Missoula Area Curriculum Consortium

2009-2010 K-12 Health and Physical Education Curriculum

APPENDICES

TABLE OF CONTENTS

Mission 2

Vision 2

Characteristics of Effective Health and Phys Ed Programs 2

Reading and Writing in Health Enhancement 4

Library 4

Technology 4

Meeting Diverse Student Needs 4

Assessment 4

Professional Development 14

Decision-Making Model 15

Indian Education for All (IEFA 17

Law

Essential Understandings 19

Montana Standards and Benchmarks

Indications of Successful Implementation 23

Appropriate Practices 24

Position Statements: 32

Physical Activity as Punishment

Dodgeball

Websites 38

Suggested Equipment and Resources 42

Missoula Area Curriculum Consortium

2009-2010 K-12 Health and Physical Education Curriculum

Mission

The Mission of Missoula Area Curriculum Consortium (MACC) is to provide a foundation for each student to become a lifelong learner, to promote development of the whole individual and to prepare each student to become a responsible, productive citizen of our community, state, nation, and world.

Student Expectations

By the time MACC students reach grade 12, it is expected that they will achieve the following:

Students are expected to…

  • Read, write, compute, and communicate effectively
  • Know how to access, evaluate, and use information
  • Think creatively and critically
  • Solve problems cooperatively and individually
  • Use technology effectively
  • Recognize and develop their talents
  • Respect themselves and the rights and property of others
  • Appreciate world events, history, and cultural diversity
  • Appreciate and participate in the fine and performing arts
  • Understand, appreciate, and practice healthy lifestyle
  • Be committed to active citizenship, and community service
  • Continue to learn, grow, and adapt to a rapidly changing job market and world.

Characteristics of an Effective Health and Physical Education Curriculum

Today’s state-of-the-art health and physical education curricula reflect the growing body of research that emphasizes teaching functional health and physical information (essential concepts); shaping personal values that support healthy behaviors; shaping group norms that value a healthy, fit lifestyle; and developing the essential health and fitness skills necessary to adopt, practice, and maintain health-enhancing behaviors.

Health Education

Reviews of effective programs and curricula and input from experts in the field of health education have identified the following characteristics of an effective health education program:

  • Focuses on clear health goals and related behavioral outcomes;
  • Is research-based and theory-driven;
  • Addresses individual values and group norms that support health-enhancing behaviors;
  • Focuses on increasing personal perceptions of risk and harmfulness of engaging in specific health risk behaviors and reinforcing protective factors;
  • Addresses social pressures and influences;
  • Builds personal competence, social competence, and self efficacy by addressing skills;
  • Provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors;
  • Uses strategies designed to personalize information and engage students;
  • Provides age-appropriate and developmentally-appropriate information, learning strategies, teaching methods, and materials;
  • Incorporates learning strategies, teaching methods, and materials that are culturally inclusive;
  • Provides adequate time for instruction and learning;
  • Provides opportunities to reinforce skills and positive health behaviors;
  • Provides opportunities to make positive connections with influential others;
  • Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning;

(Adapted from the CDC’s School Health Education Resources, 2008)

Physical Education

A curriculum is a sequential system for delivering learning experiences to students. A physical education curriculum is the framework that provides guidance for teaching skills and providing physical activity instruction. A high quality physical education curriculum is based on the national standards in the document, Moving Into the Future: National Standards for Physical Education (6), which describes what a physically educated student should know and be able to do. It emphasizes meaningful content, which includes the following:

  • Instruction in a variety of motor skills designed to enhance child and adolescent development;
  • Fitness education and assessment that allow for understanding and improvement of physical well-being;
  • Development of cognitive concepts related to motor skills and fitness;
  • Opportunities to improve social and cooperative skills; and
  • Opportunities to increase the value placed on physical activity for health, enjoyment, self-expression, and confidence.

Appropriate sequencing of learning activities is critical to developing a high-quality physical education curriculum. Appropriate sequencing involves the following:

  • Ensuring that motor skills, physical activity, and fitness assessments are age and developmentally appropriate;
  • Methods of teaching motor and movement skills that ensure that basic skills lead to more advanced skills; and
  • Plans to appropriately monitor, reinforce, and plan for student learning.

(Adapted from the CDC’s Physical Education Curriculum Analysis Tool (PECAT), 2006.)

Reading and Writing in Health Enhancement

In the context of learning health enhancement concepts, a student builds background knowledge and acquires academic vocabulary. Because research indicates that reading about health enhancement topics requires discipline-specific background knowledge and vocabulary, a student is better able to comprehend text after engaging in rich experiences and explicit instruction. Health Enhancement teachers recognize that the skills required to read health enhancement content area text differ from those used during the reading of fiction or other content area text. By utilizing and explicitly teaching before, during, and after reading comprehension strategies in the context of a health enhancement classroom, a student’s learning can be greatly increased. In addition, media literacy strategies are crucial as students determine validity, bias, and author’s perspective behind the message.

Library

Teacher librarians play an essential role in curriculum implementation. They are important instructional partners and consultants in supporting and expanding existing curricula. As information specialists, teacher librarians work collaboratively with students, teachers, administrators, and parents to:

  • Provide knowledge of availability and suitability of information resources to support the implementation of Montana Standards. This is particularly relevant with the Indian Education for All Law.
  • Partner in educating students, developing curricula, and integrating resources into teaching and learning.
  • Serve as an expert in organizing, synthesizing, and communicating information. Acquisition, organization, and dissemination of resources to support the curricular areas through the library media center are cost-effective methods for the entire school district.
  • Teach and integrate literature and information skills into the curriculum. They plan and teach collaboratively based on the needs of the student.

(Adapted from ALA statements, and School Libraries Work!, Scholastic Library Publishing, c2008.)

Technology

The integration of curriculum and technology is essential to prepare today’s students for participation in a viable democratic society. Therefore, the MACC Health Enhancement Curriculum Committee views technology as integral to the Health Enhancement curriculum. In this document, technology may refer to materials and support equipment used in Health Enhancement applications, as well as to technological literacy, knowledge of technology and its uses and effects on society.

Meeting Diverse Student Needs

Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve targets, competencies and standards, at rates and in manners consistent with their needs. Accommodations and modifications will be implemented to ensure that all students have the opportunity to meet established learning goals and to gain full access to the curriculum.

The needs of struggling learners will be met in a variety of ways in the classroom both through informal intervention and formally prescribed intervention, as necessary.

Gifted students and students of high ability require, at times, differentiated instruction and additional challenge beyond what the standard curriculum can provide. These provisions can include but are not limited to: more challenging content or assignments, critical and higher level thinking skills, instructional grouping, extension activities, and independent research.

Assessment

Assessment means finding out what students know and are able to do. It is intended to improve teaching and learning. It assists teachers during instructional planning to determine students’ prior knowledge, provide feedback to students during instruction, make decisions on how to modify instruction, identify cultural differences, identify strengths and weaknesses, and provide evidence of success to students and families. Assessment contributes to public accountability in reporting student progress to the community. Principles of good assessment are as follows:

  1. Treat assessment as an integral part of curriculum and instruction.
  2. Direct assessments toward essential learning.
  3. Set high standards for teaching and learning.
  4. Clarify learning targets early.
  5. Assess student performance through authentic tasks.
  6. Collect multiple indicators of learning.
  7. Provide ample opportunities for students to learn.
  8. Provide materials to enhance students in becoming critical thinkers.

(Adapted from Walter Parker, Science in Elementary Education, Upper Saddle River, NJ: Pearson, 2005.)

The following was taken from, “Student Assessment in Health Enhancement: Standards-Based Assessment;” Cooperatively Developed by the Montana Office of Public Instruction and the Montana Association for Health, Physical Education, Recreation and Dance (2001 Ed.). This document is a companion document to the Montana K-12 Curriculum Content and Performance Standards for Health Enhancement. These assessment strategies align with the K-12 Health Enhancement Curriculum document.

Reference: Chepko, S., & Arnold, R.K. (2000). Guidelines for physical education programs: Grades K-12 standards, objectives, and assessments. Boston: Allyn and Bacon.

GRADE / ASSESSMENT
STRATEGIES / EXAMPLE
Kindergarten / Cumulative Record—tracks
student’s motor development / A cumulative record that includes fitness assessments, height and weight, assessments for fundamental motor skills, yearly progress reports.
Self-Assessment / Students identify their levels of participation outside of class through a smiley face exit poll or poker chip survey.
Fitness Assessment—
Informal and developmentally
appropriate; modified
time and distances without formal testing / Complete a mile at a comfortable pace; not timed.
Rating Scale / Students follow a series of three instructions through an obstacle course, e.g., “Go
Performance Task / Students draw picture of a movement sequence and then perform the sequence.
1st / Role Playing / Students act out an imagined movement pattern.
Event Tasks / A series of flash card s illustrating movement pathways are presented to students. Students duplicate the pathway using fundamental locomotor skills.
Group Project / Students ring in pictures of activities that require muscular strength/endurance and flexibility. Pictures are displayed on a class bulletin board.
Checklist / Listen Skills Checklist Criteria:
  • Follows a single, simple direction: Yes No
  • Listens without interrupting: Yes No
  • Asks questions for clarification: Yes No
  • Focuses eyes on the speaker: Yes No
  • Follows three sequenced directions: Yes No

2nd / Scoring Rubric / Scoring Rubric: Catching
Level 3: Arms slightly ahead of body, elbows flexed. Ball contacted with hands and grasped with fingers. Palms adjusted to size and flight of object.
Level 2: Arms in front of body, elbows slightly flexed. Arms encircle a ball against the chest. Hands and arms hold ball to chest.
Level 1: Arms outstretched, elbows extended, palms upward. Ball contacted with arms and elbows flexed. Object trapped against body.
Written Test / Worksheet shows several pathways. Teacher names a pathway and students circle the corresponding pathway on the sheet. Or, students trace the pathway named by the teacher using a specific color (e.g., yellow is curved pathway, red is straight pathway).
Written Assignment / Students write a three-sentence paragraph about any physical activity in which they have participated outside of class.
Student Project / Students use their fitness assessment results to set a health-related fitness goal (specific and individualized goal set with teacher assistance). Achievement of goal requires participation in activities outside of class time.
Checklist / Checklist: Etiquette and Regard for Others
  • Shows concern for others in activity Yes No
  • Willing to negotiate rules for less/more skilled Yes No
  • Is willing to work with anyone in class Yes No
  • Is courteous to classmates and teachers Yes No

3rd / Performance Task / Play Dribble Tag-requires students to keep head up, protect the ball, control the dribble, etc., while typing to knock others’ basketballs away. Application is game-like and requires skills needed in playing the game of basketball.
Problems / With a partner, students explore the relative stability of various body positions. One number of the pair assumes various bases of support by changing foot positions (staggered, narrow, or wide). In each position, the partner attempts to push the student off balance from the rear. Partners change roles to explore the effect of changes in the location of the center of gravity by kneeling and standing on tiptoes. Students answer the following questions:
1.Which positions are most stable? Why:
2.How did standing on tiptoes affect your center of gravity?
3.How did kneeling affect your center of gravity?
3rd / Student Log / Students record their out-of-class participation in physical activity. Log format includes date, time, who participated, how long, intensity level of participation, and type of activity.
Jigsaw Project / Groups of students develop the safety rules for the playground. Each member of the group is responsible for part of the rules. Rules focus on both personal and group behaviors. Groups illustrate and post the rules.
Checklist / Checklist: Feedback
  • Uses criteria provided by teacher Yes No
  • Openly accepts feedback from peers Yes No
  • Provides verbal encouragement to others Yes No
  • Correctly identifies performance error Yes No

Performance Task / Lead a warm-up or cool-down activity
4th / Peer Observation / Students work with a partner and use a checklist to assess each other’s throwing pattern. Criteria are provided by the teacher, including diagrams and/or pictures of the correct technique for throwing. Students’ feedback is limited to the criteria on the checklist.
Oral Report / Students prepare and deliver an oral report on the ethnic background of the assigned sport, dance, or activity. Can be done in conjunction with a classroom teacher.
Scoring Rubric / Scoring Rubric: Concept of Open Space/Player
Level 3: Moves to open space with ball
Moves to open space without ball
Always passes to open teammates
Level 2: Sometimes moves to open space with ball
Sometimes moves to open space without ball
Sometimes passes to open teammates
Level 1: Seldom moves to open space with ball
Seldom moves to open space without ball
Seldom passes to open teammates
5th / Student Journal / Students record progress in improving health-related fitness, including goals, activity, and reflections before, during, and after activity.
Scoring Rubric / Scoring Rubric: Fitness Program Design
Level 3: Sets realistic goals
Participates 3 times per week
Includes all fitness components
Level 2: Goals too easy/hard
Participates 2 times per week
Includes three fitness components
Level 1: Sets no goals
Participates 1 time per week
Includes two fitness components
5th / Scoring Rubric / Scoring Rubric: Responsible Behavior
Level 3: Completes task without supervision
Helps settle disagreements among classmates
Returns equipment without being asked
Level 2: Needs some supervision to complete tasks
Does not argue with classmates
Returns equipment when asked
Level 1: Needs constant supervision to complete tasks
Argues with classmates
Does not return equipment when asked
Rating Scale / Rating Scale: Self-Confidence
5 = Extends movement challenges when appropriate
4 = Extends movement challenges upon request of the teacher
3 = Meets movement challenges without extending the skill
2 = Modifies movement challenges to ensure success
1 = Does not meet movement challenges
6th / Cooperative Project / Groups of students design a fitness routine that includes activities that will help develop each of the components of health-related fitness and apply the FITT concepts (frequency, intensity, time or duration, and type of exercise).
Checklist / Checklist: Winning/Losing
  • Avoids trash talking Yes No
  • Avoids excessive celebrating upon victory Yes No
  • Accepts decision of officials Yes No
  • Congratulates opponents after the game Yes No
  • Recognizes and acknowledges outstanding
play by opponents Yes No
Problem Solving / Small groups are given rules of an elimination game. They work to come up with modifications of the rules so that players are included, not excluded, from the game. Each group then teaches their modified version of the game to classmates.
7th / Student Self-Assessment / Following instruction and trials in all of the events of the track and field unit, students determine their best three events. For each of the three events, students describe the event, develop a list of performance cues for executing the skills, and report their best three performances.
Problem Solving / When Amber plays 3-on-3 basketball with friends, she does very well handling the ball and shooting. When she doesn’t have the ball, she is never quit sure what she should do. Identify two (2) options Amber has when she does not have the ball. Be sure to be very clear with your suggestions. Pictures or diagrams might help clarify your options.
7th / Cooperative Project / In small groups, students develop a handbook for an outdoor pursuit of their choice. The handbooks contain equipment information, safety information, basic skills needed for the activity, suggested locations for the activity, and benefits of doing the activity.
Peer Assessment / Partner Fit-Check
Each student administers a set of fitness tests to a partner to assess cardiovascular fitness, muscular strength and endurance, and flexibility.
Role Playing / Students are given a series of ethical dilemmas that might occur in sport. Working in small groups, students assume the roles within the dilemma and identify what they would do. Students then justify their decisions.
Group Project / Students work in small cooperative groups to create a dance related to a school-wide theme. Students select the music from choices provided by the teacher. Dance creations should integrate the assigned topic area with the music and the movements. Students present their dance to their classmates and parents.
8th / Checklist / Checklist: Gymnastics Routine
  • At least 5 elements included in routine Yes No
  • Elements performed from all the skill categories Yes No
  • Completed within time limit Yes No
  • Acceptable level of technique used throughout Yes No
  • Smooth transitions from one element to next Yes No
  • All levels of difficulty displayed in routine Yes No

Checklist / Checklist: Gymnastics Routine
  • At least 5 elements included in routine Yes No
  • Elements performed from all skill categories Yes No
  • Completed within time limit Yes No
  • Acceptable level of technique used throughout Yes No
  • Smooth transitions from one element to next Yes No
  • All levels of difficulty displayed in routine Yes No

8th / Scoring Rubric / Scoring Rubric: Lacrosse
  • 4 = Controls the ball and is accurate 90% of the time when cradling, scooping, throwing underhand, throwing overhand, and catching
  • 4 = Controls the ball and is accurate 75% of the time when cradling, scooping, throwing underhand, throwing overhand, and catching
  • 4 = Controls the ball and is accurate 50% of the time when cradling, scooping, throwing underhand, throwing overhand, and catching
  • 4 = Controls the ball and is accurate less than 25% of the time when cradling, scooping, throwing underhand, throwing overhand, and catching.

Problem Solving / Students work with a partner and practice a series of striking skills using different length levers and record their results according to how the changing level length affected the speed o f the swing, control of the swing, and distance the object traveled. Students draw conclusions based on their observations.
Individual Student Project / Students complete a personal fitness profile using a physical activity log and fitness assessments from the past three years. Based on the profile, students develop a six-week fitness program aimed at increasing their health-related fitness levels. Students implement the plan as an outside-of-class activity, keep a log of their activities over six weeks, and a reflective journal of their progress.
Individual Student Project / Students identify two recreational activities available in the community in which they have not participated, but think they might enjoy. Students visit the activity site and prepare a written or oral report describing the activity, required equipment, cost of participation, location, availability of instruction, and benefits of the activity.
Written Report / Students research and prepare a paper summarizing their findings related to the dangers involved in using performance-enhancing drugs. A scoring rubric can be used to assess content and organization of the paper.
Student Journals / Students reflect upon and record their thoughts about risk-taking in physical education class and the extent to which they are influenced by peers to take or not take risks. Both physical and psychological risks can be addressed. Students may elect to share their reflections in small peer group discussions. Might be better for activities within an adventure education curriculum.
8th / Role Playing / Students participate in small group game/activity requiring them to act as if they are the opposite gender and identify any observed negative stereotyping.
Scoring Rubric / Scoring Rubric: Initiative or Cooperative Activity
  • Students in small groups share an initiative (e.g., student-designed game) or cooperative activity. After the class participates in the activity, students are in charge of debriefing the group about the activity. The following rubric can be used to evaluate student participation in the project.
Level 4:
  • Interacts openly during debriefing
  • Participates fully in activity
  • Works well with others in the group
  • Creates own initiative activity
Level 3:
  • Interacts during debriefing
  • Participates well in activity
  • Leads an activity
Level 2:
  • Does not interact often during debriefing
  • Moderate involvement in activity
  • Follows others, but does not participate fully
Level 1:
  • Unwilling to interact in debriefing
  • Uninvolved in group activity or remains “outside” activity
  • Uncooperative or unsupportive

High School Assessment