Standard 3:

Planning and Implementation

Physical education 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.

Component 3a: Plan and implement appropriate (e.g., measurable, developmentally appropriate,
performance-based) short- and long-term plan objectives that are aligned with local, state and/or
SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education.

Artifact: Top Down Planning: PED 356

Date: Spring 2020

In PED 356 we were tasked with creating a top down planning model for the student we were
paired with. My student had disabilities which made this model unique. The main reason this
artifact was created was to give my student a list of short- term and long-term goals they could
accomplish. In each lab I would set up a task that would help him first reach the short-term goals
but also challenge him with a skill that was centered on his long-term goal. After I created the
model, I sent it to my professors for approval, once approved it was put into my students file.

The artifact relates to the standard three component 3a because the standard talks about how the
Physical Education candidate can apply the PE context and knowledge to plan and implement
developmentally appropriate learning experiences that addresses the diverse needs of students.
Since this artifact addresses a student with disabilities it is made to his diverse learning style.

The standard is important to me as a future teacher because as a teacher I need to know how to
address each of my students needs and create and modify each lesson to help every student. I
cannot just go out there with one thing because some students may not be able to complete that
task. That is where I will modify for their learning style to give them the best opportunity to succeed
in my class.
Matt Midtbo

Top Down Planning Assignment (20 pts)

PED 356 – Davis/Davis

PRESENT LEVEL OF PERFORMANCE

Student current skill level is below average. He excels in some areas, however there are
some areas he needs time to develop. The biggest area he needs to develop would be in the
psychomotor and cognitive domain. He is strong in in his affective domain which helps him
interact with me and his family. I will put goals for 3,5,7 years below.

Cognitive: At this time, Student is nonverbal. He has trouble forming words and will just
makes sounds. Also, Student has trouble paying attention and following directions. In the
gym he can stay focused for thirty minutes after that he starts getting distracted by the other
groups and noise level in the gym. As for following directions, there are times where he will
run off and jump into other groups. His dad is there to help him stay on task just in case he
starts to lose focus or not follow directions.

3 Years: Student will be able to make complete sentences using words.

5 Years: Student will be able to answer questions from a teacher/parent using a complete
sentence.
7 Years: Student will be able to read a chapter from book aloud to a teacher or parents.

Affective: Student currently shows the affective domain by being engaged with the lesson
created. He does this by always trying his best whether he gets assistance by his Dad and I.
Student will only interact with me or his dad. He will not interact with other kids in big
groups. If we have groups together, he will not interact with them and will stay to himself.

3 Years: Student will be able to interact with his classmates during a PE activity.
5 Years: Student will be able to talk to his classmates by exchanging hellos.
7 Years: Student will be able to hold a conversation with a classmate or teacher.

Psychomotor: In Student’s assessment using the TGMD-3 it showed that while he was strong
in some areas there are some areas that need improvement. He shows most criteria in the
slide, catch and throw. The areas that need most work are the kick, skip, and gallop where
he showed zero criteria points. When kicking he would not kick at all. I would place the ball
in front of him, ask him to kick and he would pick up the ball and throw it to me. His skipping
and galloping were him running. The next few labs we will work on those skills so by the end
of lab he can show improvement and earn some criteria points, if not all.
 3 Years: Student will be able perform all locomotor skills with proper form.
5 Years: Student will be able to perform all manipulative skills with proper from.
7 Years: Student will be able to use locomotor and manipulative skills together in some type
of game (Soccer, basketball, baseball, etc.)

*Fitness: In the fitness domain Student shows that he can run which shows cardio
endurance however, in the other domains he does not show anything. We have tried to get
him to do jumping jacks, sit-ups, and pushups. This is something we can work on as the
semester goes on.

3 Years: Student will be able to do basic static and dynamic stretches for flexibility.
5 Years: Student will be able to do cardiovascular exercise such as jumping jacks and
burpees.
7 Years: Student will be able to run consistently for 1 mile.

Top Down TASK ANALYSIS (PED 356)

(adapted from Snell, M., (1997). EDHS 781 Severe and profound disabilities.
Curry School of Education, University of Virginia)

We do things every day without even knowing. Like brushing our teeth or getting dressed in the
morning. While we may see them as easy and it may only take us 2 or 3 minutes. For a child on the
spectrum it may be really hard that they need help from a parent or if they do it them self it will
take 20 minutes. When you take a skill that is easy for us to do break it down and you will really see
that it is a lot of steps. Ask yourself to do you get dressed the same way every day. You might say no
but then as you get ready each day you will realize that in fact you do get ready the same way every
day. Listed below are the in-depth steps on how to get dressed in the morning.

Getting Dressed in the morning

Finding what to wear

Shirt
 Find drawer or closet with clothes
 Open drawer or closet door
 Pick up a shirt
 Place shirt on bed
  Close drawer or door
Pants
 Find drawer or closet with clothes
 Open drawer or closet door
 Pick up a pair of pants
 Place pants on bed
 Close drawer or door
Socks
 Open drawer
 Pick up socks
 Close drawer

Changing
 Take off shirt you have one
 Place old shirt on bed
 Put new shirt on
 Take off pants you have on
 Place old pants on bed
 Put new pants on
 Unroll socks
 Put socks on each foot

Cleanup
 Grab shirt off bed
 Grab pants off bed
 Place in the hamper

You may even get dressed in the morning a different way then I described and that is okay. Now as
you see the steps above you could even break it down into many more steps. Let me show you and
example on how you could break down the steps even more. You could add locate the drawer you
want to open. Walk to draw and then open the drawer. Task analysis is used to help people who
have trouble mastering complex tasks or behaviors. Ways a parent can assess if the child has done a
good job is if the clothes match each other or if they are appropriate for the days weather.