Beyond Fun & Games:Aligning Recreation Activities with

Physical Education Priorities

Bob Barcelona, Ph.D.Clemson University

Youth Development LeadershipCo-PI, GoalPOST

Michael Felak, M.S.Clemson University

Project Director, GoalPOST II

October 24, 2011

Need a Good GoalPost Picture Here!

Leading Off….

Bob Barcelona, Ph.D.Clemson UniversityAssistant Professor Youth Development LeadershipCollege of HEHDCo-PI, GoalPOST Phone: (864) 656-1891E-mail: rbj@clemson.edu

Bob Pic

Kuk Sool!

Now Batting….

Mr. Michael Felak, M.S.Clemson UniversityProject Director, GoalPOST IIEugene T. Moore School of Ed.College of HEHDE-mail: felak@clemson.edu

Game Face!

The Game Plan…• Become familiar with SC state standards

for physical education;• Understand the concept of intentional

play;• Learn best practices for planning,

designing, and delivering recreation activities that align with standards;

• Share examples and strategies for activity programming;

• Plan a deliberate recreation activity session for your program

Let’s Play“The Farmer and the Rabbit”

Some Assumptions• ASPs as more than glorified

babysitting• ASPs as developmental

space• Importance of aligning ASP

activities with classroom / academic goals

• Avoid doing “more school after-school”

We expect ASPs to reinforce academic goals through fun and engaging activities.

This works for academic subjects like math, reading, and science.

But - what about recreation? Can this programming block be aligned to reinforce academic standards and policy recommendations in a fun and engaging way?

Afterschool Physical Recreation• Activities are intended to be

voluntary in nature (student choice)

• Every student is given an equal opportunity to participate regardless of physical ability

• Opportunity for student involvement in the planning, organization, and administration of programs

NASPE (2001)

Physical Activity Recommendations• 60 minutes or more per day of

physical activity• Moderately-vigorous activities

every day• Vigorous activities at least 3

days/week• Muscle strengthening activities

at least 3 days/week• Bone strengthening activities at

least 3 days/weekhttp://www.cdc.gov/physicalactivity/everyone/guidelines/children.html

PE/PA Priorities in SC• Students’ Health and Fitness Act (SC Code Ann. §§ 59-10-10

through 59-10-380)• Mandates 90 minutes of PE and 60 minutes of physical

activity for children in grades K-5 each week• Gap between in-school and out-of-school physical activity• Gap should be closed by, “before, during, and after school

instruction, fitness trail programs, intramural programs, bicycling programs, walking programs, recess, and activities designed to promote physical activity opportunities in the classroom” (Students’ Health and Fitness Act of 2005)

SC Academic Standards for PE• Based on national physical education

standards (NASPE, 2004)• Consist of 6 standards encompassing

psychomotor, cognitive and affective domains

• Each standard includes indicators of grade-level achievement (K, 1-2, 3-5, 6-8, 9-12)

• Framework – not a curriculum• Set of goals for intentional instruction

SC Academic Standards for PE1. The student will demonstrate competence in motor skills and

movement patterns needed to provide a variety of physical activities.2. The student will demonstrate understanding of movement concepts,

principles, strategies, and tactics as they apply to the learning and performing of physical activities.

3. The student will participate regularly in physical activity.4. The student will achieve and maintain a health-enhancing level of

physical fitness.5. The student will exhibit responsible personal and social behavior that

respects self and others in physical activity settings.6. The student will demonstrate awareness that physical activity provides

the opportunity for health, enjoyment, challenge, self-expression, and social interaction.

Standard 1: The student will demonstrate competence in motor skills and movement patterns needed to perform a variety of physical activities (Psychomotor Domain)

5-1.1 Demonstrate mature form for all fundamental manipulative skills (ex: catching, striking, kicking)

5-1.2 Demonstrate mature form for combinations of fundamental locomotor skills (ex: running, walking, skipping, galloping)

5-1.3 Use basic motor skills during invasion games, net/wall activities, striking/fielding activities, and target activities in increasingly complex situations (ex: dodging and evading an opponent, travelling at different levels, speeds and directions)

5-1.4 Execute basic offensive and defensive strategies for an invasion game or net/wall activity (ex: travel and maintain control of an object in a two-on-one situation, receive and pass an object with a partner against a defender, place ball away from an opponent in 4-square)

5-1.5 Demonstrate extension and control by supporting body weight on the hands

5-1.6 Apply movement concepts to sequenced gymnastics actions with smooth transitions both alone and with others (ex: balance, roll, balance with a change of direction)

5-1.7 Perform age appropriate dances with given steps and sequences in rhythm

5-1.8 Jump rope continuously without error for 30 seconds

Standard 2: The student will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performing of physical activities (Cognitive Domain)

5-2.1 Identify critical elements/learning cues of a skill to improve personal performance and provide feedback to others in fundamental movement skills and specialized game skills (ex: making a triangle to set the volleyball)

5-2.2 Identify basic offensive and defensive strategies in modified game situations (ex: moving to open space within a 3-on-2 situation)

5-2.3 Recognize movement concepts that have an effect on the quality of complex movement performance (ex: the absorption and production of force, the transfer of weight, the relationship between practice and the improvement of performance, the importance of warm-up and cool down)

5-2.4 Identify the five components of health-related physical fitness (muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition) and describe activities that correspond to each component

5-2.5 Design goals based on personal strengths and weaknesses as determined by fitness test results

5-2.6 Describe how heart rate is used to monitor exercise intensity

Standard 3: The student will participate regularly in physical activity (Psychomotor Domain)

5-3.1 Monitor his or her own participation in physical activity (ex: using a pedometer to count the number of steps taken/distance travelled using a heart rate monitor to check his or her exercising heart rate, maintaining a physical activity log)

5-3.2 Identify opportunities available in the school and community for regular participation in physical activity (ex: fun runs or school-wide walks, youth sports, county recreation programs, church leagues)

Standard 4: The student will achieve and maintain a health-enhancing level of physical fitness (Psychomotor Domain)

5-4.1 Achieve the age- and gender-specific health-related physical fitness standards designed by a state approved fitness assessment (ex: Fitnessgram)

5-4.2 Implement strategies to achieve health-related physical fitness goals (ex: maintains heart rate within the target heart rate zone for a specified length of time during an aerobic activity)

5-4.3 Select and participate in physical activities that develop and appropriately maintain each of the five components of health-related physical fitness (ex: jogging to increase aerobic capacity)

Standard 5: The student will exhibit responsible personal and social behavior that respects self and others in physical activity settings (Affective Domain)

5-5.1 Work cooperatively and productively in small group to accomplish a set goal in both cooperative and competitive physical activities

5-5.2 Identify and demonstrate the characteristics of good sportsmanship (ex: accept the leader’s decision regarding a personal rule infraction without displaying negative emotions to others)

5-5.3 Recognize the positive attributes that individuals of varying gender, race, ethnicity, and/or skill levels bring to physical activity in a group setting

5-5.4 Participate in the establishment of rules, procedures, and standards of etiquette that are safe and effective for specific activity situations

5-5.5 Take responsibility for his or her own actions without blaming others

5-5.6 Participate willingly in physical activities with others who may be different in gender, race, ethnicity, and/or skill level

Standard 6: The student will demonstrate awareness that physical activity provides the opportunity for health, enjoyment, challenge, self-expression, and social interaction(Affective Domain)

5-6.1 Seek to engage in physical activities that are personally enjoyable

5-6.2 Recognize that effort and practice contribute to improvement and success

5-6.3 Seek to engage in physical activities that are personally challenging

5-6.4 Celebrate personal physical activity-related successes and achievements along with those of others

5-6.5 Recognize that physical activity is an opportunity for positive social interaction

5-6.6 Explain why individuals are attracted to certain physical activities

5-6.7 Recognize that skill competency leads to enjoyment of movement and physical activity

Activity Contexts

Free Play- Limited supervision

- Limited structure- Little concern with outcomes

Skills and Drills- High level supervision

- Primarily instructor-controlled- Focus on assessment and

performance to standard

“Intentional Play”- Age-appropriate supervision

- Scaffolded instruction- Standards used as programming guides

- Game-like formats

Intentional Play• Intentional• Age- and developmentally

appropriate• Focus on games and game-

like activities • Intrinsically motivating• Immediately gratifying • Maximum enjoyment

Cote, (1999); Cote & Hay (2002)

1. Needs and capacity2. Choose a framework3. Identify outcomes4. Choose & plan activity5. Assessment6. Communicate results

Intentionality

“…such programs are the exception rather than the rule” (Hamilton & Hamilton, 2004)

Intentionality1. Needs and capacity2. Choose a framework3. Identify outcomes4. Choose & plan activity5. Assessment6. Communicate results

Facility, equipment, supervision Intentional play SC State PE Standards, CDC, etc. Games and game-like activities How did it go? What was learned? Talk to students, parents, leaders

1. Relationship building2. Warm-up / warm-up

activity3. Game instruction4. Skills practice (if needed)5. Games w/modifications6. Cool down7. Reflection / de-brief

Activity Components

Activity Examples

Grades 1-2 Description Standards Addressed

3-ball Modified kickball: 2 teams, 3 balls that can be thrown, kicked, rolled, etc. Three batters go at one time, kicking/throwing the ball in any direction. The fielding team must return all three balls to a center bucket/basket. If any players are off a base when the last ball is in the basket, that player is out. More than one player can be on the base at a time.

2-1.2, 2-1.6, 2-1.7, 2-1.8, 2-1.9

Grades 3-5 Description Standards Addressed

Pin Guard 2 teams on either side of basketball court with 5 plastic bowling pins set up in a symmetric formation. Players use dodge balls to knock the pins over or get players out. Players that get out queue on the sideline and return one at a time when their teammates catch a ball in the air. First team to knock all the pins down wins.

5-1.2, 5-1.3, 5-1.4, 5-2.2, 5-5.1, 5-5.2, 5-5.3, 5-5.4, 5-5.5, 5-5.6, 5-6.3, 5-6.4, 5-6.5, 5-6.6, 5-6.7

Grades 6-8 Description Standards Addressed

Treasure Chest

Teams have a half-court with a small square zone with varying objects that they must protect from the other team. Teams wear flagbelts and can have them pulled in opposing teams zones. If pulled, players go to “jail” and flagbelts go to the “chest”. Players can return to the game if flag belts are retrieved by teammates and brought to them.

8-1.1, 8-2.1, 8-2.6, 8-5.1, 8-5.2, 8-5.3, 8-5.4

Let’s Play Some More“Captain On Deck”

The GoalPOST Model

Workshop Activity“Designing Intentional Play Activities”

Think about your youth program. Use the “Intentional Play” model to plan a 1 hour recreation activity block.

You should consult the SC Physical Education Standards and CDC Physical Activity Recommendations as

outcome guides. Remember to use “intentional play” activities (i.e. GAMES!) to achieve your program

outcomes. Be prepared to share your ideas!

Bob Barcelona, Ph.D.Youth Development LeadershipCo-PI, GoalPOST College of Health, Education, & Human Dev.Phone: (864) 656-1891E-mail: rbj@clemson.edu

Mr. Michael Felak, M.S.Project Director, GoalPOST IIEugene T. Moore School of EducationCollege of Health, Education, & Human Dev.E-mail: felak@clemson.edu

On the Web: http://www.clemson.edu/youthdevelopmenthttp://www.facebook.com/clemsonydl