PE 416

What is the difference between a PE curriculum & program?

Planned sequence of (1) what students are to learn, (2) how students acquire that learning, and (3) how students’ learning is verified.

Non-instructional mechanisms that organize and support physical education

Need to have a Vision for the future Should reflect Mission of district

Typically already included in the curriculum

See Bristol’s program description What are some of your professional

program goals? Again, typically in the curriculum

Schedules Teachers and Students

Policies and Procedures

Steps:1. Identify the most desirable grouping patterns2. Determine class size3. Determine appropriate time allotments for daily,

weekly, and unit instruction4. Determine staffing patterns and teacher loads,

and assign teachers5. Identify teaching stations and equipment6. Develop a schedule

1) Identify the most desirable grouping patterns Homogeneous – grouped by similar traits

Individual grades – Often the case K-8. In high school, may also be by individual grades or groups of grades, 9-10 for example.

Assigning by individual grades is more conducive to an aligned and progressive PE curriculum

Heterogeneous – dissimilar attributes in a group, more random selection

Some high schools do not group students by and therefore, students in grades 9-12 may appear on one class roster. This makes is difficult to develop and aligned and progressive curriculum

Could you image students in grades 9-12 being placed into one math course every year in high? Of course not, yet in PE we tolerate this arrangement when we should not! We have standards to meet just like any other discipline. Let your opinion be heard.

1) Identify the most desirable grouping patterns Elective – Students register for activities or groups of related activities

Activity categories: fitness, rhythms, invasion games (hand, feet, hands and feet), net/wall games (net-dual, net-team, wall), field games, target games, aquatics, outdoor pursuits, combatives/gymnastics

See next slide

2. Determine class size NASPE has provided stated maximum recommended

class sizes for the three primary grade levels ES: 25, MS: 30, HS: 35 In Connecticut and the Northeast, we are lucky. Class sizes are similar

to other subjects. However, in California and the Southeast, class sizes range from 40-70 per teacher!

In an elective program, you will have a greater ability to regulate class sizes.

2. Determine class size NASPE: How to Teach Large Class Sizes

Be careful about combining classes (lead & assistant) b/c this may give administration the impression only 1 teacher is needed.

Includes class size recommendations Class size is a big issue in PE with which many states are

struggling. We have permitted this instructional impediment for too long.

Texas position statement on large class size

In 1986 and 1987, the US House and Senate passed a concurrent resolution supporting daily PE for all students

Con. Res. 145

3. Determine appropriate time allotments for daily, weekly, and unit instruction Instructional periods totaling 150 minutes per week (elementary)

and 225 minutes per week (middle and secondary school) http://iweb.aahperd.org/naspe/template.cfm?template=qualityPePrograms.html

The tendency among teachers is to create units with too few lessons. This is often due to disparate student skills levels resulting from a lack of assessment/accountability and not utilizing the five levels of game-play (1-5)

This leads to doing the same thing year after year Moderate depth v. breadth

You don’t really have a lot of time 45 minutes – 15 = 30 minutes; Classes twice per cycle, 30 cycles per year = 60

classes; Subtract 10% for lost instructional days = 54 classes; 54 classes X 30 minutes = 1620 minutes

4) Determine staffing patterns and teacher loads, and assign teachers Some activities with inherent risk such as aquatics,

gymnastics, skiing, or adventure may required teachers to have specialized training and/or certification.

Aquatics – WSI and lifeguarding (American Red Cross) Adventure – offered through organizations such as Project Adventure ®

(http://www.pa.org/workshops/browse.php) and others

5) Identify teaching stations and equipment Stations may include: gym (preferably with visual and

acoustic dividers), fitness center, multipurpose room (dance, group exercise, etc – can just be an empty traditional classroom near the gym), pool,

Outdoor facilities don’t really count b/c part of the year they are unusable due to the cold and periodically due to the weather. Do not allow administrators or those devising the master (school) schedule to count them.

Availability of equipment should not limit the number of classes in a period but may impact the selection of activities in a class period. For example, if you only have enough equipment for one

class of archery, that’s all you may offer (no-brainer)

6. Develop a schedule Considerations:

Two classes must not be scheduled in the same facility at the same time

Class sizes must not exceed the legal maximum established for a space

A teacher must not be assigned to teacher two classes at the same time

Each teacher should be assigned a preparation period Avoid calling it a “free” period :)

6. Develop a schedule Considerations:

Units should be assigned to teachers based on their individual skills and interests.

Teachers should strive to have the skills necessary to teach MOST activities offered in a curriculum. If only one teacher can teach yoga or personal defense, then classes in which a teacher has a prep period will not be able to select those offerings

More difficult at high school due to the range of activities

Time should be planned for all teachers in the department to meet together for departmental meetings at least once a cycle (week or 6 day). After school is not a good time due to coaching

Mornings can be an alternative

6. Develop a schedule The schedule must be developed as outlined in

the curriculum. For example, if the curriculum specifies that golf classes start in the 10th grade, several teachers and periods must be assigned in accordance.

Category system:

Class Team Sp Indiv. Sp

Fitness Aquatics

Soph. 3 1 1 1

Junior 2 3 1

Senior 1 4 1

Flexible Scheduling: length, number of classes per week, and total number of class periods per semester/session Modular scheduling Block scheduling

See NASPE resource paper on block scheduling May have to plan and Health and PE

program together Farmington example

Be mindful of NASPE Position Papers http://www.aahperd.org/naspe/template.cfm?template

=position-papers.html

Appropriate Maximum Class Length for Elementary Physical Education 2008 NEW!!

Comprehensive School Physical Activity Programs 2008 Physical Education Teacher Evaluation Tool, 2007 [ pdf ] [ doc ] What Constitutes a Highly Qualified Physical Education Teacher, 2007 Opposing Substitution and Waiver/Exemptions for Required Physical Education, 2

006

Recess for Elementary School Students, 2006 Position on Dodgeball in Physical Education, 2006 Appropriate Practices for High School (2004), MS (2001), and ES (2000) PE What Constitutes a Quality Physical Education Program, 2003 Physical Activity and Fitness Recommendations for Physical Activity Professionals,

2002

Many others

Be Aware of Help in Our FieldBe Aware of Help in Our Field Shape of the Nation Report (2006) (Free PDF Version) Why Children Need Physical Education from NASPE American Heart Association Position on increasing PE in the schools. Childhood Obesity Policy Backgrounder from the American Heart Association. School Health Index for Physical Activity and Healthy Eating, published by the Centers

for Disease Control and Prevention (CDC), Division of Adolescent and School Health. Surgeon General's Report (Latest Research On Health & Physical Activity) The Surgeon General’s Call To Action To Prevent and Decrease Overweight and

Obesity Increasing Physical Activity: A Report on Recommendations of the Task Force on

Community Preventive Services Promoting Better Health for Young People Through Physical Activity and Sports

A Report to the President From the Secretary of Health and Human Services and the Secretary of Education (located on the CDC Web site)

Guidelines for School and Community Programs to Promote Lifelong Physical Activity Among Young People

Ideal Variables: # of students in school Class size # of PE class per week # of PE teachers Teaching load # of teaching stations # of periods per day Length of class

Realistic Variables: Student variables

Science Lab (HS) Choice of classes (HS)

Teacher variables Switching locations Unnatural progression

of grades Part-time teachers

Let’s Examine Your School and PE Program . . .

How can we balance ideal and realistic variables so that both teachers and students will be satisfied with the schedule?

Period Monday Tuesday Wednesday Thursday Friday

Period 17:40-8:23

Period 28:26-9:11

Period 39:14-9:59

Period 410:02-10:47

Period 5 (lunch)10:50-11:1411:17-11:3811:41-12:02

Period 612:05-12:48

Period 712:51-1:34

Period 81:37-2:20

Period Monday Tuesday Wednesday Thursday Friday

Period 17:40-8:23

Fr 1 Teacher AFr 2 Teacher BFr 3 Teacher C

Fr 4 Teacher AFr 5 Teacher BFr 6 Teacher C

Fr 1 Teacher AFr 2 Teacher BFr 3 Teacher C

So 7 Teacher ASo 8 Teacher BPlanning C

Fr 4 Teacher AFr 5 Teacher BFr 6 Teacher C

Period 28:26-9:11

Sr 4 Teacher ASr 5 Teacher BPlanning C

Planning A, B, CSr 4 Teacher ASr 5 Teacher BPlanning C

Planning A, B, CSo 4 Teacher ASo 5 Teacher BSo 6 Teacher C

Period 39:14-9:59

Fr 7 Teacher BFr 8 Teacher CPlanning A

Fr 9 Teacher AFr 10 Teacher CPlanning B

Fr 7 Teacher BFr 8 Teacher CPlanning A

Sr 9 Teacher BSr 10 Teacher CPlanning A

Fr 9 Teacher AFr 10 Teacher CPlanning B

Period 410:02-10:47

Jr 1 Teacher AJr 2 Teacher BJr 3 Teacher C

Sr 1 Teacher ASr 2 Teacher BSr 3 Teacher C

Jr 1 Teacher AJr 2 Teacher BJr 3 Teacher C

S0 9 Teacher AS0 10 Teacher CPlanning B

So 7 Teacher ASo 8 Teacher BPlanning C

Period 5 (lunch)10:50-11:1411:17-11:3811:41-12:02

Lunch for Teachers A, B, CRotated Lunch

Duty

Lunch for Teachers A, B, CRotated Lunch

Duty

Lunch for Teachers A, B, CRotated Lunch

Duty

Lunch for Teachers A, B, CRotated Lunch

Duty

Lunch for Teachers A, B, CRotated Lunch

Duty

Period 612:05-12:48

So 4 Teacher ASo 5 Teacher BSo 6 Teacher C

Jr 4 Teacher AJr 5 Teacher BJr 6 Teacher C

Sr 6 Teacher ASr 7 Teacher BSr 8 Teacher C

Jr 4 Teacher AJr 5 Teacher BJr 6 Teacher C

Sr 6 Teacher ASr 7 Teacher BSr 8 Teacher C

Period 712:51-1:34

Jr 7 Teacher CJr 8 Teacher APlanning B

Sr 9 Teacher BSr 10 Teacher CPlanning A

Jr 7 Teacher CJr 8 Teacher APlanning B

Sr 9 Teacher BSr 10 Teacher CPlanning A

S0 9 Teacher AS0 10 Teacher CPlanning B

Period 81:37-2:20

So 1 Teacher ASo 2 Teacher BSo 3 Teacher C

Jr 9 Teacher AJr 10 Teacher BPlanning C

So 1 Teacher ASo 2 Teacher BSo 3 Teacher C

Jr 9 Teacher AJr 10 Teacher BPlanning C

Planning A, B, C

Period Monday

Period 17:40-8:23

Fr 1 Teacher AFr 2 Teacher BFr 3 Teacher C

Period 28:26-9:11

Sr 4 Teacher ASr 5 Teacher B

Planning C

Period 39:14-9:59

Fr 7 Teacher BFr 8 Teacher C

Planning A

Period 410:02-10:47

Jr 1 Teacher AJr 2 Teacher BJr 3 Teacher C

Period 5 (lunch)10:50-11:1411:17-11:3811:41-12:02

Lunch for Teachers A, B, CRotated Lunch Duty

Period 612:05-12:48

So 4 Teacher ASo 5 Teacher BSo 6 Teacher C

Period 712:51-1:34

Jr 7 Teacher CJr 8 Teacher A

Planning B

Period 81:37-2:20

So 1 Teacher ASo 2 Teacher BSo 3 Teacher C

Period Monday

Period 17:40-8:23

Freshmen Freshmen Freshmen

Period 28:26-9:11

SeniorSenior

Period 39:14-9:59

Freshmen Freshmen Freshmen

Period 410:02-10:47 Junior

JuniorJunior

Period 5 (lunch)10:50-11:1411:17-11:3811:41-12:02

Lunch for Teachers A, B, CRotated Lunch Duty

Period 612:05-12:48

SophomoreSophomore Sophomore

Period 712:51-1:34

JuniorJunior

Period 81:37-2:20

SophomoreSophomore Sophomore

Discussed in 299 – set the stage on day 1

Rules file

Discipline May be a school-wide or school PE

department plan

Dressing and Showering Uniform? Dress code? Same for teacher? Showering?