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Suzy Louie

CIA 1 Learner Foundations of Learning Environment Case Study

Adapted and Inclusive Physical Education

8 December 2019
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Studies show that while a person may be strong in a specific area, they most likely

possess a range of abilities. Howard Garder’s Multiple Intelligences Theory culminated 8

different types of intelligences being visual-spacial, linguistic-verbal, interpersonal,

intrapersonal, logical-mathematical musical, bodily-kinesthetic, and naturalist (Tobias, 1992).

From this, came the idea that the most effective learning stems from relying on mainly one or

two intelligence (Cherry, 2019).  As a physical educator, there are three domains we

oftentimes refer to: cognitive, psychomotor, and affective. The cognitive domain can be

defined as “what the students know and understand” (Shape America). This domain

combines similar domains such as cognitive and linguistic. The psychomotor domain refers

to “what students are able to do and perform” (Shape America), or their physical abilities.

Last but not least, the affective domain is described as “attitudes and beliefs about the

subject”, or their feelings regarding the lesson taught. Encompassed within the affective

domain are the social and emotional domains. In this narrative, I will use the terms

interchangeably as if assessing physical education domains. 

Josette is a petite and soft-spoken individual but seems to be strong cognitively.

Where she lacks in size, she makes up for brains. Physically, Josette is described as petite and

underdeveloped. The case study did not go into detail about what underdeveloped means, so

one can assume that it means she has poor coordination and is not very skillful in physical

movements. Socially, Josette is very quiet and often times keeps to her own. This shows that

she would rather be by herself and perhaps she does not respond well to big crowds.

Emotionally, rather than seeking out a partner in class, she will wait until the teacher pairs

her. From what I can gather, Josette needs the aid of the teacher for her emotions will not

allow her to seek help. The passage gives numerous examples of Josette excelling in her

academic classes, such as history and math, which shows she is completely capable of
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grasping the information she is interested in. According to edcircuit.com, students that excel

in math, are extremely logical and hold demands on reasoning skills (Hill, 2018). 

The lesson plan I chose would be applied during the first day of the volleyball unit in

a freshman class. Studies show that there is a difference between students who are shy versus

students who are introverted. Shy students have the urge to interact more but are inhibited by

fear of social disapproval, while introverts tend to limit their social interaction due to

preference. However, it is confirmed that both shy and introverted students are similar in their

information processing, preferenced reading assignments, as well as cognitive strengths

(Condon, 2013). It seems as if Josette leans more on the shy side rather than introverted. The

inkling to lead me to believe this is when her teacher is near, Josette will then ask a question.

This shows that she is interested in what is going on but also cares about what her peers will

think of her when she asks for assistance. To combat this, I would preplan groups and teams

in advance. When looking at my class roster, I, as a teacher would need to know my class,

and try to group shy students with extroverts and students who have a high temperament. For

example, in the intro for Box Em Out, I would group Josette with perhaps a student I see her

interacting with, as well as good-tempered extroverts who would raise the whole group’s

energy level without overwhelming her. In addition to this, having a designated quiet area

perhaps in the corner of the room or on the bleachers would be very viable, as the purpose of

intro games is to capture the best interest of the students by getting them pumped up for the

class. With having this understanding in mind, it is also imperative to give the students that

may need a little space, a time out spot for them to put themselves in so that they may self-

reflect on the current situation. 

The fitness activity, 2 by 2 Fitness, requires students to find a partner, pick up a

fitness card, complete an exercise, put the card back, find a new partner, then repeat. Being

that Josette has a history of not seeking partners, and instead waits for the teacher to partner
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her up, I would make the fitness cards color coated. Then, I would give the instruction of

finding a partner with the same-colored card as you and perform both cards together. This

promotes the students to interact with each other. Most likely, Josette will not be the one to

initiate a partnership, but if another student sees that she has the same-colored card as her,

they will most likely approach her and lead her into what the card says.

It is clear that Josette does not like to ask for help, especially in the middle of class.

This causes an issue when she does not understand or misses a portion of instruction. For this,

I would recommend an aid. It is critical for Josette to have an understanding of what is going

on for safety reasons. If an aid is nonassessable, I would definitely connect Josette with a

classmate for help. An assigned classmate as a volunteer assistant is “Similar to an

accompanier, [and] may help take notes or provide informal support” (Boston University).

This allows to Josette to make a friend as well as not feel awkward having adult follow her

around the class. 

When getting into gameplay, I would assign the students to the groups I have made

for them. Being that this lesson is volleyball and Josette is petite, I would have a smaller net

option available. If there is no shorter net, I could use a string of rope and tie it to make a

shorter obstacle for Josette to hit the ball over. Being that Josette is described as

underdeveloped, I am assuming she has poor execution of athletic skills. If the ball were an

issue, a lighter ball would be appropriate to implement rather than a regular volleyball.

Mentioned is Josette having a vision issue and wearing glasses. In the event it there is trouble

seeing the ball, I could introduce a bright colored ball that is bigger (Bradtmueller, 2008). 

Not mentioned in the lesson plan, I would implement the Sport Education Model.

There has been substantial evidence that the Sport Education Model “as a curriculum

approach can benefit the development of social goals and healthy sport behaviors” (Farias,

2018). Through this model, I can assign Josette a role that is based on her strengths rather
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than have a “one-size-fits-all” role for my students. The excerpt where Josette takes care of

her siblings until her parents came home is very telling about her leadership skills. Due to

this, I could assign her as a player-coach or fitness coach. Obviously, Josette possesses the

skills to manage a group of people at home, and the Sport Education Model would aid in

bringing this behavior to school. 

Being that Josette performs extremely well in history as well as knows a great deal

about certain aspects of history, it is definitely possible to integrate this into physical

education. Cross-curricular teaching is “instruction that intentionally applies multiple

academic disciplines simultaneously, is an effective way to teach students transferable

problem-solving skills” (Madden, 2018). To encourage Josette’s edge in history, I would

offer an extra credit assignment for the whole class. This would consist of a history of

volleyball paper. It would be 2 pages long and have to include: origin, founder of modern

volleyball, first federations, first collegiate games, famous players, controversial moments,

rules, and the differences between beach and indoor volleyball. As additional

accommodation, I would provide online texts and books that the students would be able to

reference. Another means to include cross-curricular teaching, would be through Josette’s

capability of solving math problems fast by sketching. Combining this with the Sport

Education Model, I would have Josette draw out the rotations for gameplay. Then,

developing her syntax, I would have Josette announce the positions that she sketched out to

her classmates, if comfortable. 

Josette is only 15 years old, and already knows a great deal about technology. She

signed up for an online website, where she connects to countless other users from around the

world. To encourage her knowledge of computers, I would set up a google classroom page

where I can provide audiotaped classes as well as video demos (Burgstahler, 2017). This also

combats the issue of sometimes missing important themes in class. An online resource would
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allow Josette to rewatch or relearn any lesson taught, at her own pace. She would be allowed

to rewatch as much as she wishes and hear any missed points in class.

During parts of the class where Josette would need to speak, rather than verbally

speaking, I would accommodate her to allow her to answer with physical gestures. For

example, in the Closure of the lesson, I have a Q&A section that requires the students to

identify the techniques of a forearm pass in order. If preferred, Josette would be able to

demonstrate the skill rather than orally saying it step by step. This would help Josette’s

productivity and maximize her learning within the lesson by giving her options based in her

comfort level.

As can be shown, Josette is very able-bodied and capable of many things. Her

interests can easily be used to help her where she might lack, to put her on an even playing

field with her classmates. 

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References

ADAPTING VOLLEYBALL INSTRUCTION: INCLUDING STUDENTS WITH

DISABILITIES IN PHYSICAL EDUCATION . (n.d.). Retrieved December 8, 2019, from

http://ww2.manchester.edu/docs/default-source/academic-

departments/ess/apevolleyball.pdf?sfvrsn=2.

Burgstahler, S. (2017, January 30). ADA Compliance for Online Course Design. Retrieved

from https://er.educause.edu/articles/2017/1/ada-compliance-for-online-course-design.

Condon, M., & Sahd, L. R. (2013, July 2). Responding to introverted and shy students: Best

practice guidelines for educators and advisors . Retrieved December 8, 2019, from

https://pdfs.semanticscholar.org/12a9/eccab43631c628f6476fd94bef869992bd45.pdf.

Farias, C., Valério, C., & Mesquita, I. (2018, March 1). Sport Education as a Curriculum

Approach to Student Learning of Invasion Games: Effects on Game Performance and

Game Involvement. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5844209/.

Hill, B., & BrainWare Learning Company. (2019, November 21). Cognitive Skills and Math.

Retrieved December 8, 2019, from https://www.edcircuit.com/cognitive-skills-math/.

Shape America. (n.d.). Connecting Assessment with the Four Domains of Physical Education.

Retrieved December 8, 2019, from

https://www.shapeamerica.org/about/districts/southern/upload/Castelvecchi-Gilbert-

Connecting-Assessments-with-the-Four-Domains-of-Physical-Education.pdf.

Tobias, O. N. (1992). The concept of distributed intelligence in Gardner’s theory of Multiple

Intelligences. . Retrieved December 8, 2019, from

https://s3.amazonaws.com/academia.edu.documents/35264060/Gar.pdf?response-content-

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Weinstein, A. (1970, May 29). Benefits of cross-curricular education. Retrieved from

https://www.prescientist.org/2018/05/29/benefits-of-cross-curricular-education/.

What Accommodations Support School Performance? – Center for Psychiatric Rehabilitation.

(n.d.). Retrieved December 8, 2019, from https://cpr.bu.edu/resources/reasonable-

accommodations/what-accommodations-support-school-performance/.