PVCC

Assessment Project Report Form 2004-2005

DATE: 1/31/05

Title and Level of the Assessment Project (Institutional, Division, Program, Course, etc.):
PED Activity Classes: Activity Level Assessment
Principal Coordinator/Contact and other Faculty Involved:
Principal Coordinators: FT - Karen Fehr, PED Activity Course Coordinator
and Sonia Valle - FT Dance Faculty, Evening Supervisor
Umar Sharif - FT, Martial Arts Evening Supervisor
PED activity classes Instructors involved:
LuAnne Abrahamsen, Adjunct Faculty
Kathleen Baran, Adjunct Faculty
Andy Barkworth, Adjunct Faculty
Cheryl Boron, Adjunct Faculty
Jacky Burke, Adjunct Faculty
Cindy Campbell, Adjunct Faculty
Leon Cunningham, Adjunct Faculty
Lisa Cvach, Adjunct Faculty
Ted Czukor, Adjunct Faculty
Joe Eagar, Adjunct Faculty
Tanya Fischer, Adjunct Faculty
Adam Gaines, Adjunct Faculty
Dale Heuser, Adjunct Faculty
Beverly Kerr, Adjunct Faculty
Elizabeth Keith
Daryl Khalid
Pami Kowal
Rosa Lina Lima-de Jesus
Donna Mosher
Muhaymin Muhammad
Phil Nagasawa
Michelle Newell
Marion Peters
Saundra Pustetta
Wendy Reese
Heidi Shikles
Greta Sprenkeling
Julie Thomas
Karla Herbst-Trestrail
Dana Wagner
Ping Wei
Jennifer White
Wendy Wittenwyler
Learning Outcomes(s) Assessed (General Education, Division, Program, Course, etc.):
Student Outcome Statement:
All student enrolled in the PVCC PED activity classes will learn the national standards for minimum physical activity levels for health benefits as stated by the National Center for Disease Control (CDC) and American College of Sports Medicine (ACSM). The students will make gains on meeting the weekly goals for minimum activity throughout the semester. Those meeting the standards will maintain this activity level or be able to increase their total time and/ or intensity.
Description & Timeline of Assessment Activity, including specific tools for measuring/quantifying outcomes:
(Directions for Instructors administering the assessment)
Steps:
  1. Administer the assessment during the first week of your class. Give the students the handout “The Importance of Physical Activity” and discuss how to gradually become more active.
  1. Keep the assessment form to compare to the post-assessment form at the end of the semester. By including the student name on the form, you can match pre/post and have meaningful data.
  1. Compile your pre/post data and submit the results to the division chair using the form attached.
REINFORCE THE BEHAVIOR OF REGULAR DAILY ACTIVITY
At each class session, continue to give students ideas on how to incorporate 30 minutes or moderate activity in their daily lives. Remember, activity does not need to be strenuous to be beneficial. (Please see the activity chart attached to the student handout).
Assessment Results (if any):
Pre-assessment results:
Less then 25% of the 1000 students surveyed indicated that they were meeting the minimum national standards for physical activity before the class started (Engaging in moderate-intensity activities for at least 30 minutes 5 or more days per week OR vigorous activity 20 minutes or more 3 days per week).
Post assessment results:
* 44% of the students surveyed indicated they were meeting the national activity standards.
*82% of students indicated a 1 or 2, on a scale of 1- 5 (1 Agree/5 Disagree).“Taking this course has helped me develop personal lifetime skills that will help me stay physically active throughout my lifetime.
*86% of students indicated a 1 or 2 , on a scale of 1- 5 (1 Agree/5 Disagree).“Taking this course has helped me develop more confidence that I can stay physically active throughout my lifetime.”
The Fall 2004 semester was a “pilot program”. The assessment tool, process, and choices have changed for Spring 2005 semester. The instructors were given the following information for Spring 2005 semester:
“Last semester our assessment process gave us some insight of what to do and what NOT to do. We have adjusted the process to allow instructors the option to do the standard activity level assessment and/or do other types of assessment. Please see the attached form. If you choose to measure one of the other student outcomes, you can develop an assessment method or tool to measure that outcome. Use the attached documentation form to provide the division your assessment results. If you choose the standard activity level (pre-post) follow the procedures given on the assessment memo.”
Recommended Interventions (if any):
Since this was a pilot program and the results were not as valuable as we hoped (pre-post results were not matched), there was no recommended intervention. By the end of Spring 2005, instructors will have data from their own classes (comparing pre/post) and therefore will be able to assess the effectiveness of their message and motivational strategies to get students to be more aware of their activity level and to develop strategies to improve their level of activity in their day-to-day lives.
In addition, the instructors are being encouraged to develop their own assessment tools to assess any of the following course outcomes /competencies from activity classes:
Course Outcomes/Competencies (Choose one or more of the following Health / Fitness student outcomes that you are assessing):
Students engage in moderate activities for 30 minutes, 5 or more days per week OR vigorous activity, 3 or more days per week
Students improve lifestyle behavioral skills in order to be successful at exercising regularly. (skills such as setting goals, tracking personal habits, identifying benefits, developing support systems, thinking positively about physical activity, increasing self-confidence, identifying and resolving barriers to behavior change, recovering from lapses in physical activity, developing rewards systems, etc…)
Students develop and improve skills in a fitness or dance activity, sport and/or recreational activity.
Students increase knowledge levels in current fitness, wellness, health, sport and/or recreation topics.
Students develop an appreciation of the “art” of moving and/or natural healing and wellness methods from cultures around the world (international education emphasis).
Students develop and improve basic rhythmic skills, correct body placement and alignment, a better understanding of the use of space, time and energy.
Results of Interventions (if any):

2004-2005 Assessment Project Report Form p. 1