1、New York State Physical Education Profile Trainers Manual2007-2008 developed by:The New York State Education Departmentin partnership with The New York State Association for Health, Physical Education, Recreation & Dance銷售信 Goals of the DayIntroduce the NYS Physical Education ProfileProvide staff de

2、velopment experiences that may be used by school district training teams and teachers in their local school districtsProvide participants with the opportunity to learn how to use the CD ROM as a resource Provide NYS physical education professionals with a network to help each other learn about and i

3、mplement the PE ProfileThe Workshop Agenda 8:00 8:30Registration 8:30 11:45Morning SessionWelcome & Introduction Tour of the CD ROM Standard 1A Introduction Standard 1A Table Work (CD-ROM Browse Mode) Standard 1A Table Work (CD-ROM Test Mode) Standard 1A Debrief 10:30 10:45 BreakStandard 1B Introduc

4、tion Standard 1B Table Work & Debrief 11:45 12:30 LUNCH12:30 2:15 Afternoon SessionNYS AHPERD Standard 2 Introduction Standard 2 Table Work & Debrief Standard 3 Introduction & OverviewWhy implement the PE Profile? Wrap-up The PE Profile What it is a State developed assessment program designed for in

5、structional use with curriculum to help students, teachers, and administrators focus on learning.a source for systematically providing evidence that students are learning and subsequently achieving the NYS Learning Standards. a source for evaluation of the quality of a school districts physical educ

6、ation program. What it isnt a mandated curriculum (curriculum is a local district decision).a grading system (criteria for grading is a local district decision).a graduation requirement (criteria for graduation is a Commissioners Regulation and has not changed).a mandated test (the assessment is ava

7、ilable for schools to use to provide evidence that students are achieving the Standards). Bottom line today, a lot of information will be presented keep in mind the quote “inch by inch, this is a cinch yard by yard, this is way too hard”The CD-ROM What it is a resource that introduces assessments to

8、 use with curriculum to help students, teachers, and administrators focus on learning.a resource that provides the means to systematically provide evidence that programs are effective and reflect the achievement of the NYS Learning Standards.a resource to familiarize teachers, administrators, school

9、 board members, parents, and students with the New York State Learning Standards and commencement level assessments for physical education.a resource to help teachers and administrators use assessments in physical education program evaluation and development.an interactive opportunity to learn how t

10、o assess performance. What it isnt a magic bullet for curriculum development this will take time.a magic bullet for enabling teachers to immediately score student performance in a reliable way reliable assessing will take practice.Teachers will need staff development and practice to use the assessme

11、nts effectively.NYSED Website (/ciai/pe/profile.htm)What it is a resource that is available for up-to-date informationfor Standard 1A new assessments / updates for existing assessmentsfor Standards 1B, 2, 3 the assessment package for the present school year.a resource for Printed Materials (PDFs) fo

12、r all text and forms in the PE Profile. This is important because it allows teachers and administrators to print only pertinent information needed at the moment. Note: In the case of text, it is usually easier to read printed text as opposed to reading it in scrolled form on the CD ROM.a forum for a

13、nnouncements of “Best Practices,” etc.Unlike the CD ROM, the Website will keep the PE Profile alive.Where Did This All Come From? Why?Refer to the History Slide Show and insert it here.New York State Learning Standards for Health, Physical Education, and Family and Consumer SciencesLearning Standard

14、 1 (Physical Activity & Fitness)Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. Learning Standard 2 (Personal and Social Responsibility)Students will acquire the knowledge and ability ne

15、cessary to create and maintain a safe and healthy environment.Learning Standard 3 (Resource Management)Students will understand and be able to manage their personal and community resources.NASPE Content StandardsComparing New York State Learning Standards with NASPE Content StandardsNASPE 1995Genera

16、l descriptions 1995NASPE revised 2004 General descriptions 2004Summary charts About the NYS Physical Education ProfileWhat is the NYS Physical Education Profile?Why physical education needs to be accountableHow the results will be used for student and program accountability.How does the Physical Edu

17、cation Profile work?Sport and physical activity performance assessmentsCognitive performance assessmentsWhy do we need the PE Profile?Physical education needs a clearly defined focusAssessments should be incorporated within the physical education programStandardized assessments will provide an evalu

18、ation tool that is consistent for students and programs throughout the State.Who is responsible for the PE Profile? The stakeholders: NYSED, School Districts, Administrators Teachers, Students, ParentsUsing the NYS Physical Education ProfileImpact on CurriculumThe NYS Learning Standards and PE Profi

19、le may affect curriculumImpact on InstructionThe NYS Learning Standards and PE Profile may affect instructionStudent Achievement and GradingThe PE Profile addresses both program effectiveness and student achievement and may affect grading Program AccountabilityThe PE Profile can be used to determine

20、 program accountability Including Students with DisabilitiesAssessment AccommodationsInstructional ModificationsFrequently Asked QuestionsThis section answers questions related to the Physical Education Profile:What is the Profile Student exemptions Student accountability Implications for programs C

21、ompetency and Proficiency(how rubrics work in sports and physical activities)Proficient: A student has the skill and knowledge to be an advanced performer and contributor in an organized adult recreational setting.3 Competent: A student has the skill and knowledge to be comfortable participant and c

22、ontributor in an organized adult recreational setting.2 Advanced Beginner: A student needs more practice to develop the skill and knowledge necessary to become a comfortable participant and contributor in an organized adult recreational setting.1 Beginner: A student is just beginning to acquire the

23、knowledge and skills necessary to participate. Traditional Sport CategoriesTeam Passing Sports Net/Wall SportsTarget SportsStriking Fielding SportsAssessment components are similar: Application of SkillsApplication of Strategies Application of Rules & ConventionsPersonal and Social ResponsibilityApp

24、lication of Skills (how rubrics work example team passing sports) Students4. apply effective skills with few, if any, observable errors in technique. Students consistently and effectively defend and use offensive skills in the presence of defensive pressure.3. apply effective skills with errors in t

25、echnique. Students are inconsistent in defending and in using offensive skills in the presence of defensive pressure. 2. perform skills showing some elements of correct technique but application is ineffective and inconsistent.1. attempt skills but technique is not yet sufficient resulting in consis

26、tently ineffective performance. Application of Strategy(how rubrics work example team passing sports) Students4. consistently apply effective strategic play, maintain proper spacing, and make decisions to appropriately adjust to game situations. Students transition smoothly between offensive and def

27、ensive roles. 3. apply appropriate offensive and defensive strategies in relation to other players but seem hesitant or indecisive when reacting to game situations. 2. use some offensive and defensive skills appropriately but show little evidence of effective contribution to team offense or defense.

28、 1. use movements that are unrelated to basic game strategy. Students do not contribute to offense or defense.Application of Rules & Conventions(how rubrics work example team passing sports) Students4. apply rules interpretation, conventions of play, and terminology with no observable errors. Studen

29、ts announce the score correctly before re-starting play after a score or when asked. 3. apply major rules, conventions of play and terminology correctly, but make minor errors or may seek confirmation from others. Students announce the score correctly before re-starting play or when asked.2. demonst

30、rate a general understanding of the activity but need assistance to correctly apply rules, conventions, terminology and/or scoring.1. consistently demonstrate incorrect application of rules, conventions of play, and/or terminology. Students rely on others to play correctly. Personal and Social Respo

31、nsibility & Safety(how rubrics work example team passing sports) Students4. demonstrate fair play and appropriate competitive behaviorparticipate energetically and safely demonstrating self-control and respect for the positive and safe experience of others prevent or resolve conflicts without teache

32、r intervention and/or appropriately challenge themselves and others to high levels of performance. participate energetically and safely demonstrating self-control, fair play, and respect for others. 2. participate safely and maintain self-control but are inconsistent in energy.1. lack self-control a

33、t times and/or need reminders and encouragement from others to participate in a safe, fair, energetic, or respectful manner.Physical Activity CategoriesDance & Aesthetics ActivitiesOutdoor ActivitiesPersonal Performance ActivitiesFitness ActivitiesComponents (and their rubrics vary by category)Dance

34、 and Aesthetic ActivitiesRecreational Dance Components (Ballroom Dance, Line Dance, Square Dance, etc.)Application of skillsPerformancePersonal and Social ResponsibilityPerformance Dance/Aesthetic Activities Components (Creative Dance, Gymnastics.)Application of skillsPerformanceChoreographyPersonal

35、 and Social ResponsibilityOutdoor Activities(Camping, Canoeing, Orienteering, Skiing, etc.)ComponentsApplication of skillsPersonal challenge, decision-making, and preparationApplication of Safety, Etiquette, and conventionsPersonal/Social Responsibility & SafetyPersonal Performance ActivitiesChallen

36、ge/Risk Activities (Wall climbing, Skate boarding, etc.)Recreational Activities (Ice skating, In-line Skating, Lap Swim, etc.)Martial Arts/Combative Activities (Fencing, Judo, Wrestling, etc.)Personal Best Activities (Competitive Swimming, Track & Field, etc.)Fitness Activities(Step Aerobics, Weight

37、 training, Cardio Kickboxing, Aerobic Activities, Pilates, Tae Bo, etc.)Application of Fitness PrinciplesApplication of SkillPersonal/Social Responsibility & SafetyThe Standard 1A & 1B Connection Sport & Physical Activity Assessments Fitness CategoryAerobic Performance ActivitiesCardio-kickboxingPil

38、atesStep AerobicsTai BoWater AerobicsWeight TrainingBrowse ModeTEST MODESimply Click on the blinking Play button and test your assessment skillPhysical Activity Content K-12 Progression Elementary K-2Fundamental motor and manipulative skillsElementary3-5Motor skills in combinationIntermediate6-8Spor

39、t Specific SkillsCommencement9-12Competency and proficiency in complex motor and sport activitiesPhysical Activity Assessment K-12 Progression Elementary K-2Checklist of Fundamental SkillsElementary3-5Checklist of skills in combination (routines, sequences, etc.)Intermediate6-8Tasks and rubrics for

40、sport skills in game-like situationsCommencement9-12Complex, authentic games and physical activity performancesStandard 1A in reviewStandard 1A is achieved when students demonstrate competency in 6 activities and proficiency in 3 activities found in 3 different categoriesWhat teachers have found:Stu

41、dent Accountability When students understand that they are accountable for specific knowledge and physical performance levels, their attentional focus and energy increases and learning improves.Impact on Curriculum & Instruction When students reach the 9th grade and demonstrate competency or profici

42、ency particularly in the traditional sports found in the team passing category, there is not a pressing need to repeat those activities over the next three years because for those who did not demonstrate competency or proficiency, it is highly unlikely that they will take an interest to practice on

43、their own or will have enough practice during class time to ever become proficient or competent in that activity. This fact immediately creates opportunities to enrich programs by shifting toward the types of activities that students have not yet experienced and might choose to do as adults.Program

44、Accountability When a climate is established where physical education programs reflect a seriousness for student learning and achievement of the Standards (physical activity, fitness, character/civility/citizenship, resources), there is more respect from other teachers, more resources are available

45、from administrators, and fewer pull-outs take place. The Cognitive AssessmentsStandard 1B FitnessStandard 2 Personal & Social ResponsibilityStandard 3 Resource ManagementFor up-to-date information for the NYS PE Profile see: /ciai/pe/profile.htmLearning Standard 1BLearning Standard Students will hav

46、e the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. Key Idea B for Physical Education Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activitie

47、s and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardio-respiratory endurance, flexibility, muscular strength, endurance, and body composition.Who says Standard 1B is Important?The Issue:Physical inactivity and lack of k

48、nowledge regarding fitness and health-enhancing lifestyles have resulted in a startling rise in childhood and adult obesity, cardio-respiratory risk, type II diabetes, and other lifestyle-related diseases. The Question:What is physical education doing about these fitness and health issues? The Chall

49、enge:The Centers of Disease Control and Prevention (CDC) and the Surgeon General have specifically challenged physical education to be an important part of the solution to the nations obesity epidemic by providing: 1) opportunities for physical activity, and 2) knowledge for establishing and maintai

50、ning health & fitness through an active, health-enhancing lifestyle. The successful completion of the assessment for Standard 1B shows students are prepared for this adult responsibility. Standard 1BIntroductionassessments are designed to be part of a comprehensive instructional unit assessments are

51、 structured as a task comprised of stimulus-based questions based on a scenario that represents a real world or authentic situation assessments will require short answer responses in graphic organizers and narrativesthe assessments are scored using a 4-point rubricstudent work will show the applicat

52、ion of skill and knowledge that is personally useful at present and will be useful during their adult livesanswers will show that students can analyze/synthesize/interpret information using charts, graphs, tables, and other visuals answers will show that students can make recommendations or plans ba

53、sed on that information the assessments are designed to be part of a comprehensive instructional unit where students will be held accountable for content knowledgethe assessments are not secure.Comparison to NASPE StandardsNew York State Learning Standard Key Idea B states that “students will design

54、 fitness programs ”NASPE Standards state that the physically educated person “exhibits a physically active lifestyle” (1995) or “participates regularly in physical activity” (2004); and that the physically educated person “achieves and maintains a health-enhancing level of physical fitness” (1995, 2

55、004). The NASPE outcomes imply the need for physical activity records and physical fitness test scores. In contrast, New York State Learning Standard 1 Key Idea B implies the need for a cognitive assessment where students demonstrate the knowledge and skills necessary to design personal fitness prog

56、rams. Teachers need to be aware that State and National Standards sometimes differ. Such is the case with the Fitness Standards of NYS and NASPEDevelopmentally Appropriate Practices (NASPE) Appropriate Practices for Health-Related Fitness and Fitness Testing To set a context for the fitness educatio

57、n component of a commencement level program and fitness testing, it is helpful to review what is considered appropriate professional practice. NASPE has authored publications for high school, middle school, and elementary school levels that explain appropriate and inappropriate practices on a variet

58、y of topics including health-related fitness and fitness testing. These identify key aspects of professional practice for curricula, instruction, and assessment and are presented to provide specific guidelines for instructional practices that support maximum opportunities for developmentally appropr

59、iate student achievement. Inappropriate practices identify common practices that are counterproductive or even harmful to the physical, mental, social, and emotional development of children and adolescents, and they should be avoided or changed. Teachers need to be aware of this information (Standar

60、ds 1A,1B,2)Standard 1B - ContentCurriculum drives instruction:Health-Related Components of FitnessHealth Risk FactorsBasic Principles of FitnessOverload, Progression, SpecificityFITT FormulaFrequency, Intensity, Time, TypeIndependence Step 5 Problem Solving/Decision-Making - Program planning - Becom