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.
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- 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?