New York State Physical Education

ProfileOverview

and Curriculum Map Overview

Goals of the DayGoals of the Day

• Discuss some PE Reg’s

• Review the NYS Physical Education Profile and curriculum mapping

• Give teachers the opportunity to develop a mission statement or focus for curricular development

• First, let’s take a look at the Reg’s…and what’s going on from State Ed.

Regs.

Audit

PE Plan

•FAQ’s

Standards Base Instruction…• 1. What are the PE standards?1. What are the PE standards?• 2. What are some positives about your 2. What are some positives about your

discipline/program?discipline/program?• 3. What are your obstacles with your 3. What are your obstacles with your

discipline/program?discipline/program?• 4. Put on your coaching hat. Describe a 4. Put on your coaching hat. Describe a

“solid” sports program and what makes it “solid” sports program and what makes it successful.successful.

• 5. WHY curriculum map?5. WHY curriculum map?• 6. What’s your “mission statement”?6. What’s your “mission statement”?

1. How do your teachers know where the previous teacher left off?

2. How often do you communicate and collaborate with your colleagues, K-12?

How does How does Curriculum MappingCurriculum Mapping promote the development of promote the development of Professional Learning CommunitiesProfessional Learning Communities & student achievement? & student achievement?

Courtesy of Curriculum Mapper

Why Map?Mapping provides a framework for the carefulexamination of curriculum, including an analysisfor:• Gaps• Repetitions• Coherency• Timeliness• Effectiveness• Relevance• Alignment to standards

• Alignment of content & skills to assessmentassessment

Why the PE Profile??Why the PE Profile??

Traditional Sport Categories

Team Passing Sports Net/Wall SportsTarget SportsStriking Fielding Sports

– Assessment components are similar: • Application of Skills• Application of Strategies • Application of Rules & Conventions• Personal and Social Responsibility

Competency and Proficiency(how rubrics work in sports and physical activities)

4 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 contributor 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 knowledge and skills necessary to participate.

Application 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 technique. 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 consistently 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 defensive 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.

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. Students 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. … demonstrate 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 Responsibility & Safety(how rubrics work … example – team passing sports)

Students4. … demonstrate fair play and appropriate competitive

behavior…participate energetically and safely demonstrating self-control and respect for the positive and safe experience of others… prevent or resolve conflicts without teacher intervention and/or appropriately challenge themselves and others to high levels of performance.

3. … 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 at times and/or need reminders and encouragement from others to participate in a safe, fair, energetic, or respectful manner.

Physical Activity Categories

• Dance & Aesthetics Activities

• Outdoor Activities

• Personal Performance Activities

• Fitness Activities

– Components (and their rubrics vary by category)

Dance and Aesthetic ActivitiesRecreational Dance Components

(Ballroom Dance, Line Dance, Square Dance, etc.)• Application of skills• Performance• Personal and Social ResponsibilityPerformance Dance/Aesthetic Activities Components

(Creative Dance, Gymnastics.)• Application of skills• Performance• Choreography• Personal and Social Responsibility

Outdoor Activities(Camping, Canoeing, Orienteering, Skiing, etc.)

Components

• Application of skills

• Personal challenge, decision-making, and preparation

• Application of Safety, Etiquette, and conventions

• Personal/Social Responsibility & Safety

Personal Performance Activities

Challenge/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 training, Cardio Kickboxing,

Aerobic Activities, Pilates, Tae Bo, etc.)

• Application of Fitness Principles

• Application of Skill

• Personal/Social Responsibility & Safety

Physical Activity Assessment K-12 Progression

Elementary

K-2

Checklist of Fundamental Skills

Elementary

3-5

Checklist of skills in combination

(routines, sequences, etc.)

Intermediate

6-8

Tasks and rubrics for sport skills in game-like situations

Commencement

9-12

Complex, authentic games and physical activity performances

1B1B

The Cognitive Assessments(aka writing)

Standard 1B – Fitness

Standard 2 –Personal & Social Responsibility

Standard 3 – Resource Management

For up-to-date information for the NYS PE Profile see: www.emsc.nysed.gov/ciai/pe/profile.htm

Learning Standard 1BLearning Standard – Students will have 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 activities 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.

Standard 1B -- Content

Curriculum drives instruction:

• Health-Related Components of Fitness

• Health Risk Factors

• Basic Principles of Fitness– Overload, Progression, Specificity

• FITT Formula– Frequency, Intensity, Time, Type

Task – Standard 1BDirections: Read the Scenario and then complete the 3 parts of the assessment

Part 1. Complete the Health/Fitness Profile.a. In the Risk Factor section place a check in the appropriate box to identify the risk factor type.b. In the Fitness Interpretations section, interpret each result using the tables/charts found in the Fitness

Reference Booklet and then identify the person’s health/fitness status.c. In the summary box that follows the Health/Fitness Profile, write a paragraph that summarizes the

interpretations found in the person’s Health/Fitness Profile.

Part 2. Complete the Exercise/Activity Worksheets using your knowledge and the information identified in the Scenario and Health/Fitness Profile for the following health-related components of fitness:a. State the individual’s short-term goal for the first month.b. Recommend specific types of exercises/activities that addresses the goals.c. Determine the intensity of the first day workout for each exercise/activity type based on the FITT Formula. d. Recommend time and frequency for each exercise/activity type based on the FITT Formulae. Explain the progression for exercise specificity and overload (Principles of Fitness) that would lead to

achieving the individual’s short-term goal for the first month.

Part 3. Complete the Personal Fitness Program using the information from the Exercise/Activity Worksheets.a. Identify the physical activities (type) and duration (time) for each day of the first week of the program.

Scoring Rubric for 1BResponses for the graphic organizers and summaries:

4 – … will build on essential information by demonstrating a level of detail and/or a depth and breadth of knowledge that exceeds expectations. Responses will include a thorough understanding of the components of fitness and the ability to create an individualized fitness program to improve fitness levels and accomplish set goals.

(see rubric for specific expectations for 4-level responses in Parts 1,2,3)3 – … provide essential information that demonstrates an understanding of

the components of fitness and the ability to create an individualized fitness program designed to improve fitness levels and accomplish set goals. (see specific for expectations for 3-level responses in Parts 1,2,3)

2 – … address most parts of the task but demonstrate limited knowledge and include notable errors, omissions, or misconceptions about components of fitness programs.

1– … fail to address required parts of the task, show major errors, omissions, and/or misconceptions.

Keep in mind that all three parts of the assessment are scored as a whole • Part 1 – Health/Fitness Profile …• Part 2 – Exercise/Activity Worksheets …• Part 3 – Personal Fitness Program …

  Independence Step 5 Problem Solving/Decision-Making

- Program planning - Becoming an informed consumer

Step 4 Self-Evaluation (7-12)

-- Testing your own fitness-- Interpreting test results

Step 3 Personal Exercise Patterns (5-12)

-- Selecting personal activities -- Evaluating exercise programs and sports

Step 2 Achieving Physical Fitness (3-9)

-- Meeting health-fitness criteria -- Learning to set realistic personal fitness goals

Step 1 Doing Regular Exercise (K-2) - Learning personal habits

- Learning to exercise correctly and enjoy itDependence

Standard 1B Content Progression K-12

Standard 1B Assessment K-12 Progression

Elementary

K-2

Awareness

- Portfolio/worksheets

Elementary

3-5

Definitions

- Portfolio/worksheets

Intermediate

6-8

Comprehension/goal setting

- SBQ’s applied to themselves

Commencement

9-12

Application/Evaluation

- SBQs applied to others

Learning Standard 2Learning Standard –

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Key Idea for Physical Education – Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

Standard 2 assessed as behavior in Sport & Physical Activity (1A)

Examples:Demonstrating appropriate PSR– Participate energetically and safely showing self-control

and respect for others

Demonstrating personal challenge, decision-making, and preparation– Show willingness to challenge self and others to higher

levels of performance– Make timely decisions and adjust to the unexpected– Perform without need for direction or supervision

Safety – Apply safety procedures consistently and effectively

Assessment of Personal & Social Responsibility & Safety (sample rubric)

Students4. … demonstrate fair play and appropriate competitive

behavior. Students participate energetically and safely demonstrating self-control and respect for the positive and safe experience of others. Students prevent or resolve conflicts without teacher intervention and/or appropriately challenge themselves and others to high levels of performance.

3. … 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 at times and/or need reminders and encouragement from others to participate in a safe, fair, energetic, or respectful manner.

Content – Standard 2Knowledge to create and maintain a safe and healthy environment.Identify safety hazards and react effectively to ensure a safe and

positive experience for all participants.

Character– Individual who acts consistently in a just and caring manner. In the

physical activity setting shows personal restraint and initiative.

Civility– Interpersonal settings requiring the demonstrating of mutual respect,

tolerance, and cooperation with another person. In the physical activity setting, refrains from put-downs regardless of differences, and treats others as they wish to be treated.

Citizenship– In group settings where success is dependant on effective group

membership, shows a willingness to listen and contribute, balancing individual needs with those of the group. In a physical activity setting, puts the good of the team ahead of personal gain.

Positive Examples Negative Examples

Character

(1 alone)

Effort

Self-Direction

Persistence

Not participating,

Making excuses,

Neglecting responsibilities

Civility

(1 on 1)

Courtesy, Respect,

Fair Play, Caring,

Listening to others

Interrupting,

Ignoring others,

Bullying

Citizenship

(1 as part of a group)

Self-control

Helping others, Leadership

Focus on self,

Not taking part,

Cheating

Task – Standard 2 Assessment

Directions: Read the Scenario and then complete the 2 parts of the assessment.

Part 1. In the Graphic Organizer give examples of behaviors demonstrating appropriate or inappropriate character, civility, and citizenship exhibited by individuals or groups in the Scenario.

Part 2. Write an Essay based on the Scenario and the completed Graphic Organizer. Identify a person or group form the Scenario who is demonstrating behavior that shows a lack of character, civility, and/or citizenship. Indicate why you think that behavior is inappropriate. Then describe in detail what the person or group might do differently in order to act in a way that is consistent with good character, civility and/or citizenship. Explain your answer.

Standard 2 Content & Assessment Progression

(K-12)

Elementary

K-2

Awareness (PSR & 3Cs)

- Portfolios

Elementary

3-5

Definitions (PSR & 3Cs)

- Portfolios

Intermediate

6-8

Comprehension

- Scenarios

Commencement

9-12

Application

- SBQs

Positive Examples Negative Examples

Character

(1 alone)

Effort

Self-Direction

Persistence

Not participating,

Making excuses,

Neglecting responsibilities

Civility

(1 on 1)

Courtesy, Respect,

Fair Play, Caring,

Listening to others

Interrupting,

Ignoring others,

Bullying

Citizenship

(1 as part of a group)

Self-control

Helping others, Leadership

Focus on self,

Not taking part,

Cheating

Learning Standard 3

Learning Standard – Students will understand and be able to manage their personal and community resources.

The Key Idea for Physical Education – Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

Standard 3 Introduction

– assessments are designed to be part of a comprehensive instructional unit– assessments are 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

narratives– the assessments are scored using a 4-point rubric– student work will show the application of skill and knowledge that is

personally useful at present and will be useful during their adult lives– answers 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 based

on that information – the assessments are designed to be part of a comprehensive instructional

unit where students will be held accountable for content knowledge– the assessments are not secure

Task – Standard 3 AssessmentDirections: Read the scenario and two advertisements.

Determine the person’s exercise goals and personal needs, and then compare them to the exercise opportunities and other features (advantages) offered in the two advertisements. Based on your conclusions, write an essay recommending the choice of a fitness program that best meets the goals and needs of the person. Completing the three charts below will help you identify the most important information you will need for your essay. Turn in both the competed charts and your essay.

Standard 3 Content & Assessment Progression

(K-12)

Elementary

K-2

Awareness (community access)

- Portfolios

Elementary

3-5

Definitions (community access)

- Portfolios

Intermediate

6-8

Comprehension (career options)

- Scenarios

Commencement

9-12

Application (consumerism)

- SBQs

Implementing the NYS Physical Education Profile

What’s next for your district?

Practical ideas for Implementation

Step #1 – Develop a Mission Statement K-12

Modify earlier version??– Begin with the big picture –

The K-12 physical education department discusses and agrees upon what a student needs to know and demonstrate by the time they graduate.

Check to see whether the mission incorporates the Learning Standards.

Implementation

• Step #2 – Curriculum Mapping

– Once the Mission Statement is in hand, the existing K-12 curriculum needs to be reviewed to determine which parts of the program address the mission statement and learning standards. Map out the program areas that are and are not consistent with the mission.

What do you teach?What do you teach?

• September?September?• October?October?• November?November?• December?December?• January?January?• February?February?• March?March?• April?April?• May?May?• June?June?• July?July?

Implementation

• Step #3 - The Gap Analysis

– Once the task of curriculum mapping is completed, identify any content that is not being taught but should be taught

…..LOOKING AT BEST PRACTICES….

What are the three non-negotiable elements in a

Curriculum Map ?•CONTENT

•SKILLS

•ASSESSMENT

Theme

• It is your unit

Activities

• Your “lessons” in your “unit”

Dance

Line, partner, square, folk, creative, multicultural, jump-bands

ConceptsThink, “Table of Contents.”

Knowledge

Written using specific descriptive Written using specific descriptive nounsnouns

Focus on the vocabulary within the Focus on the vocabulary within the disciplinediscipline

Force, flow, shapes, rhythm, cardiovascular endurance, socialization

Spatial awareness, directionality, beat awareness, creating routines

Skills

Precise skills can be:

1. Assessed2. Observed3. Described in specific terms

In the maps:

Skills contain action verbs

Skills are always associated with content

Following steps, locomotor skills, mirroring,

Assessments

Assessments are demonstrations of learning

Assessments provide observable evidence of performance

Assessment types should be varied

Rubric, teacher observation, video