Student’s Name: Tyler Hilts Student’s DOB: 14 years old

Undergraduate Teacher: John Coppola Lab Day/Time: Tuesday, 6:00

Introduction:

Tyler Hilts is a very happy kid. He loves playing sports with his friends, such as football,

soccer, baseball, and many others. He also enjoys playing video games in his free time, such as

Fortnite. Tyler is 14 years old and diagnosed with ADHD. He is fairly tall, and has a skinny build

to his body. He is quite athletic, and is able to complete the tasks required of him on a consistent

basis. Tyler was assessed on two separate zoom calls on the dates of 9/23/20 and 9/30/20, using

the TGMD-2 assessment tool. Tyler’s scores are as follows:

a. Run- Tyler demonstrated all aspects of the skill 8/8

b. Gallop- Tyler demonstrated most of the aspects of the skill. Did not swing 6/8

his arms fully and consistently

c. Hop- Tyler was able to demonstrate all aspects of the skill 10/10

d. Leap- Tyler was able to demonstrate almost everything, 5/6

besides the use of his arms while leaping

e. Horizontal jump- Tyler demonstrated all performance criteria. 8/8

f. Slide- Tyler was able to slide with both sides of his body. He 7/8

did not use full arm motion when sliding with his left foot, however.

Subtest Total Score: 44/48

TGMD-2 Object Control Subtest

a. Striking a stationary ball- Tyler was able to strike a stationary 9/10

ball off a tee. While the contact was not fully there, the form of

the swing was very proper

b. Stationary dribble- Tyler did very well, but he did not 6/8

keep his eyes forward while dribbling, instead he was looking down

at the ball

c. Catch- Tyler demonstrated all aspects of the skill. 6/6

d. Kick- Tyler demonstrated all aspects of the skill, except he did not 6/8

have a step-hop motion during his follow through

e. Overhand throw- Tyler demonstrated all aspects of the skill. 8/8

f. Underhand roll- Tyler demonstrated most of the aspects of this skill, except 6/8

he didn’t bend down all the way when starting his motion
 Subtest Total Score: 41/48

TGMD 2 Total Score: 85/96

Present Level of Performance:

Cognitive:

Cognitively, Tyler is very up to speed. While in zoom meetings, Tyler is constantly

paying attention and listening to what I have to say as his teacher. At the beginning of class, he

starts out very strong and eager to learn that day’s lesson. As the class goes on, Tyler sometimes

can tend to go off-task. While this isn’t a major issue, it’s one that is easily fixed. In a one-on-one

setting on zoom, I was easily able to get Tyler back on task. While this also isn’t a major issue

for a general PE setting, I believe it is still a small issue that Tyler can work on and improve over

time. Tyler cognitively understands his settings and instructions, so I believe this won’t be a

problem for him to get through, since he is a generally smart student. Whatever task is instructed

to Tyler during a zoom meeting, he is always able to comprehend and complete the activity.

Affective:

Affectively, Tyler seems to be doing very well. He plays sports outside of school, which

means he can appropriately apply the knowledge he obtains from physical education into the

sports he plays. Tyler also enjoys playing sports with his friends, which is also a very good thing

to be doing. Any kid his age should take part in this, and it shows that he can demonstrate
cooperation and teamwork with other peers his age. Tyler also shows compassion and

understanding during our zoom meetings. He always listens to directions, even when he gets

off-task. He is always willing to listen and come right back to the activity. He seems to be very

appreciative of his surroundings and what he has in his life, which I think is outstanding for a

person his age.

Psychomotor:

In the psychomotor domain, Tyler has shown he is more than capable of completing basic

motor movements. Scoring an 85/96 on the TGMD-2 test, he has shown more than competent

ability to perform these skills. While he is a bit old for this assessment, it is still a great way to

see how a child performs locomotor and manipulative movements. On the locomotor section,

Tyler scored a 44/48, which is absolutely fantastic. On the object control section, he scored a

41/48, which is also outstanding. Tyler is very much on the same level as his peers, and has

shown me week after week that he is very capable of above average performance. Now, Tyler

shouldn’t stop there, because there is always room for improvement. As a 14 year old, there is

plenty to work on as he grows older, and he can get those scores to be a perfect 96/96 if he keeps

practicing.

Long Term Goals and Short Term Objectives:

Cognitive Goal: Cognitively, I would have Tyler work on improving his ability to stay on task

during a lesson. Over time, if he improves this, he will become a better student and will easily

improve his psychomotor, affective and cognitive domains.

 Short Term Objective #1: Short term, I would recommend that Tyler work on his ability

to focus on small tasks throughout the day. This could be focusing on his homework for at least

one hour out of the day, or something even smaller like maintaining focus on cleaning his room

without stopping.

Short Term Objective #2: I would also recommend that Tyler eliminates all possible

distractions in his surrounding area while doing homework, doing chores, etc. around the house.

This will slowly work on his ability to maintain focus on the task at hand.

Affective Goal: Affectively, I would have Tyler focus on teamwork. He already loves to play

sports with his friends, which is a good start. At his age, the idea of teamwork and cooperation is

a big focus point, so the more he participates in team sports, the better.

Short Term Objective #1: Short term, I would recommend that Tyler stays enrolled in

the sports he plays. If he continues to participate on these sports teams, he will value teamwork

as he grows older.

Short Term Objective #2: In practice, or at games, or even just playing with friends,

work on a pass-first mentality. Whether it’s soccer, basketball or football, focus on your

teammates and make sure that you include everyone playing so all participants have fun and can

play equally.

Psychomotor Goal: For the psychomotor domain, I would have Tyler focus on his ability to

apply basic motor functions into team sports. He is at an age where he seems to have mastered

basic movements, so applying them into team sports and lifetime activities is the next step.
 Short Term Objective #1: When playing team sports or lifetime activities, have Tyler try

his best to apply what he has learned in physical education and throughout his life. Focus on little

bits at a time, and it will eventually all come together

Short Term Objective: Have Tyler continue to play team sports and any other activities

he likes. The more active Tyler is, the more advanced he will become at his preferred sports or

games.

Health Considerations:

I do not believe there are any health concerns when it comes to teaching Tyler in any

physical education setting.

Behavioral Considerations:

Although it’s not a major issue, as I discussed earlier, Tyler may go off-task fairly easily.

While again, it’s not major, it could be seen as a disruption in class. For this issue, I would

recommend that Tyler isn’t excluded from his normal classroom setting, but possibly placed in

an area within the class that would be less distracting. Certain equipment, friends, and locations

could be seen as a possible distraction for Tyler, so trying to eliminate these distractions within

the classroom without disrupting his education could be seen as beneficial for his learning.

Teaching Strategies:

1. The first adaptation to my teaching style was finding things that Tyler would be interested

in. After the first zoom meeting we had, I had a better idea of what Tyler’s interests were.

I had to make a connection with Tyler to figure out things that he would like to do during
 our meetings. This was an adaptation I had to make while teaching Tyler this semester,

because I had to adjust slightly from the normal lessons I would teach to my peers.

2. The second adaptation I made was finding ways to keep Tyler on task. As I had

mentioned previously, this was something I noticed early on in our zoom meetings. I had

to get creative and think of ways to keep Tyler focused throughout the lesson. When he

would go off-task, I would use countdowns. This worked most of the time, but not

always. Sometimes I would have to ask him questions and talk to him about something he

liked, like video games, soccer, his friends, or something along those lines. After a quick

conversation, he would be ready to get back to the activity.

3. The third adaptation I made was thinking of tasks that would be appropriate for the

equipment Tyler had at home. I made my lesson plans based on what I knew Tyler had at

home. He didn’t always have the equipment necessary to do the task I had created, so

sometimes we had to improvise and think of something makeshift on the fly during our

lesson. This was a challenge, because I didn’t always know if he had the necessary

equipment for an activity. The more we met on zoom, the more I was able to understand

what equipment Tyler had at home.

Evaluation Plan:

I plan to determine if Tyler has improved from instruction this semester. While I only

taught Tyler for a brief period of time this semester, I will be able to see if Tyler improved from

his assessment scores from next semester's class. Whoever has Tyler as their assigned student

next semester, I will look at his scores compared to the ones I recorded and compare them. I
focused on very similar skills this semester that are showcased in the TGMD-2 assessment, so I

will be able to get a good idea of how Tyler improved from this semester into the next one.

Services to be Provided:

Physical education once each week at SUNY Cortland Adapted Physical Education Lab

for one semester (9/23/20-11/11/20).

APE Placement Decision Model:

Personally, I believe Tyler should continue to participate in general PE classes. I don’t

believe there is any need for him to require any separate Adapted PE services in school. Tyler is

a very happy and determined kid. He showed dedication to me all semester, and is very

competent in his psychomotor skills, as well as affective and cognitive. I have no doubt that

Tyler will continue to thrive within the general PE setting and beyond.