
 
 

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Cognitive Assessment:  
 
Our Cognitive Exit Slip: 
NAME_______________ ​SOCCER COGNITIVE EXIT SLIP
DATE________
Directions: circle the best answer for the following questions.
Where should your eyes be when you are passing to a partner?
A) On the ball
B) On your partner
C) At the ground
D) At your feet
If you kick with your right foot, what foot should you step with?
A) Left
B) Right
What part of the foot should you make a short pass with?
A) Toe
B) Heel
C) Laces
D) Inside of foot
You can use the inside and outside of the foot when dribbling.
A) True
B) False
You should not follow through after you make a pass.
A) True
B) False

Cognitive Exit Slip Description: 

We used this 5 question cognitive exit slip to test out students knowledge of soccer and

passing. Each question is worth 20 points totaling 100 points. For our grading policy we

graded the tests by a scale of X/5. The grading breakdown is listed below…

5 / 5 = 100% 
4 / 5 = 80% 
3 / 5 = 60% 
2 / 5 = 40% 
1 / 5 = 20% 
0 / 5 = 0% 

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This graph shows the 11 students’ scores out of 5 for the cognitive pre test and post test

exit slips. By looking at the graph you can see the improvements.

 
- 80% increase in scores 
- AVG Pre test score is 4/5 
- AVG Post test score is 4.8/5  
- Improvement level of .8 or 80% 

 
 
 
 
 
 
 
 
 
 
 
 

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Affective Assessment: 
 
Our Affective Exit Slip: 
NAME___________________ ​SOCCER AFFECTIVE EXIT SLIP​ DATE_____
Directions: circle the answer that best relates to how you felt during the activities.
Warm Up/Fitness Activity
A) Not Comfortable
B) Somewhat Comfortable
C) Very Comfortable
D) Unsure
Passing With a Partner
A) Not Comfortable
B) Somewhat Comfortable
C) Very Comfortable
D) Unsure
Passing Accuracy Drill
A) Not Comfortable
B) Somewhat Comfortable
C) Very Comfortable
D) Unsure
Small Sided Game
A) Not Comfortable
B) Somewhat Comfortable
C) Very Comfortable
D) Unsure

Affective Exit Slip Description: 

We used this 5 question affective exit slip to see how our students felt during each

activity in class. This exit slip is not graded as a test or quiz, but counts towards their

participation grade. The 5 questions asked students how comfortable they were during

each of the games. The choices were not comfortable, somewhat comfortable, very

comfortable, or unsure.

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