(c) 2007 mcgraw-hill higher education. all rights reserved. program materials and activities chapter...

(c) 2007 McGraw-Hill Higher Education. All rights reserved.

Program Materials and Program Materials and ActivitiesActivities

Chapter 10Chapter 10


Purposes of Instructional Purposes of Instructional MaterialsMaterials

To achieve instructional objectives To achieve instructional objectives effectively and economicallyeffectively and economically

To increase student motivationTo increase student motivation To introduce a lesson, present new To introduce a lesson, present new

material, clarify a subject or summarize a material, clarify a subject or summarize a lessonlesson

To improve retentionTo improve retention


Sources of Instructional Sources of Instructional MaterialsMaterials

CatalogsCatalogs TextbooksTextbooks JournalsJournals NewspaperNewspaper Commercial learning packetsCommercial learning packets Professional personsProfessional persons Parents, studentsParents, students University, district or school media centerUniversity, district or school media center AAHPERDAAHPERD


Types of Instructional MaterialsTypes of Instructional Materials

Charts, posters, bulletin boardsCharts, posters, bulletin boards Chalkboards, white boardsChalkboards, white boards Overhead transparenciesOverhead transparencies HandoutsHandouts Audiotapes, CD-audioAudiotapes, CD-audio Videotapes, films, CD-visual, DVDVideotapes, films, CD-visual, DVD ComputersComputers Illustrated lectures with computer/slide projectorIllustrated lectures with computer/slide projector Magnetic boardsMagnetic boards Objects and displaysObjects and displays


Selection CriteriaSelection Criteria

Choose material that provide experiences Choose material that provide experiences as close to real life as possibleas close to real life as possible

Selection of costly materials should be Selection of costly materials should be shared by teachers, students, parents, and shared by teachers, students, parents, and administratorsadministrators


Systematic Evaluation GuideSystematic Evaluation Guide

Do they contribute meaningfully to the topic?Do they contribute meaningfully to the topic? Do they develop concepts that are difficult to convey Do they develop concepts that are difficult to convey

through another medium?through another medium? Are they true to fact and life, accurate, and authentic?Are they true to fact and life, accurate, and authentic? Are they up-to-date?Are they up-to-date? Are they worth the time, cost, and effort?Are they worth the time, cost, and effort? Do they develop critical thinking skills?Do they develop critical thinking skills? Are they appropriate for the age, intelligence, and Are they appropriate for the age, intelligence, and

experience of students?experience of students?


Technical Quality of the Technical Quality of the MaterialsMaterials

PicturePicture SoundSound Mode of communicationMode of communication Message-unbiased and free from Message-unbiased and free from

objectionable propaganda or distractionsobjectionable propaganda or distractions


Ease of PresentationEase of Presentation

Ease of operationEase of operation Ease of maintenanceEase of maintenance QualityQuality DurabilityDurability PortabilityPortability


Examples of Instructional Aids Examples of Instructional Aids and Materialsand Materials

MediaMedia Personal resource filesPersonal resource files TechnologyTechnology


MediaMedia

Principles for usePrinciples for use Instructional media are valuable when they Instructional media are valuable when they

closely correlate with objectivesclosely correlate with objectives A live demonstration is more effective than a A live demonstration is more effective than a

visual aidvisual aid The instant replay feature of video recorders The instant replay feature of video recorders

makes them a terrific teaching aidmakes them a terrific teaching aid


TechnologyTechnology

Schools not kept up with the technology used in Schools not kept up with the technology used in businesses, homes and the marketplacebusinesses, homes and the marketplace

Has potential to increase efficiency but also can Has potential to increase efficiency but also can increase demands upon a teacher’s timeincrease demands upon a teacher’s time

Does not increase learning nor does it diminish Does not increase learning nor does it diminish learninglearning

Can be an effective learning tool for students Can be an effective learning tool for students with certain learning styleswith certain learning styles


Technology Developmental Technology Developmental LevelsLevels

Level I--Complete a task more efficiently and effectivelyLevel I--Complete a task more efficiently and effectively Level II--Learn/demonstrate mastery of skills and Level II--Learn/demonstrate mastery of skills and

concepts in novel waysconcepts in novel ways Level III--Individualized delivery of course content and Level III--Individualized delivery of course content and

personalized documentation of student learningpersonalized documentation of student learning Level IV--Realize the promise of integration, flexibility, Level IV--Realize the promise of integration, flexibility,

and multiple network capabilitiesand multiple network capabilities Level V--Not clearly defined, still under developmentLevel V--Not clearly defined, still under development


TechnologyTechnology

Can reduce activity timeCan reduce activity time Will not make a poor teacher a good Will not make a poor teacher a good

teacherteacher Problem is the time required to learn new Problem is the time required to learn new

software, develop materials, and integrate software, develop materials, and integrate technology into instructiontechnology into instruction

Can enhance communicationCan enhance communication


Technology StandardsTechnology Standards

Developed by International Society for Developed by International Society for Technology in Education (ISTE)Technology in Education (ISTE)

ISTE stated, “To live, learn, and work ISTE stated, “To live, learn, and work successfully in an increasingly complex successfully in an increasingly complex and information-rich society, students and information-rich society, students must use technology effectively”must use technology effectively”


Technology Can Enable Technology Can Enable Students to become:Students to become:

Capable information technology usersCapable information technology users Information seekers, analyzers, and evaluatorsInformation seekers, analyzers, and evaluators Problem solvers and decision makersProblem solvers and decision makers Creative and effective users of productivity toolsCreative and effective users of productivity tools Communicators, collaborators, publishers, and Communicators, collaborators, publishers, and

producersproducers Informed, responsible, and contributing citizensInformed, responsible, and contributing citizens


National Educational National Educational Technology Standards for Technology Standards for

StudentsStudents Basic operations and conceptsBasic operations and concepts Social, ethical, and human issuesSocial, ethical, and human issues Technology productivity toolsTechnology productivity tools Technology communications toolsTechnology communications tools Technology research toolsTechnology research tools Technology problem-solving and decision-Technology problem-solving and decision-

making toolsmaking tools


Basic Operations and ConceptsBasic Operations and Concepts

Students:Students: demonstrate a sound understanding of the demonstrate a sound understanding of the

nature and operation of technology systemsnature and operation of technology systems are proficient in the use of technologyare proficient in the use of technology


Social, Ethical, and Human Social, Ethical, and Human IssuesIssues

Students:Students: understand the ethical, cultural, and societal understand the ethical, cultural, and societal

issues related to technologyissues related to technology practice responsible use of technology practice responsible use of technology

systems, information, and softwaresystems, information, and software develop positive attitudes toward technology develop positive attitudes toward technology

used that support lifelong learning, used that support lifelong learning, collaboration, personal pursuits, and collaboration, personal pursuits, and productivityproductivity


Technology Productivity ToolsTechnology Productivity Tools

Students:Students: use technology tools to enhance learning, use technology tools to enhance learning,

increase productivity, and promote creativityincrease productivity, and promote creativity use productivity tools to collaborate in use productivity tools to collaborate in

constructing technology-enhanced models, constructing technology-enhanced models, preparing publications, and producing other preparing publications, and producing other creative workscreative works


Technology Communication Technology Communication ToolsTools

Students:Students: use telecommunications to collaborate, use telecommunications to collaborate,

publish, and interact with peers, experts, and publish, and interact with peers, experts, and other audiencesother audiences

use a variety of media and formats to use a variety of media and formats to communicate information and ideas effectively communicate information and ideas effectively to multiple audiencesto multiple audiences


Technology Research ToolsTechnology Research Tools

Students:Students: use technology to locate, evaluate, and collect use technology to locate, evaluate, and collect

information from a variety of sourcesinformation from a variety of sources use technology tools to process data and use technology tools to process data and

report resultsreport results evaluate and select new information evaluate and select new information

resources and technological innovations resources and technological innovations based on the appropriateness to specific based on the appropriateness to specific taskstasks


Technology Problem-solving Technology Problem-solving and Decision-making Toolsand Decision-making Tools

Students:Students: use technology resources for solving use technology resources for solving

problems and making informed decisionsproblems and making informed decisions employ technology in the development of employ technology in the development of

strategies for solving problems in the real strategies for solving problems in the real worldworld


National Education Technology National Education Technology Standards for TeachersStandards for Teachers

Technology Operations and ConceptsTechnology Operations and Concepts Planning and Designing Learning Planning and Designing Learning

Environments and ExperiencesEnvironments and Experiences Teaching, Learning, and the CurriculumTeaching, Learning, and the Curriculum Assessment and EvaluationAssessment and Evaluation Productivity and Professional PracticeProductivity and Professional Practice Social, Ethical, Legal, and Human IssuesSocial, Ethical, Legal, and Human Issues


Standard I: Technology Operations Standard I: Technology Operations and Conceptsand Concepts

Teachers demonstrate a sound Teachers demonstrate a sound understanding of technology operations understanding of technology operations and concepts.and concepts.


Standard II: Planning and Standard II: Planning and Designing Learning Environments Designing Learning Environments

and Experiencesand Experiences Teachers plan and design effective Teachers plan and design effective

learning environments and experiences learning environments and experiences supported by technology.supported by technology.


Standard III: Teaching, Learning, Standard III: Teaching, Learning, and the Curriculumand the Curriculum

Teachers implement curriculum plans, that Teachers implement curriculum plans, that include methods and strategies for include methods and strategies for applying technology to maximize student applying technology to maximize student learning.learning.


Standards IV: Assessment and Standards IV: Assessment and EvaluationEvaluation

Teachers apply technology to facilitate a Teachers apply technology to facilitate a variety of effective assessment and variety of effective assessment and evaluation strategies.evaluation strategies.


Standard V: Productivity and Standard V: Productivity and Professional PracticeProfessional Practice

Teachers use technology to enhance their Teachers use technology to enhance their productivity and professional practice.productivity and professional practice.


Standard VI: Social, Ethical, Legal, Standard VI: Social, Ethical, Legal, and Human Issuesand Human Issues

Teachers understand the social, ethical, Teachers understand the social, ethical, legal, and human issues surrounding the legal, and human issues surrounding the use of technology in PK-12 schools and use of technology in PK-12 schools and apply those principles in practice.apply those principles in practice.


FitnessFitness

““Fitness is the capacity to achieve the Fitness is the capacity to achieve the optimal quality of life.”optimal quality of life.”

Physical fitness - “the ability to carry out Physical fitness - “the ability to carry out daily tasks with vigor and alertness, daily tasks with vigor and alertness, without undue fatigue, and with ample without undue fatigue, and with ample energy to enjoy leisure-time pursuits and energy to enjoy leisure-time pursuits and to meet unforeseen emergencies”to meet unforeseen emergencies”


Health Benefits of Regular Health Benefits of Regular Physical ActivityPhysical Activity

Reducing risk of:Reducing risk of: dying prematurelydying prematurely heart diseaseheart disease diabetesdiabetes high blood pressurehigh blood pressure colon cancercolon cancer depressiondepression stress and anxietystress and anxiety obesityobesity unhealthy bones, muscles, and jointsunhealthy bones, muscles, and joints


Teachers Must:Teachers Must:

Do a better job of fitness educationDo a better job of fitness education Teach importance of fitnessTeach importance of fitness Provide activities to develop and maintain Provide activities to develop and maintain

fitnessfitness


Authentic Assessment - Fitness Authentic Assessment - Fitness TestingTesting

Must demonstrate the desired behavior, Must demonstrate the desired behavior, such as muscular strength via curl-up testsuch as muscular strength via curl-up test

Must link directly to the curriculumMust link directly to the curriculum Must occur on an ongoing basis and is not Must occur on an ongoing basis and is not

just one test scorejust one test score Must make students both capable of, and Must make students both capable of, and

likely to, apply the tests and results likely to, apply the tests and results outside the classroomoutside the classroom


Fitness education programs must teach principles for lifelong, individualized health-related fitness.


Concept-based Fitness Course Concept-based Fitness Course includes:includes:

Student performance standardsStudent performance standards Instructional formatInstructional format Activity/exercise programActivity/exercise program Academic programAcademic program Assessment programAssessment program


Concept-based Fitness Course Concept-based Fitness Course includes:includes:

Personal portfolios with individual health and Personal portfolios with individual health and fitness plansfitness plans

Incentive programIncentive program Exercise adherence and motivational strategiesExercise adherence and motivational strategies School-family programsSchool-family programs Equipment and technologyEquipment and technology


Strategies for Successful Goal Strategies for Successful Goal SettingSetting

Involve the student in the goal-setting Involve the student in the goal-setting processprocess

Start small and progressStart small and progress Focus on improvementsFocus on improvements Set specific and measurable goalsSet specific and measurable goals Set challenging and realistic goalsSet challenging and realistic goals Write the goals downWrite the goals down


Strategies for Successful Goal Strategies for Successful Goal SettingSetting

Provide students with strategiesProvide students with strategies Support and give feedback about progress Support and give feedback about progress

toward goalstoward goals Create goal stationsCreate goal stations Provide opportunities for periodic Provide opportunities for periodic

evaluationevaluation


Physical Best Physical Best Program Program guidelines for activityguidelines for activity

Provide enough time for activityProvide enough time for activity Let student individualize activities while Let student individualize activities while

exposing them to a variety of activitiesexposing them to a variety of activities Connect lessons to student interestsConnect lessons to student interests Focus instruction feedback on the process Focus instruction feedback on the process

rather than the productrather than the product Do not use exercise as punishmentDo not use exercise as punishment


Physical Best Physical Best Program Program guidelines for activityguidelines for activity

Do not overemphasize fitness test Do not overemphasize fitness test performancesperformances

Do not post fitness scores or compare Do not post fitness scores or compare student to each otherstudent to each other

Be aware of social circles and help all Be aware of social circles and help all students feel includedstudents feel included

Recognize that physical appearance is Recognize that physical appearance is critical to teenagerscritical to teenagers


MotivationMotivation

Teacher is an example of fitnessTeacher is an example of fitness Teacher is enthusiastic about physical Teacher is enthusiastic about physical

fitnessfitness Encourage intrinsic motivationEncourage intrinsic motivation Provide extrinsic motivationProvide extrinsic motivation

Stickers, T-shirts, certificatesStickers, T-shirts, certificates Schedule eventsSchedule events


Authentic Assessment in Authentic Assessment in Fitness EducationFitness Education

Focus on process rather than productFocus on process rather than product Create rubricsCreate rubrics Use fitness test for prescription and Use fitness test for prescription and

individual goal settingindividual goal setting Students perform periodic self-Students perform periodic self-

assessments and record progress toward assessments and record progress toward personal goalspersonal goals


Purpose of Fitness TestsPurpose of Fitness Tests

An aid for students to know their fitness An aid for students to know their fitness statusstatus

Aid in establishing fitness goalsAid in establishing fitness goals Not a criteria for a gradeNot a criteria for a grade


Types of Fitness TestingTypes of Fitness Testing

Self-testing programsSelf-testing programs Personal best testing programsPersonal best testing programs Institutional testing programsInstitutional testing programs


Possibilities for Authentic Possibilities for Authentic Assessment of FitnessAssessment of Fitness

PortfolioPortfolio Journal or log entriesJournal or log entries Student projectsStudent projects Role playRole play Written testWritten test InterviewInterview Video analysisVideo analysis Physiological monitoringPhysiological monitoring


Movement Skill Instruction and Movement Skill Instruction and PracticePractice

Warm-upWarm-up DemonstartionDemonstartion DrillsDrills Modified gamesModified games Game or team playGame or team play CompetitionCompetition


Include Nontraditional Activity Include Nontraditional Activity UnitsUnits

WorkWork Stress ManagementStress Management Self-defenseSelf-defense Movement AwarenessMovement Awareness


Motivation TechniquesMotivation Techniques

Recognition clubsRecognition clubs Skill chartsSkill charts Spotlight boardSpotlight board AwardsAwards Change in routineChange in routine Nontraditional activitiesNontraditional activities


Students Create GamesStudents Create Games

Teacher provides structure including:Teacher provides structure including: Purpose-objectives and possible outcomesPurpose-objectives and possible outcomes Grade levelGrade level Motor skills neededMotor skills needed Kind of game (ball, tag, etc.)Kind of game (ball, tag, etc.) Number of playersNumber of players Organization-procedures, formations, boundariesOrganization-procedures, formations, boundaries RulesRules ScoringScoring EquipmentEquipment


TournamentsTournaments

Round robinRound robin EliminationElimination

Single, consolation, doubleSingle, consolation, double ChallengeChallenge

Ladder, spider web, pyramid, funnel, clockLadder, spider web, pyramid, funnel, clock


ConceptsConcepts

To be physically educated, students must To be physically educated, students must understand concepts about he body and understand concepts about he body and activityactivity

Teaching concepts requires planningTeaching concepts requires planning Learning occurs faster when students Learning occurs faster when students

understand the principles involved in skill understand the principles involved in skill performanceperformance


Instruction and PracticeInstruction and Practice

Concepts of Physical Education: What Concepts of Physical Education: What Every Student Needs to KnowEvery Student Needs to Know

Study guides, journal entries, projectsStudy guides, journal entries, projects


Procedures for Using Study Procedures for Using Study GuidesGuides

Use appropriate vocabulary and reading level for Use appropriate vocabulary and reading level for studentsstudents

Eliminate nonessential itemsEliminate nonessential items Construct them so student is actively involved in Construct them so student is actively involved in

learning by filling in the blanks or working learning by filling in the blanks or working through the material to be learnedthrough the material to be learned

Answers to study guides can be provided Answers to study guides can be provided through class instruction, individual units, etc.through class instruction, individual units, etc.


Motivational TechniquesMotivational Techniques

Posters with a term or rule for the dayPosters with a term or rule for the day Instructional gamesInstructional games

Crossword puzzleCrossword puzzle PyramidPyramid Word scrambleWord scramble BingoBingo Sports bowlSports bowl BaseballBaseball


Affective Activities/Personal and Affective Activities/Personal and Social DevelopmentSocial Development

Two goals for personal and social Two goals for personal and social behaviorbehavior Exhibits responsible personal and social Exhibits responsible personal and social

behavior that respects self and others in behavior that respects self and others in physical activity settings.physical activity settings.

Values physical activity for health, enjoyment, Values physical activity for health, enjoyment, challenge, self-expression, and/or social challenge, self-expression, and/or social interaction.interaction.


Methods for Helping Student Methods for Helping Student Develop Personal and Social Develop Personal and Social

SkillsSkills

Integrate opportunities for students to Integrate opportunities for students to develop personal and social skills while develop personal and social skills while focusing on sports activitiesfocusing on sports activities

Focus on activities that specifically Focus on activities that specifically require students to confront and require students to confront and overcome personal and social obstaclesovercome personal and social obstacles


Types of ActivitiesTypes of Activities

Challenge ActivitiesChallenge Activities Initiative ActivitiesInitiative Activities Risk ActivitiesRisk Activities


MotivationMotivation

Role ModelingRole Modeling Goal SettingGoal Setting Self-TalkSelf-Talk Self-AssessmentSelf-Assessment Conflict ResolutionConflict Resolution


Evaluating ProgressEvaluating Progress

Objectives in adventure activities are often Objectives in adventure activities are often effective and should be evaluated by appropriate effective and should be evaluated by appropriate methodsmethods

Cognitive concepts may be tested through Cognitive concepts may be tested through exams or other appropriate meansexams or other appropriate means

Psychomotor skills are evaluated using skills Psychomotor skills are evaluated using skills tests, checklists or other testing procedures, tests, checklists or other testing procedures, especially when risk activities are the focusespecially when risk activities are the focus

Evaluation of adventure activities is often Evaluation of adventure activities is often successful completion of the activitysuccessful completion of the activity


Innovative ActivitiesInnovative Activities

Interdisciplinary UnitsInterdisciplinary Units Heart AdventureHeart Adventure Tropical RainforestTropical Rainforest Time MachineTime Machine Space Shuttle Space Shuttle

Special Days or WeeksSpecial Days or Weeks Sports DaySports Day OlympicsOlympics Super Kid’s DaySuper Kid’s Day National Physical Education and Sport WeekNational Physical Education and Sport Week


Program Materials and Program Materials and ActivitiesActivities

Chapter 10Chapter 10

(c) 2007 mcgraw-hill higher education. all rights reserved. program materials and activities chapter...

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