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Standard 3: Planning and Implementation.

Physical education teacher candidates plan and implement developmentally appropriate


learning experiences aligned with local, state and national standards to address the diverse
needs of all students.
Teacher candidates should develop and implement appropriate goals and objectives
aligned with local, state and national standards. Appropriate objectives consist of measurable,
developmentally appropriate, and performance- based goals. The objectives are appropriate for
the subject area and are clearly connected to the standards, providing appropriate challenges
for students. The teacher should also design and implement content that is aligned with the
lesson objectives. This means the teacher selects a teaching model that leads to the mastery of
the objectives of the lesson. The model chosen should maximize practice opportunities, space,
and equipment. Next the teacher should plan for and manage resources to provide active, fair
and equitable learning experiences. The teacher should be able to adapt to any situation and
uses different teaching strategies for different individuals. In order to be successful in teaching
a class full of different skilled individuals, the teacher must able to teach different models in
different situations. This is important when teaching students with special needs or learning
disabilities. Teachers should also plan and implement progressive, sequential instruction that
addresses diverse needs of students. This means the teacher makes adjustments to the lesson
when needed, and teaches lessons in progressions to assure the students gain a full
understanding of the objectives. A successful physical educator also uses technology in some
lesson to appropriately meet the lesson objectives.
This standard is important in the development of a physical educator because being able
to plan successfully will assure that classes are run smoothly throughout the course of a year.
Good planning strategies are traits that successful physical educators have. Planning
developmentally appropriate learning experiences involves understanding the local, state and
national standards and being able to incorporate them into every lesson plan made.
Understanding the national standards will allow your students to develop their skills effectively
through the lesson. This standard is used to ensure the teacher designs and implements short
and long-term plans that are linked to the program and instructional goals and student needs. A
way teachers can do this is backward mapping, ensuring that learning is sequential. These short
and long term goals are linked directly to student learning activities and inform instruction, and
allow for differentiated instruction. Having the knowledge of the NASPE physical education
standard helps the teacher candidate write lesson plans that reflect the standards, thus
accelerating the skill and fitness development of the students through a variety of lessons.
I can relate to this standard because being a successful physical educator starts with
writing great lesson plans and executing them. I look to be the best I can be in all situations, and
effectively planning is one trait that makes a physical educator successful. As I started to teach
more and more, I realized my lesson plans improve every time. After writing a lesson plan,
implementing the standards, and executing the lesson, I reflect on what went well and what
didnt. This is my way of improving my lessons every time I write them. Below is a lesson plan
that I wrote for one of my final lessons at Dubuque Senior High School. This lesson plan includes
fitness and skill related activities in order to reflect the NASPE standards for physical education.
Physical Education Lesson Plan Instructor(s): Nikko Andriotis Date: 12-
5-2013
Teaching Area: Little Gym Equipment needed (be specific) 25 scooters, 6 cones, and 1 cage ball/big
exercise ball, 5 Black Battling Ropes, 5 White Battling Ropes
Expected Specific Lesson Outcomes: Educational Domains related to National Physical Education Standards (1 to
5)
1. Psychomotor: (skill 1 and
fitness/activity 3)
TSW demonstrate at least 3 of the
skill cues of kicking to complete the
task.





2. Affective: (social/emotional and
student perceived value 4/5)
TSW use teamwork to pass the ball
to their teammates in order to
score.
3. Cognitive: (knowledge 2)
TSW be able to come up with a
strategy to bring the ball all the
way down the court without
turning it over.

Major
Task
Extensions Time Organization Refinements Applications/
Assessments
Warm up




Stretch




-Walk/ Jog
-Good Running Form
- Get heart rate up


- Butt kicks
- High knees
- Straight leg walk
- Heel to hip
- Side shuffle


Alternating Waves
3
min



3min




Circle




4 lines




- arm action
- quick pace



-Light stretch
- Smooth
movements
- Dont bounce
-Hold for 10
seconds

Are they trying to
get heart rate up?



Walk around
making sure they
are stretching
properly





Battling
Ropes
Exercises






















Hold each end of rope.
Raise one arm up and the
other stays at waist level.
Once the raised arm is
above eye level, slam the
rope downward using this
arm. At the same time, raise
your lowered arm upward.
Repeat this motion,
alternating your arms
upward and downward,
while keeping your back
straight.

Criss-Crosses
Hold both ends of the rope,
one in each hand. Grip each
end on the bottom side of
the rope with your thumbs
on top.
While holding the rope at
waist level, spread your
arms wider than shoulder
width. Right after your arms
reach a width wider than
your shoulders, cross them
towards the middle, with
one arm traveling above the
other.
Move your arms outward to
their original positions, then
repeat the crossing motion,
now passing the arm that
was underneath previously
over the top of your other
arm.
Side-to-side Rope Slams
1. Hold both ends of the rope,
one in each hand. Grip each
end on the top side of the
rope, as if you were carrying


10
min

























Students will
be in pairs
across from
each other
with one
partner with
rope in hand
and the other
standing on
the bend of the
rope.



-
















- Keep Back Straight
- Keep Core Tight
- Knees Bent
- Breathe
- Push Yourself





















Observe whether
the students are
giving effort.

Observe the
students technique
to help prevent
injury





































Cage Ball
a suitcase.
2. While holding both ends,
simultaneously raise both of
your arms above eye level.
3. When your arms reach
above eye level, slam them
downward and towards
your left side. At the
bottom of the movement,
raise your arms towards the
center of your body and
above eye level. Repeat
Step 3, but this time slam
the ropes downward and to
your right side. Alternate
sides while keeping your
back straight.


The class will be divided
into two teams. The
students will each sit on a
scooter and start the game
on their own side. A big
exercise ball or cage ball
will be tossed in the middle
of the playing area. The
teams will use their hands,
legs, and head to move the
ball up and down the court.
The students may not stand
up off their scooter and may
not make progress in any
direction when in
possession of the ball. The
goal of the game is to score
the ball in the goal at the
end of each teams end.
























15
min


















- 2 teams
- Cones to line
the court and
goals





















- Teamwork
- Kick upwards
- Keep hands off
ground
- Block shots
- Scoot fast




















Are they using
strategy to progress
the ball down the
court?

Observe if skill cues
are present.

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