PROFESSIONAL LEARNING TEAM REPORT

2010-2011

Keywords (for database searching)

Feedback , Fitness, Frequency

Contact Information

Name / School / Grade Level or Subject
Aimee Doherty / Burbank / Physical Education
Wayne Franey / Winbrook / Physical Education
Dick Samaria / Wellington / Physical Education
Ted Trodden / Butler / Physical Education

Guiding Theme

Real life experiences

Inquiry Question

How does frequency of feedback affect students’ progress towards their fitness goals?

Process

Different models of feedback were applied across the elementary school district in an effort to evaluate if frequency of feedback altered students progress towards their fitness goals. Seven third grade classes from each of the four elementary schools were assessed every three weeks to establish progress in upper body muscular strength. Another seven classes were assessed only three times, once in December, March and May. Proper form pushup was the test of strength and the results were recorded and shared with individual students.
Consideration was taken for the growth of the individual and self improvement. The professional learning team was vigilant in creating an atmosphere of self growth in contrast to competition between peers. The team felt that each student would continue to strive for self improvement in relationship to their own base line score.
A pushup pacer was used to administer the test of strength. Each student would complete the largest consecutive number of perfect form pushups in cadence with the pacer. A classmate checked for proper form and would stop the student upon witnessing pushup technique that did not meet the criteria. Data was collected by the instructor as well as the student to compare to the students baseline score.

Findings

Preliminary findings suggest that the classes with a higher frequency of feedback increased their scores of upper body muscular strength by 4-7%. Testing and data collection will conclude May 10th.
The team feels the model of testing every three weeks may be too frequent. The team is unanimous in altering the frequency to the first class of each month.

Recommendations / Next Steps

Next school year the team will implement the preferred model of frequency and expand the testing to include third and fourth grade.