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- Performance-Based Assessment for Middle and High School Physical Education
Performance-Based Assessment for Middle and High School Physical Education
by Jacalyn Lea Lund and Mary Fortman Kirk
376 Pages
- New chapters on effective management and instruction delivery, which make it appropriate for PETE instructors using the book for secondary methods courses
- A new chapter on assessments with various instructional models, including Sport Education, Teaching Games for Understanding, Cooperative Learning, Personalized System of Instruction, and Teaching Personal and Social Responsibility
- A new chapter on assessing dance (with sample dance units in the web resource)
- A new sample unit on ultimate Frisbee in the chapter on invasion games
- An expanded section on cognitive assessments, with suggestions for writing tests
- Updated content on rubrics
Written by two authors with a combined 26 years of experience teaching physical education in public schools, the text discusses various assessment formats, helping PETE students and in-service teachers know both what to assess and how to assess it. Readers learn how to develop culminating and progressive assessments, as well as plan for continuous performance-based assessments and acquire effective teaching strategies for standards-based instruction. All content is aligned with current SHAPE America national standards and is supported by research from educational assessment giants such as Tom Guskey, Richard Stiggins, Dylan William, Robert Marzano, and James Popham.
The book is organized into four parts, with part I introducing readers to performance-based assessment issues such as the need for change in the assessment process, how assessments can be used to enhance learning, the various assessment domains and methods, and the use of rubrics in assessments. Part II explores aspects of managing and implementing physical education lessons. In part III, readers learn about the components of performance-based assessment, and in part IV, they delve into issues affecting grading and implementing continuous performance-based assessment.
This groundbreaking text explains the theory behind assessment and, through its numerous models, shows how to apply that theory in practice. The text is filled with practical examples, much more so than the typical assessment book. And it is supplemented by a web resource that houses forms, charts, and other material for instructors to use in their performance-based assessments.
Class size, skill levels, and time factors can make assessments difficult—but far from impossible. The examples in the book are meant to be modified as needed, with the ideas in the book used as starting points.
Teachers can use the material, examples, and tools in this book to create assessments that enhance student learning, providing them feedback to let them know what they have accomplished and how they can work toward goals of greater competence.
Chapter 1. The Need for Change
The Call for Change in Education
Standards-Based Instruction
Types of Assessment in Standards-Based Instruction
Effect on Teaching When Standards Are Used
Role of Assessment in Physical Education Programs
Changing the Assessment Culture in Physical Education
Conclusion
Chapter 2. Assessing the Psychomotor Domain to Enhance Student Learning
Purpose of Assessment
What Are Performance-Based Assessments?
Characteristics of Performance-Based Assessment
Types of Performance-Based Assessments
Advantages of Using Performance-Based Assessments
Concerns When Using Performance-Based Assessments
Conclusion
Chapter 3. Using Cognitive and Affective Learning Domain Assessments Effectively in Physical Education
Traditional Test Questions Used for Cognitive and Affective-Domain Assessments
Selected-Response Questions
Performance-Based Assessments for Cognitive and Affective-Domain Learning
Projects
Journals
Role Plays
What Are Open-Response Questions?
Comparing Open-Response and Essay Questions
Characteristics of Open-Response Questions
Types of Open-Response Questions
How to Write Open-Response Questions
Suggestions for Using Open-Response Questions
Conclusion
Chapter 4. Rubrics
What Is a Rubric?
Benefits of Using Rubrics
Criteria for Rubrics
Choosing the Most Appropriate Rubric
How to Create Quantitative Rubrics
How to Create Qualitative Rubrics
Special Considerations in Creating Rubrics
Rubric Hints and Guidelines
Conclusion
Part II. Managing and Implementing Physical Education Lessons
Chapter 5. Creating a Classroom Climate That Supports Standards-Based Instruction
Creating a Positive Learning Environment
Teacher Expectations
The Importance of Having a Good Learning Climate
Structuring the Classroom Environment
Working With Equipment
Managing Space
Managing Time
Developing Rules for Physical Education Classes
Reinforcing Behaviors
Rewarding Positive Behaviors
Disciplining Students
Conclusion
Chapter 6. Effective Teaching Strategies for Standards-Based Instruction
The Complexity of Games and Physical Activities
How Much to Include in Your Unit of Instruction
Application Tasks
Presenting Learning Tasks
Monitoring Student Learning
Asking Questions in Physical Education
Resources During Instruction
Pacing and Opportunity to Respond
Applying Motor Learning Concepts While Teaching
Conclusion
Chapter 7. Assessing With Instructional Models
Direct Instruction
Sport Education Instructional Model (IM)
Tactical Games or Teaching Games for Understanding Instructional Model (IM)
Cooperative Learning
Personalized System of Instruction
Teaching Personal and Social Responsibility
Conclusion
Part III. Components of Performance-Based Assessment
Chapter 8. Developing Culminating and Progressive Assessments
Culminating (Summative) Assessments
Progressive Learning Activities and Assessments
Tumbling Unit
Target Archery Unit
Golf Unit
Soccer Unit
Conclusion
Chapter 9. Planning for Continuous Performance-Based Assessment
Major Unit Focus
Culminating (Summative) Assessment and Evaluation Rubric
Essential Knowledge, Skills, and Abilities
Progressive Learning Activities and Formative Assessments
Critical Resources
Planning Lessons From the Unit Plan
Conclusion
Chapter 10. Developing Standards-Based Units of Instruction for Invasion Sports
Major Soccer Unit Focus
Culminating (Summative) Assessment and Evaluation Rubric
Essential Soccer Knowledge, Skills, and Abilities
Progressive Learning Activities and Formative Assessments
Critical Resources
How to Use the Student Soccer Portfolio
Ultimate: Standards-Based Unit of Instruction
Major Ultimate Unit Focus
Culminating or Summative Assessment and the Evaluation Rubric
Essential Ultimate Knowledge, Skills, and Abilities
Progressive Learning Activities and Formative Assessments
Critical Resources
Conclusion
Chapter 11. Using Portfolios to Assess Physical Activities and Fitness
Types of Portfolios
Advantages of Using Portfolio Assessment
Disadvantages of Using Portfolios
Portfolio Guidelines in Performance-Based Assessment
Evaluating Portfolios
Integrating Fitness Education and Assessment Into the Physical Education Curriculum
Resources for Fitness Education Curriculum, Instructions, and Assessment
Using Technology to Assess Physical Activity Participation Levels
High School Fitness Portfolio
Conclusion
Chapter 12. Using Standards-Based Instruction to Teach Dance
Why Include Dance in Physical Education?
Planning a Dance Unit
Teaching Structured Dance
Teaching Creative Dance
Teaching Social Dance
Using Portfolios to Assess Dance
Conclusion
Part IV. Grading and Implementing Continuous Performance-Based Assessment
Chapter 13. Effective Grading in Physical Education
Purposes of Grading and Grade Reporting
Developing a Meaningful Grading System
Problems With Traditional Grading Practices
Grade Formats in Physical Education
Effective Grading in Physical Education
Grading Before You Have a Rubric Developed
Challenges in Using Effective Grading Practices
Grading Practices for Students With Special Needs
Hints and Suggestions for More Effective Grading Practices
Conclusion
Chapter 14. Acquiring Assessment Savvy
Planning the Assessment Process
Lund and Kirk’s Tips for Acquiring Assessment Savvy
Conclusion
Jacalyn Lea Lund, PhD, is a professor and the chair of the department of kinesiology and health at Georgia State University in Atlanta. She began her teacher educator career in 1990 following graduation from Ohio State University and had 16 years of teaching experience in public schools prior to that. She has presented on assessment at conferences and numerous workshops and has taught many classes on assessment in physical education.
Dr. Lund has been a member of SHAPE America for over 40 years, most recently serving as the association’s president. She was on the committee that developed the organization’s 1995 content standards for physical education. In 2013 she was inducted into the SHAPE America Hall of Fame. She is a fellow of the National Academy of Kinesiology. Dr. Lund loves spending time with her family, dancing, reading, and, as she puts it, “having her dogs take her for a walk.”
Mary Fortman Kirk, PhD, is a professor of physical education at Northern Kentucky University (NKU). She was an NKU department chair for eight years and is a former coordinator of the health and physical education programs. She also taught physical education at the high school level for 10 years. Dr. Kirk has given many presentations on portfolios and alternative assessment at conferences, including those of SHAPE America and the National Association for Physical Education in Higher Education. She was appointed by the Kentucky commissioner of education to serve on the state task force for the development of physical education assessment and performance assessment of new teachers.
Dr. Kirk earned an MA in motor learning and physical education from Michigan State University in 1973 and a PhD in motor development and teacher preparation from Ohio State University in 1989. She is the author of two books on pre-sport development programs for the National Alliance for Youth Sports and for the Girl Scouts of the USA.
Assessing Student Learning Through Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis.
Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis. By assessing students' accuracy for their use of cues on their assessments, teachers determine students' knowledge of the critical elements and their ability to apply that knowledge. Since the same video is used for all members of the class, teachers can assess students' ability to distinguish between correct and incorrect performance. Results of this assessment document student cognitive domain learning. If the video clips are loaded onto a computer and uploaded to a website, students complete the assessment as homework either at home or in a school computer facility.
Figure 3.8 An example of peer evaluation using a video recording.
Magazine Project
This magazine project assesses students' knowledge in a meaningful way. For the project, each member of the group is responsible for some type of editing (e.g., features, cover, artwork, advertising), and every student in the group contributes an article and an advertisement, which must address something healthy and make use of information learned in class. If, for example, the magazine's content addresses activity settings available in the community, students are assessed on some elements of SHAPE America Standard 3. Students choose a title for the magazine, and all articles must reflect the title or overall theme. Teachers often find that students produce creative results, especially given the computer skills of today's students. Students are required to reflect on their input into the magazine and on what they learned by doing the publication.
Weightlifting Assessment
A teacher candidate used digital photography to develop a weightlifting project assessment in response to students making errors on the lifts (e.g., not using correct form) and not knowing the names of the lifts. For this project, students took a series of pictures that named the lift and demonstrated proper technique for the station. The pictures were used for posters and put at each of the lifting stations. The next part of the project required students to analyze members of the group for correct form on their assigned lift and diagnose errors. The final part of this project involved students setting goals for their station and developing a plan for meeting them. Student reflections were rich with what students had learned. Completing the project was a meaningful learning experience as documented by their portfolios.
The Playbook and Reflection
A final example of a project to evaluate cognitive learning in physical education was the creation of a playbook for a soccer unit. Students were required to use invasion tactics and develop plays that utilized their strengths as a team. Prior to playing another team, students scouted the competition and analyzed the other team's strengths and areas of weakness. Using the analysis of their strengths, they devised a plan for defeating the other team during play. A post-game reflection helped team members determine whether their strategy was successful. The team logged scouting reports (see figure 3.9) and game reflections throughout the unit and did a final reflection about their growth and success as a team.
Individualized Learning and Assessment
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals.
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals. Students bring great variety and depth of experiences and abilities. Portfolio assessments open the door for teachers to individualize goals, expectations, learning, and assessment tasks. Students differ in the amount of time required to accomplish program goals. Because portfolios can span multiple units or years, portfolio assessments give an opportunity for success to students needing extra time to learn while providing time for more gifted students to achieve higher levels of competence. Additional time provides teachers with opportunities to differentiate instruction and provide tasks of different levels of difficulty for students. Portfolios encourage students to engage in developmentally appropriate and individualized learning activities as they work at their level of skill, knowledge, and ability on projects or tasks that are of interest to them (Kirk 1997).
Within particular activity units—and with the guidance of the teacher—students can identify individual goals they will use to accomplish class goals. For example, consider Shape America Standard 1: “A physically literate individual demonstrates competency in a variety of motor skills and movement patterns” (SHAPE America 2014). To address this standard, two students in the same class—Juan and Emily— select two very different movement activities and provide a variety of artifacts to support their work and accomplishments. Juan chooses to submit documents showing that he has achieved competence in playing tennis, while Emily provides evidence of her canoeing skills. Both students participated in these activity units (i.e., tennis and canoeing) in class, and each made a decision about which one to include in the portfolio based on their expertise. Thus, portfolio assessments can encourage students to make individual choices about the activities in which they wish to develop greater ability.
Even within the same activity unit, students may identify and work toward different individual goals. During a track-and-field unit in a ninth-grade physical education class, Keeshana is very interested in sprinting and jumping events, and she sets the following individual goals for herself: (1) high-jump 5 feet (1.5 m) using the flop technique, (2) long-jump more than 15 feet (4.6 m) in the class track meet, and (3) run a personal best of 14 seconds in the 100-meter dash. Li, on the other hand, is more interested in throwing events and middle-distance running, and he sets the following goals for himself: (1) throw the shot put at least 40 feet (12.2 m), (2) throw the discus at least 100 feet (30.5 m), and (3) run a personal-best time of under 2:50 in the 800-meter run in the class meet. After identifying these goals, Keeshana and Li each spend time in class working on the events in which they have some ability and interest. With their goals clearly established, they can experience what it means to train and practice for these events in pursuit of personal goals. They also decide how they will record work, monitor progress, and show achievement. Portfolio assessments allow students to make choices about what they want to learn, how they will practice, and how they will document their learning.
Independence and choice are important considerations when trying to motivate adolescents to strive to achieve goals. Although Keeshana and Li chose different activities, their personal goals, projects, and performances each satisfy SHAPE America Standard 1 (SHAPE America 2014).
Portfolio assessment permits students to work toward individualized goals; for example, one student can focus on running events while another focuses on throwing events.
Teaching Personal and Social Responsibility
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration.
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration. Character development has long been a part of physical education. When Clark Hetherington first published his four tenets of physical education in 1910, character was one of those elements. At that time, the battle of the systems was occurring between those who thought physical education should promote an “of the physical” approach and others who wanted a “through the physical” approach. Those favoring the “of the physical” approach felt that the purpose of physical education was to develop fitness in individuals. The other camp felt that individuals could develop psychomotor and cognitive-domain learning, fitness, and good moral character through sports and other types of physical activity such as dance and gymnastics. In a sense, the “through the physical” approach is like the philosophy behind Hellison's TPSR model.
While teaching sport and games, Hellison promoted the development of character simultaneously with psychomotor and cognitive instruction. Instead of waiting for the teachable moment to talk about character development, teachers using TPSR design lessons to help move students up a hierarchy, starting with respect and caring for others in the gymnasium to displaying respect for others in all areas of life and being a role model for others. In the TPSR IM, an assumption is made that responsibility to self and others can be taught (Metzler 2011). Lessons in the TPSR IM are designed to be student-centered and to allow students to make decisions. Teachers build in opportunities for student choice and decision making and gradually offer more independence to students. Psychomotor and cognitive learning are not separate from social and personal responsibility, but rather, the three are woven together. Hellison (2011) developed a hierarchy of responsibility that had five levels:
Level 1: Respecting the rights and feelings of others
Level 2: Participation and effort
Level 3: Self-direction
Level 4: Helping others and displaying leadership
Level 5: Demonstrating responsibility outside the gym
Students do not automatically start at level 1. Some students have lessons to learn prior to reaching this level. Additionally, not all students in a class are at the same level of responsibility. Teachers must determine this level for students and then create learning situations that allow them to move up the hierarchy starting from their own personal level. In TPSR, affective-domain learning is not necessarily linear; sometime students will move down depending on things that are happening at school or at home (Metzler 2011). However, with lessons that target growth of personal and social responsibility, change is possible. Reflection about choices made is also part of the learning in that students are encouraged to see the benefits of making responsible choices (Metzler 2011).
According to Parker and Stiehl (2015), the focus of level 1 is on self-control and personal responsibility. Students should demonstrate the ability to get along with others. Students functioning at level 2 demonstrate effort by being self-motivated to participate in activity, and display willingness to try new activities and continue to participate even when they would like to give up. At level 3, students are self-directed and capable of working independently. They also set personal goals for achievement and resist peer pressure. When students reach level 4, they show leadership and want to help others. They want to contribute to the well-being of others and demonstrate care, compassion, and empathy. While the first four levels are set in the gymnasium, students at level 5 will demonstrate the qualities of the other four levels in other parts of the school, their homes, and their communities.
Although the emphasis of TPSR is given to the affective domain, learning is expected in all three domains. Assessments for the psychomotor and cognitive domains used for other IMs are also used with TPSR. In keeping with the intent of the IM, teachers might provide a menu of options and let students decide how they will demonstrate competence for the unit. Affective-domain learning is dependent on the teacher's observations of student behaviors and lesson outcomes to promote affective-domain growth. Journal entries are excellent ways for teachers to assess student growth on the TPSR hierarchy and to note where students are through their reflections. Using these reflections, teachers develop ways to create opportunities for growth in future physical education lessons. The checklist in figure 7.11 is a self-reflection of student responsibility. If teachers are using a similar checklist, students should also write a reflection giving examples from the day's class of how they functioned at their identified level. A responsibility cube with different elements of the levels could provide a prompt for an exit slip reflection or a journal entry.
Despite looking rather simplistic, the TPSR IM is very complex. Readers are encouraged to read Hellison's (2011) explanation of the model and suggestions for implementing it during instruction. As with the other models in this chapter, Metzler (2011) also provides several suggestions for using this model.
Figure 7.11 checklist that can be used when using the TPSR instructional model.
Assessing Student Learning Through Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis.
Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis. By assessing students' accuracy for their use of cues on their assessments, teachers determine students' knowledge of the critical elements and their ability to apply that knowledge. Since the same video is used for all members of the class, teachers can assess students' ability to distinguish between correct and incorrect performance. Results of this assessment document student cognitive domain learning. If the video clips are loaded onto a computer and uploaded to a website, students complete the assessment as homework either at home or in a school computer facility.
Figure 3.8 An example of peer evaluation using a video recording.
Magazine Project
This magazine project assesses students' knowledge in a meaningful way. For the project, each member of the group is responsible for some type of editing (e.g., features, cover, artwork, advertising), and every student in the group contributes an article and an advertisement, which must address something healthy and make use of information learned in class. If, for example, the magazine's content addresses activity settings available in the community, students are assessed on some elements of SHAPE America Standard 3. Students choose a title for the magazine, and all articles must reflect the title or overall theme. Teachers often find that students produce creative results, especially given the computer skills of today's students. Students are required to reflect on their input into the magazine and on what they learned by doing the publication.
Weightlifting Assessment
A teacher candidate used digital photography to develop a weightlifting project assessment in response to students making errors on the lifts (e.g., not using correct form) and not knowing the names of the lifts. For this project, students took a series of pictures that named the lift and demonstrated proper technique for the station. The pictures were used for posters and put at each of the lifting stations. The next part of the project required students to analyze members of the group for correct form on their assigned lift and diagnose errors. The final part of this project involved students setting goals for their station and developing a plan for meeting them. Student reflections were rich with what students had learned. Completing the project was a meaningful learning experience as documented by their portfolios.
The Playbook and Reflection
A final example of a project to evaluate cognitive learning in physical education was the creation of a playbook for a soccer unit. Students were required to use invasion tactics and develop plays that utilized their strengths as a team. Prior to playing another team, students scouted the competition and analyzed the other team's strengths and areas of weakness. Using the analysis of their strengths, they devised a plan for defeating the other team during play. A post-game reflection helped team members determine whether their strategy was successful. The team logged scouting reports (see figure 3.9) and game reflections throughout the unit and did a final reflection about their growth and success as a team.
Individualized Learning and Assessment
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals.
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals. Students bring great variety and depth of experiences and abilities. Portfolio assessments open the door for teachers to individualize goals, expectations, learning, and assessment tasks. Students differ in the amount of time required to accomplish program goals. Because portfolios can span multiple units or years, portfolio assessments give an opportunity for success to students needing extra time to learn while providing time for more gifted students to achieve higher levels of competence. Additional time provides teachers with opportunities to differentiate instruction and provide tasks of different levels of difficulty for students. Portfolios encourage students to engage in developmentally appropriate and individualized learning activities as they work at their level of skill, knowledge, and ability on projects or tasks that are of interest to them (Kirk 1997).
Within particular activity units—and with the guidance of the teacher—students can identify individual goals they will use to accomplish class goals. For example, consider Shape America Standard 1: “A physically literate individual demonstrates competency in a variety of motor skills and movement patterns” (SHAPE America 2014). To address this standard, two students in the same class—Juan and Emily— select two very different movement activities and provide a variety of artifacts to support their work and accomplishments. Juan chooses to submit documents showing that he has achieved competence in playing tennis, while Emily provides evidence of her canoeing skills. Both students participated in these activity units (i.e., tennis and canoeing) in class, and each made a decision about which one to include in the portfolio based on their expertise. Thus, portfolio assessments can encourage students to make individual choices about the activities in which they wish to develop greater ability.
Even within the same activity unit, students may identify and work toward different individual goals. During a track-and-field unit in a ninth-grade physical education class, Keeshana is very interested in sprinting and jumping events, and she sets the following individual goals for herself: (1) high-jump 5 feet (1.5 m) using the flop technique, (2) long-jump more than 15 feet (4.6 m) in the class track meet, and (3) run a personal best of 14 seconds in the 100-meter dash. Li, on the other hand, is more interested in throwing events and middle-distance running, and he sets the following goals for himself: (1) throw the shot put at least 40 feet (12.2 m), (2) throw the discus at least 100 feet (30.5 m), and (3) run a personal-best time of under 2:50 in the 800-meter run in the class meet. After identifying these goals, Keeshana and Li each spend time in class working on the events in which they have some ability and interest. With their goals clearly established, they can experience what it means to train and practice for these events in pursuit of personal goals. They also decide how they will record work, monitor progress, and show achievement. Portfolio assessments allow students to make choices about what they want to learn, how they will practice, and how they will document their learning.
Independence and choice are important considerations when trying to motivate adolescents to strive to achieve goals. Although Keeshana and Li chose different activities, their personal goals, projects, and performances each satisfy SHAPE America Standard 1 (SHAPE America 2014).
Portfolio assessment permits students to work toward individualized goals; for example, one student can focus on running events while another focuses on throwing events.
Teaching Personal and Social Responsibility
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration.
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration. Character development has long been a part of physical education. When Clark Hetherington first published his four tenets of physical education in 1910, character was one of those elements. At that time, the battle of the systems was occurring between those who thought physical education should promote an “of the physical” approach and others who wanted a “through the physical” approach. Those favoring the “of the physical” approach felt that the purpose of physical education was to develop fitness in individuals. The other camp felt that individuals could develop psychomotor and cognitive-domain learning, fitness, and good moral character through sports and other types of physical activity such as dance and gymnastics. In a sense, the “through the physical” approach is like the philosophy behind Hellison's TPSR model.
While teaching sport and games, Hellison promoted the development of character simultaneously with psychomotor and cognitive instruction. Instead of waiting for the teachable moment to talk about character development, teachers using TPSR design lessons to help move students up a hierarchy, starting with respect and caring for others in the gymnasium to displaying respect for others in all areas of life and being a role model for others. In the TPSR IM, an assumption is made that responsibility to self and others can be taught (Metzler 2011). Lessons in the TPSR IM are designed to be student-centered and to allow students to make decisions. Teachers build in opportunities for student choice and decision making and gradually offer more independence to students. Psychomotor and cognitive learning are not separate from social and personal responsibility, but rather, the three are woven together. Hellison (2011) developed a hierarchy of responsibility that had five levels:
Level 1: Respecting the rights and feelings of others
Level 2: Participation and effort
Level 3: Self-direction
Level 4: Helping others and displaying leadership
Level 5: Demonstrating responsibility outside the gym
Students do not automatically start at level 1. Some students have lessons to learn prior to reaching this level. Additionally, not all students in a class are at the same level of responsibility. Teachers must determine this level for students and then create learning situations that allow them to move up the hierarchy starting from their own personal level. In TPSR, affective-domain learning is not necessarily linear; sometime students will move down depending on things that are happening at school or at home (Metzler 2011). However, with lessons that target growth of personal and social responsibility, change is possible. Reflection about choices made is also part of the learning in that students are encouraged to see the benefits of making responsible choices (Metzler 2011).
According to Parker and Stiehl (2015), the focus of level 1 is on self-control and personal responsibility. Students should demonstrate the ability to get along with others. Students functioning at level 2 demonstrate effort by being self-motivated to participate in activity, and display willingness to try new activities and continue to participate even when they would like to give up. At level 3, students are self-directed and capable of working independently. They also set personal goals for achievement and resist peer pressure. When students reach level 4, they show leadership and want to help others. They want to contribute to the well-being of others and demonstrate care, compassion, and empathy. While the first four levels are set in the gymnasium, students at level 5 will demonstrate the qualities of the other four levels in other parts of the school, their homes, and their communities.
Although the emphasis of TPSR is given to the affective domain, learning is expected in all three domains. Assessments for the psychomotor and cognitive domains used for other IMs are also used with TPSR. In keeping with the intent of the IM, teachers might provide a menu of options and let students decide how they will demonstrate competence for the unit. Affective-domain learning is dependent on the teacher's observations of student behaviors and lesson outcomes to promote affective-domain growth. Journal entries are excellent ways for teachers to assess student growth on the TPSR hierarchy and to note where students are through their reflections. Using these reflections, teachers develop ways to create opportunities for growth in future physical education lessons. The checklist in figure 7.11 is a self-reflection of student responsibility. If teachers are using a similar checklist, students should also write a reflection giving examples from the day's class of how they functioned at their identified level. A responsibility cube with different elements of the levels could provide a prompt for an exit slip reflection or a journal entry.
Despite looking rather simplistic, the TPSR IM is very complex. Readers are encouraged to read Hellison's (2011) explanation of the model and suggestions for implementing it during instruction. As with the other models in this chapter, Metzler (2011) also provides several suggestions for using this model.
Figure 7.11 checklist that can be used when using the TPSR instructional model.
Assessing Student Learning Through Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis.
Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis. By assessing students' accuracy for their use of cues on their assessments, teachers determine students' knowledge of the critical elements and their ability to apply that knowledge. Since the same video is used for all members of the class, teachers can assess students' ability to distinguish between correct and incorrect performance. Results of this assessment document student cognitive domain learning. If the video clips are loaded onto a computer and uploaded to a website, students complete the assessment as homework either at home or in a school computer facility.
Figure 3.8 An example of peer evaluation using a video recording.
Magazine Project
This magazine project assesses students' knowledge in a meaningful way. For the project, each member of the group is responsible for some type of editing (e.g., features, cover, artwork, advertising), and every student in the group contributes an article and an advertisement, which must address something healthy and make use of information learned in class. If, for example, the magazine's content addresses activity settings available in the community, students are assessed on some elements of SHAPE America Standard 3. Students choose a title for the magazine, and all articles must reflect the title or overall theme. Teachers often find that students produce creative results, especially given the computer skills of today's students. Students are required to reflect on their input into the magazine and on what they learned by doing the publication.
Weightlifting Assessment
A teacher candidate used digital photography to develop a weightlifting project assessment in response to students making errors on the lifts (e.g., not using correct form) and not knowing the names of the lifts. For this project, students took a series of pictures that named the lift and demonstrated proper technique for the station. The pictures were used for posters and put at each of the lifting stations. The next part of the project required students to analyze members of the group for correct form on their assigned lift and diagnose errors. The final part of this project involved students setting goals for their station and developing a plan for meeting them. Student reflections were rich with what students had learned. Completing the project was a meaningful learning experience as documented by their portfolios.
The Playbook and Reflection
A final example of a project to evaluate cognitive learning in physical education was the creation of a playbook for a soccer unit. Students were required to use invasion tactics and develop plays that utilized their strengths as a team. Prior to playing another team, students scouted the competition and analyzed the other team's strengths and areas of weakness. Using the analysis of their strengths, they devised a plan for defeating the other team during play. A post-game reflection helped team members determine whether their strategy was successful. The team logged scouting reports (see figure 3.9) and game reflections throughout the unit and did a final reflection about their growth and success as a team.
Individualized Learning and Assessment
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals.
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals. Students bring great variety and depth of experiences and abilities. Portfolio assessments open the door for teachers to individualize goals, expectations, learning, and assessment tasks. Students differ in the amount of time required to accomplish program goals. Because portfolios can span multiple units or years, portfolio assessments give an opportunity for success to students needing extra time to learn while providing time for more gifted students to achieve higher levels of competence. Additional time provides teachers with opportunities to differentiate instruction and provide tasks of different levels of difficulty for students. Portfolios encourage students to engage in developmentally appropriate and individualized learning activities as they work at their level of skill, knowledge, and ability on projects or tasks that are of interest to them (Kirk 1997).
Within particular activity units—and with the guidance of the teacher—students can identify individual goals they will use to accomplish class goals. For example, consider Shape America Standard 1: “A physically literate individual demonstrates competency in a variety of motor skills and movement patterns” (SHAPE America 2014). To address this standard, two students in the same class—Juan and Emily— select two very different movement activities and provide a variety of artifacts to support their work and accomplishments. Juan chooses to submit documents showing that he has achieved competence in playing tennis, while Emily provides evidence of her canoeing skills. Both students participated in these activity units (i.e., tennis and canoeing) in class, and each made a decision about which one to include in the portfolio based on their expertise. Thus, portfolio assessments can encourage students to make individual choices about the activities in which they wish to develop greater ability.
Even within the same activity unit, students may identify and work toward different individual goals. During a track-and-field unit in a ninth-grade physical education class, Keeshana is very interested in sprinting and jumping events, and she sets the following individual goals for herself: (1) high-jump 5 feet (1.5 m) using the flop technique, (2) long-jump more than 15 feet (4.6 m) in the class track meet, and (3) run a personal best of 14 seconds in the 100-meter dash. Li, on the other hand, is more interested in throwing events and middle-distance running, and he sets the following goals for himself: (1) throw the shot put at least 40 feet (12.2 m), (2) throw the discus at least 100 feet (30.5 m), and (3) run a personal-best time of under 2:50 in the 800-meter run in the class meet. After identifying these goals, Keeshana and Li each spend time in class working on the events in which they have some ability and interest. With their goals clearly established, they can experience what it means to train and practice for these events in pursuit of personal goals. They also decide how they will record work, monitor progress, and show achievement. Portfolio assessments allow students to make choices about what they want to learn, how they will practice, and how they will document their learning.
Independence and choice are important considerations when trying to motivate adolescents to strive to achieve goals. Although Keeshana and Li chose different activities, their personal goals, projects, and performances each satisfy SHAPE America Standard 1 (SHAPE America 2014).
Portfolio assessment permits students to work toward individualized goals; for example, one student can focus on running events while another focuses on throwing events.
Teaching Personal and Social Responsibility
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration.
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration. Character development has long been a part of physical education. When Clark Hetherington first published his four tenets of physical education in 1910, character was one of those elements. At that time, the battle of the systems was occurring between those who thought physical education should promote an “of the physical” approach and others who wanted a “through the physical” approach. Those favoring the “of the physical” approach felt that the purpose of physical education was to develop fitness in individuals. The other camp felt that individuals could develop psychomotor and cognitive-domain learning, fitness, and good moral character through sports and other types of physical activity such as dance and gymnastics. In a sense, the “through the physical” approach is like the philosophy behind Hellison's TPSR model.
While teaching sport and games, Hellison promoted the development of character simultaneously with psychomotor and cognitive instruction. Instead of waiting for the teachable moment to talk about character development, teachers using TPSR design lessons to help move students up a hierarchy, starting with respect and caring for others in the gymnasium to displaying respect for others in all areas of life and being a role model for others. In the TPSR IM, an assumption is made that responsibility to self and others can be taught (Metzler 2011). Lessons in the TPSR IM are designed to be student-centered and to allow students to make decisions. Teachers build in opportunities for student choice and decision making and gradually offer more independence to students. Psychomotor and cognitive learning are not separate from social and personal responsibility, but rather, the three are woven together. Hellison (2011) developed a hierarchy of responsibility that had five levels:
Level 1: Respecting the rights and feelings of others
Level 2: Participation and effort
Level 3: Self-direction
Level 4: Helping others and displaying leadership
Level 5: Demonstrating responsibility outside the gym
Students do not automatically start at level 1. Some students have lessons to learn prior to reaching this level. Additionally, not all students in a class are at the same level of responsibility. Teachers must determine this level for students and then create learning situations that allow them to move up the hierarchy starting from their own personal level. In TPSR, affective-domain learning is not necessarily linear; sometime students will move down depending on things that are happening at school or at home (Metzler 2011). However, with lessons that target growth of personal and social responsibility, change is possible. Reflection about choices made is also part of the learning in that students are encouraged to see the benefits of making responsible choices (Metzler 2011).
According to Parker and Stiehl (2015), the focus of level 1 is on self-control and personal responsibility. Students should demonstrate the ability to get along with others. Students functioning at level 2 demonstrate effort by being self-motivated to participate in activity, and display willingness to try new activities and continue to participate even when they would like to give up. At level 3, students are self-directed and capable of working independently. They also set personal goals for achievement and resist peer pressure. When students reach level 4, they show leadership and want to help others. They want to contribute to the well-being of others and demonstrate care, compassion, and empathy. While the first four levels are set in the gymnasium, students at level 5 will demonstrate the qualities of the other four levels in other parts of the school, their homes, and their communities.
Although the emphasis of TPSR is given to the affective domain, learning is expected in all three domains. Assessments for the psychomotor and cognitive domains used for other IMs are also used with TPSR. In keeping with the intent of the IM, teachers might provide a menu of options and let students decide how they will demonstrate competence for the unit. Affective-domain learning is dependent on the teacher's observations of student behaviors and lesson outcomes to promote affective-domain growth. Journal entries are excellent ways for teachers to assess student growth on the TPSR hierarchy and to note where students are through their reflections. Using these reflections, teachers develop ways to create opportunities for growth in future physical education lessons. The checklist in figure 7.11 is a self-reflection of student responsibility. If teachers are using a similar checklist, students should also write a reflection giving examples from the day's class of how they functioned at their identified level. A responsibility cube with different elements of the levels could provide a prompt for an exit slip reflection or a journal entry.
Despite looking rather simplistic, the TPSR IM is very complex. Readers are encouraged to read Hellison's (2011) explanation of the model and suggestions for implementing it during instruction. As with the other models in this chapter, Metzler (2011) also provides several suggestions for using this model.
Figure 7.11 checklist that can be used when using the TPSR instructional model.
Assessing Student Learning Through Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis.
Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis. By assessing students' accuracy for their use of cues on their assessments, teachers determine students' knowledge of the critical elements and their ability to apply that knowledge. Since the same video is used for all members of the class, teachers can assess students' ability to distinguish between correct and incorrect performance. Results of this assessment document student cognitive domain learning. If the video clips are loaded onto a computer and uploaded to a website, students complete the assessment as homework either at home or in a school computer facility.
Figure 3.8 An example of peer evaluation using a video recording.
Magazine Project
This magazine project assesses students' knowledge in a meaningful way. For the project, each member of the group is responsible for some type of editing (e.g., features, cover, artwork, advertising), and every student in the group contributes an article and an advertisement, which must address something healthy and make use of information learned in class. If, for example, the magazine's content addresses activity settings available in the community, students are assessed on some elements of SHAPE America Standard 3. Students choose a title for the magazine, and all articles must reflect the title or overall theme. Teachers often find that students produce creative results, especially given the computer skills of today's students. Students are required to reflect on their input into the magazine and on what they learned by doing the publication.
Weightlifting Assessment
A teacher candidate used digital photography to develop a weightlifting project assessment in response to students making errors on the lifts (e.g., not using correct form) and not knowing the names of the lifts. For this project, students took a series of pictures that named the lift and demonstrated proper technique for the station. The pictures were used for posters and put at each of the lifting stations. The next part of the project required students to analyze members of the group for correct form on their assigned lift and diagnose errors. The final part of this project involved students setting goals for their station and developing a plan for meeting them. Student reflections were rich with what students had learned. Completing the project was a meaningful learning experience as documented by their portfolios.
The Playbook and Reflection
A final example of a project to evaluate cognitive learning in physical education was the creation of a playbook for a soccer unit. Students were required to use invasion tactics and develop plays that utilized their strengths as a team. Prior to playing another team, students scouted the competition and analyzed the other team's strengths and areas of weakness. Using the analysis of their strengths, they devised a plan for defeating the other team during play. A post-game reflection helped team members determine whether their strategy was successful. The team logged scouting reports (see figure 3.9) and game reflections throughout the unit and did a final reflection about their growth and success as a team.
Individualized Learning and Assessment
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals.
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals. Students bring great variety and depth of experiences and abilities. Portfolio assessments open the door for teachers to individualize goals, expectations, learning, and assessment tasks. Students differ in the amount of time required to accomplish program goals. Because portfolios can span multiple units or years, portfolio assessments give an opportunity for success to students needing extra time to learn while providing time for more gifted students to achieve higher levels of competence. Additional time provides teachers with opportunities to differentiate instruction and provide tasks of different levels of difficulty for students. Portfolios encourage students to engage in developmentally appropriate and individualized learning activities as they work at their level of skill, knowledge, and ability on projects or tasks that are of interest to them (Kirk 1997).
Within particular activity units—and with the guidance of the teacher—students can identify individual goals they will use to accomplish class goals. For example, consider Shape America Standard 1: “A physically literate individual demonstrates competency in a variety of motor skills and movement patterns” (SHAPE America 2014). To address this standard, two students in the same class—Juan and Emily— select two very different movement activities and provide a variety of artifacts to support their work and accomplishments. Juan chooses to submit documents showing that he has achieved competence in playing tennis, while Emily provides evidence of her canoeing skills. Both students participated in these activity units (i.e., tennis and canoeing) in class, and each made a decision about which one to include in the portfolio based on their expertise. Thus, portfolio assessments can encourage students to make individual choices about the activities in which they wish to develop greater ability.
Even within the same activity unit, students may identify and work toward different individual goals. During a track-and-field unit in a ninth-grade physical education class, Keeshana is very interested in sprinting and jumping events, and she sets the following individual goals for herself: (1) high-jump 5 feet (1.5 m) using the flop technique, (2) long-jump more than 15 feet (4.6 m) in the class track meet, and (3) run a personal best of 14 seconds in the 100-meter dash. Li, on the other hand, is more interested in throwing events and middle-distance running, and he sets the following goals for himself: (1) throw the shot put at least 40 feet (12.2 m), (2) throw the discus at least 100 feet (30.5 m), and (3) run a personal-best time of under 2:50 in the 800-meter run in the class meet. After identifying these goals, Keeshana and Li each spend time in class working on the events in which they have some ability and interest. With their goals clearly established, they can experience what it means to train and practice for these events in pursuit of personal goals. They also decide how they will record work, monitor progress, and show achievement. Portfolio assessments allow students to make choices about what they want to learn, how they will practice, and how they will document their learning.
Independence and choice are important considerations when trying to motivate adolescents to strive to achieve goals. Although Keeshana and Li chose different activities, their personal goals, projects, and performances each satisfy SHAPE America Standard 1 (SHAPE America 2014).
Portfolio assessment permits students to work toward individualized goals; for example, one student can focus on running events while another focuses on throwing events.
Teaching Personal and Social Responsibility
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration.
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration. Character development has long been a part of physical education. When Clark Hetherington first published his four tenets of physical education in 1910, character was one of those elements. At that time, the battle of the systems was occurring between those who thought physical education should promote an “of the physical” approach and others who wanted a “through the physical” approach. Those favoring the “of the physical” approach felt that the purpose of physical education was to develop fitness in individuals. The other camp felt that individuals could develop psychomotor and cognitive-domain learning, fitness, and good moral character through sports and other types of physical activity such as dance and gymnastics. In a sense, the “through the physical” approach is like the philosophy behind Hellison's TPSR model.
While teaching sport and games, Hellison promoted the development of character simultaneously with psychomotor and cognitive instruction. Instead of waiting for the teachable moment to talk about character development, teachers using TPSR design lessons to help move students up a hierarchy, starting with respect and caring for others in the gymnasium to displaying respect for others in all areas of life and being a role model for others. In the TPSR IM, an assumption is made that responsibility to self and others can be taught (Metzler 2011). Lessons in the TPSR IM are designed to be student-centered and to allow students to make decisions. Teachers build in opportunities for student choice and decision making and gradually offer more independence to students. Psychomotor and cognitive learning are not separate from social and personal responsibility, but rather, the three are woven together. Hellison (2011) developed a hierarchy of responsibility that had five levels:
Level 1: Respecting the rights and feelings of others
Level 2: Participation and effort
Level 3: Self-direction
Level 4: Helping others and displaying leadership
Level 5: Demonstrating responsibility outside the gym
Students do not automatically start at level 1. Some students have lessons to learn prior to reaching this level. Additionally, not all students in a class are at the same level of responsibility. Teachers must determine this level for students and then create learning situations that allow them to move up the hierarchy starting from their own personal level. In TPSR, affective-domain learning is not necessarily linear; sometime students will move down depending on things that are happening at school or at home (Metzler 2011). However, with lessons that target growth of personal and social responsibility, change is possible. Reflection about choices made is also part of the learning in that students are encouraged to see the benefits of making responsible choices (Metzler 2011).
According to Parker and Stiehl (2015), the focus of level 1 is on self-control and personal responsibility. Students should demonstrate the ability to get along with others. Students functioning at level 2 demonstrate effort by being self-motivated to participate in activity, and display willingness to try new activities and continue to participate even when they would like to give up. At level 3, students are self-directed and capable of working independently. They also set personal goals for achievement and resist peer pressure. When students reach level 4, they show leadership and want to help others. They want to contribute to the well-being of others and demonstrate care, compassion, and empathy. While the first four levels are set in the gymnasium, students at level 5 will demonstrate the qualities of the other four levels in other parts of the school, their homes, and their communities.
Although the emphasis of TPSR is given to the affective domain, learning is expected in all three domains. Assessments for the psychomotor and cognitive domains used for other IMs are also used with TPSR. In keeping with the intent of the IM, teachers might provide a menu of options and let students decide how they will demonstrate competence for the unit. Affective-domain learning is dependent on the teacher's observations of student behaviors and lesson outcomes to promote affective-domain growth. Journal entries are excellent ways for teachers to assess student growth on the TPSR hierarchy and to note where students are through their reflections. Using these reflections, teachers develop ways to create opportunities for growth in future physical education lessons. The checklist in figure 7.11 is a self-reflection of student responsibility. If teachers are using a similar checklist, students should also write a reflection giving examples from the day's class of how they functioned at their identified level. A responsibility cube with different elements of the levels could provide a prompt for an exit slip reflection or a journal entry.
Despite looking rather simplistic, the TPSR IM is very complex. Readers are encouraged to read Hellison's (2011) explanation of the model and suggestions for implementing it during instruction. As with the other models in this chapter, Metzler (2011) also provides several suggestions for using this model.
Figure 7.11 checklist that can be used when using the TPSR instructional model.
Assessing Student Learning Through Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis.
Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis. By assessing students' accuracy for their use of cues on their assessments, teachers determine students' knowledge of the critical elements and their ability to apply that knowledge. Since the same video is used for all members of the class, teachers can assess students' ability to distinguish between correct and incorrect performance. Results of this assessment document student cognitive domain learning. If the video clips are loaded onto a computer and uploaded to a website, students complete the assessment as homework either at home or in a school computer facility.
Figure 3.8 An example of peer evaluation using a video recording.
Magazine Project
This magazine project assesses students' knowledge in a meaningful way. For the project, each member of the group is responsible for some type of editing (e.g., features, cover, artwork, advertising), and every student in the group contributes an article and an advertisement, which must address something healthy and make use of information learned in class. If, for example, the magazine's content addresses activity settings available in the community, students are assessed on some elements of SHAPE America Standard 3. Students choose a title for the magazine, and all articles must reflect the title or overall theme. Teachers often find that students produce creative results, especially given the computer skills of today's students. Students are required to reflect on their input into the magazine and on what they learned by doing the publication.
Weightlifting Assessment
A teacher candidate used digital photography to develop a weightlifting project assessment in response to students making errors on the lifts (e.g., not using correct form) and not knowing the names of the lifts. For this project, students took a series of pictures that named the lift and demonstrated proper technique for the station. The pictures were used for posters and put at each of the lifting stations. The next part of the project required students to analyze members of the group for correct form on their assigned lift and diagnose errors. The final part of this project involved students setting goals for their station and developing a plan for meeting them. Student reflections were rich with what students had learned. Completing the project was a meaningful learning experience as documented by their portfolios.
The Playbook and Reflection
A final example of a project to evaluate cognitive learning in physical education was the creation of a playbook for a soccer unit. Students were required to use invasion tactics and develop plays that utilized their strengths as a team. Prior to playing another team, students scouted the competition and analyzed the other team's strengths and areas of weakness. Using the analysis of their strengths, they devised a plan for defeating the other team during play. A post-game reflection helped team members determine whether their strategy was successful. The team logged scouting reports (see figure 3.9) and game reflections throughout the unit and did a final reflection about their growth and success as a team.
Individualized Learning and Assessment
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals.
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals. Students bring great variety and depth of experiences and abilities. Portfolio assessments open the door for teachers to individualize goals, expectations, learning, and assessment tasks. Students differ in the amount of time required to accomplish program goals. Because portfolios can span multiple units or years, portfolio assessments give an opportunity for success to students needing extra time to learn while providing time for more gifted students to achieve higher levels of competence. Additional time provides teachers with opportunities to differentiate instruction and provide tasks of different levels of difficulty for students. Portfolios encourage students to engage in developmentally appropriate and individualized learning activities as they work at their level of skill, knowledge, and ability on projects or tasks that are of interest to them (Kirk 1997).
Within particular activity units—and with the guidance of the teacher—students can identify individual goals they will use to accomplish class goals. For example, consider Shape America Standard 1: “A physically literate individual demonstrates competency in a variety of motor skills and movement patterns” (SHAPE America 2014). To address this standard, two students in the same class—Juan and Emily— select two very different movement activities and provide a variety of artifacts to support their work and accomplishments. Juan chooses to submit documents showing that he has achieved competence in playing tennis, while Emily provides evidence of her canoeing skills. Both students participated in these activity units (i.e., tennis and canoeing) in class, and each made a decision about which one to include in the portfolio based on their expertise. Thus, portfolio assessments can encourage students to make individual choices about the activities in which they wish to develop greater ability.
Even within the same activity unit, students may identify and work toward different individual goals. During a track-and-field unit in a ninth-grade physical education class, Keeshana is very interested in sprinting and jumping events, and she sets the following individual goals for herself: (1) high-jump 5 feet (1.5 m) using the flop technique, (2) long-jump more than 15 feet (4.6 m) in the class track meet, and (3) run a personal best of 14 seconds in the 100-meter dash. Li, on the other hand, is more interested in throwing events and middle-distance running, and he sets the following goals for himself: (1) throw the shot put at least 40 feet (12.2 m), (2) throw the discus at least 100 feet (30.5 m), and (3) run a personal-best time of under 2:50 in the 800-meter run in the class meet. After identifying these goals, Keeshana and Li each spend time in class working on the events in which they have some ability and interest. With their goals clearly established, they can experience what it means to train and practice for these events in pursuit of personal goals. They also decide how they will record work, monitor progress, and show achievement. Portfolio assessments allow students to make choices about what they want to learn, how they will practice, and how they will document their learning.
Independence and choice are important considerations when trying to motivate adolescents to strive to achieve goals. Although Keeshana and Li chose different activities, their personal goals, projects, and performances each satisfy SHAPE America Standard 1 (SHAPE America 2014).
Portfolio assessment permits students to work toward individualized goals; for example, one student can focus on running events while another focuses on throwing events.
Teaching Personal and Social Responsibility
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration.
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration. Character development has long been a part of physical education. When Clark Hetherington first published his four tenets of physical education in 1910, character was one of those elements. At that time, the battle of the systems was occurring between those who thought physical education should promote an “of the physical” approach and others who wanted a “through the physical” approach. Those favoring the “of the physical” approach felt that the purpose of physical education was to develop fitness in individuals. The other camp felt that individuals could develop psychomotor and cognitive-domain learning, fitness, and good moral character through sports and other types of physical activity such as dance and gymnastics. In a sense, the “through the physical” approach is like the philosophy behind Hellison's TPSR model.
While teaching sport and games, Hellison promoted the development of character simultaneously with psychomotor and cognitive instruction. Instead of waiting for the teachable moment to talk about character development, teachers using TPSR design lessons to help move students up a hierarchy, starting with respect and caring for others in the gymnasium to displaying respect for others in all areas of life and being a role model for others. In the TPSR IM, an assumption is made that responsibility to self and others can be taught (Metzler 2011). Lessons in the TPSR IM are designed to be student-centered and to allow students to make decisions. Teachers build in opportunities for student choice and decision making and gradually offer more independence to students. Psychomotor and cognitive learning are not separate from social and personal responsibility, but rather, the three are woven together. Hellison (2011) developed a hierarchy of responsibility that had five levels:
Level 1: Respecting the rights and feelings of others
Level 2: Participation and effort
Level 3: Self-direction
Level 4: Helping others and displaying leadership
Level 5: Demonstrating responsibility outside the gym
Students do not automatically start at level 1. Some students have lessons to learn prior to reaching this level. Additionally, not all students in a class are at the same level of responsibility. Teachers must determine this level for students and then create learning situations that allow them to move up the hierarchy starting from their own personal level. In TPSR, affective-domain learning is not necessarily linear; sometime students will move down depending on things that are happening at school or at home (Metzler 2011). However, with lessons that target growth of personal and social responsibility, change is possible. Reflection about choices made is also part of the learning in that students are encouraged to see the benefits of making responsible choices (Metzler 2011).
According to Parker and Stiehl (2015), the focus of level 1 is on self-control and personal responsibility. Students should demonstrate the ability to get along with others. Students functioning at level 2 demonstrate effort by being self-motivated to participate in activity, and display willingness to try new activities and continue to participate even when they would like to give up. At level 3, students are self-directed and capable of working independently. They also set personal goals for achievement and resist peer pressure. When students reach level 4, they show leadership and want to help others. They want to contribute to the well-being of others and demonstrate care, compassion, and empathy. While the first four levels are set in the gymnasium, students at level 5 will demonstrate the qualities of the other four levels in other parts of the school, their homes, and their communities.
Although the emphasis of TPSR is given to the affective domain, learning is expected in all three domains. Assessments for the psychomotor and cognitive domains used for other IMs are also used with TPSR. In keeping with the intent of the IM, teachers might provide a menu of options and let students decide how they will demonstrate competence for the unit. Affective-domain learning is dependent on the teacher's observations of student behaviors and lesson outcomes to promote affective-domain growth. Journal entries are excellent ways for teachers to assess student growth on the TPSR hierarchy and to note where students are through their reflections. Using these reflections, teachers develop ways to create opportunities for growth in future physical education lessons. The checklist in figure 7.11 is a self-reflection of student responsibility. If teachers are using a similar checklist, students should also write a reflection giving examples from the day's class of how they functioned at their identified level. A responsibility cube with different elements of the levels could provide a prompt for an exit slip reflection or a journal entry.
Despite looking rather simplistic, the TPSR IM is very complex. Readers are encouraged to read Hellison's (2011) explanation of the model and suggestions for implementing it during instruction. As with the other models in this chapter, Metzler (2011) also provides several suggestions for using this model.
Figure 7.11 checklist that can be used when using the TPSR instructional model.
Assessing Student Learning Through Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis.
Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis. By assessing students' accuracy for their use of cues on their assessments, teachers determine students' knowledge of the critical elements and their ability to apply that knowledge. Since the same video is used for all members of the class, teachers can assess students' ability to distinguish between correct and incorrect performance. Results of this assessment document student cognitive domain learning. If the video clips are loaded onto a computer and uploaded to a website, students complete the assessment as homework either at home or in a school computer facility.
Figure 3.8 An example of peer evaluation using a video recording.
Magazine Project
This magazine project assesses students' knowledge in a meaningful way. For the project, each member of the group is responsible for some type of editing (e.g., features, cover, artwork, advertising), and every student in the group contributes an article and an advertisement, which must address something healthy and make use of information learned in class. If, for example, the magazine's content addresses activity settings available in the community, students are assessed on some elements of SHAPE America Standard 3. Students choose a title for the magazine, and all articles must reflect the title or overall theme. Teachers often find that students produce creative results, especially given the computer skills of today's students. Students are required to reflect on their input into the magazine and on what they learned by doing the publication.
Weightlifting Assessment
A teacher candidate used digital photography to develop a weightlifting project assessment in response to students making errors on the lifts (e.g., not using correct form) and not knowing the names of the lifts. For this project, students took a series of pictures that named the lift and demonstrated proper technique for the station. The pictures were used for posters and put at each of the lifting stations. The next part of the project required students to analyze members of the group for correct form on their assigned lift and diagnose errors. The final part of this project involved students setting goals for their station and developing a plan for meeting them. Student reflections were rich with what students had learned. Completing the project was a meaningful learning experience as documented by their portfolios.
The Playbook and Reflection
A final example of a project to evaluate cognitive learning in physical education was the creation of a playbook for a soccer unit. Students were required to use invasion tactics and develop plays that utilized their strengths as a team. Prior to playing another team, students scouted the competition and analyzed the other team's strengths and areas of weakness. Using the analysis of their strengths, they devised a plan for defeating the other team during play. A post-game reflection helped team members determine whether their strategy was successful. The team logged scouting reports (see figure 3.9) and game reflections throughout the unit and did a final reflection about their growth and success as a team.
Individualized Learning and Assessment
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals.
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals. Students bring great variety and depth of experiences and abilities. Portfolio assessments open the door for teachers to individualize goals, expectations, learning, and assessment tasks. Students differ in the amount of time required to accomplish program goals. Because portfolios can span multiple units or years, portfolio assessments give an opportunity for success to students needing extra time to learn while providing time for more gifted students to achieve higher levels of competence. Additional time provides teachers with opportunities to differentiate instruction and provide tasks of different levels of difficulty for students. Portfolios encourage students to engage in developmentally appropriate and individualized learning activities as they work at their level of skill, knowledge, and ability on projects or tasks that are of interest to them (Kirk 1997).
Within particular activity units—and with the guidance of the teacher—students can identify individual goals they will use to accomplish class goals. For example, consider Shape America Standard 1: “A physically literate individual demonstrates competency in a variety of motor skills and movement patterns” (SHAPE America 2014). To address this standard, two students in the same class—Juan and Emily— select two very different movement activities and provide a variety of artifacts to support their work and accomplishments. Juan chooses to submit documents showing that he has achieved competence in playing tennis, while Emily provides evidence of her canoeing skills. Both students participated in these activity units (i.e., tennis and canoeing) in class, and each made a decision about which one to include in the portfolio based on their expertise. Thus, portfolio assessments can encourage students to make individual choices about the activities in which they wish to develop greater ability.
Even within the same activity unit, students may identify and work toward different individual goals. During a track-and-field unit in a ninth-grade physical education class, Keeshana is very interested in sprinting and jumping events, and she sets the following individual goals for herself: (1) high-jump 5 feet (1.5 m) using the flop technique, (2) long-jump more than 15 feet (4.6 m) in the class track meet, and (3) run a personal best of 14 seconds in the 100-meter dash. Li, on the other hand, is more interested in throwing events and middle-distance running, and he sets the following goals for himself: (1) throw the shot put at least 40 feet (12.2 m), (2) throw the discus at least 100 feet (30.5 m), and (3) run a personal-best time of under 2:50 in the 800-meter run in the class meet. After identifying these goals, Keeshana and Li each spend time in class working on the events in which they have some ability and interest. With their goals clearly established, they can experience what it means to train and practice for these events in pursuit of personal goals. They also decide how they will record work, monitor progress, and show achievement. Portfolio assessments allow students to make choices about what they want to learn, how they will practice, and how they will document their learning.
Independence and choice are important considerations when trying to motivate adolescents to strive to achieve goals. Although Keeshana and Li chose different activities, their personal goals, projects, and performances each satisfy SHAPE America Standard 1 (SHAPE America 2014).
Portfolio assessment permits students to work toward individualized goals; for example, one student can focus on running events while another focuses on throwing events.
Teaching Personal and Social Responsibility
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration.
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration. Character development has long been a part of physical education. When Clark Hetherington first published his four tenets of physical education in 1910, character was one of those elements. At that time, the battle of the systems was occurring between those who thought physical education should promote an “of the physical” approach and others who wanted a “through the physical” approach. Those favoring the “of the physical” approach felt that the purpose of physical education was to develop fitness in individuals. The other camp felt that individuals could develop psychomotor and cognitive-domain learning, fitness, and good moral character through sports and other types of physical activity such as dance and gymnastics. In a sense, the “through the physical” approach is like the philosophy behind Hellison's TPSR model.
While teaching sport and games, Hellison promoted the development of character simultaneously with psychomotor and cognitive instruction. Instead of waiting for the teachable moment to talk about character development, teachers using TPSR design lessons to help move students up a hierarchy, starting with respect and caring for others in the gymnasium to displaying respect for others in all areas of life and being a role model for others. In the TPSR IM, an assumption is made that responsibility to self and others can be taught (Metzler 2011). Lessons in the TPSR IM are designed to be student-centered and to allow students to make decisions. Teachers build in opportunities for student choice and decision making and gradually offer more independence to students. Psychomotor and cognitive learning are not separate from social and personal responsibility, but rather, the three are woven together. Hellison (2011) developed a hierarchy of responsibility that had five levels:
Level 1: Respecting the rights and feelings of others
Level 2: Participation and effort
Level 3: Self-direction
Level 4: Helping others and displaying leadership
Level 5: Demonstrating responsibility outside the gym
Students do not automatically start at level 1. Some students have lessons to learn prior to reaching this level. Additionally, not all students in a class are at the same level of responsibility. Teachers must determine this level for students and then create learning situations that allow them to move up the hierarchy starting from their own personal level. In TPSR, affective-domain learning is not necessarily linear; sometime students will move down depending on things that are happening at school or at home (Metzler 2011). However, with lessons that target growth of personal and social responsibility, change is possible. Reflection about choices made is also part of the learning in that students are encouraged to see the benefits of making responsible choices (Metzler 2011).
According to Parker and Stiehl (2015), the focus of level 1 is on self-control and personal responsibility. Students should demonstrate the ability to get along with others. Students functioning at level 2 demonstrate effort by being self-motivated to participate in activity, and display willingness to try new activities and continue to participate even when they would like to give up. At level 3, students are self-directed and capable of working independently. They also set personal goals for achievement and resist peer pressure. When students reach level 4, they show leadership and want to help others. They want to contribute to the well-being of others and demonstrate care, compassion, and empathy. While the first four levels are set in the gymnasium, students at level 5 will demonstrate the qualities of the other four levels in other parts of the school, their homes, and their communities.
Although the emphasis of TPSR is given to the affective domain, learning is expected in all three domains. Assessments for the psychomotor and cognitive domains used for other IMs are also used with TPSR. In keeping with the intent of the IM, teachers might provide a menu of options and let students decide how they will demonstrate competence for the unit. Affective-domain learning is dependent on the teacher's observations of student behaviors and lesson outcomes to promote affective-domain growth. Journal entries are excellent ways for teachers to assess student growth on the TPSR hierarchy and to note where students are through their reflections. Using these reflections, teachers develop ways to create opportunities for growth in future physical education lessons. The checklist in figure 7.11 is a self-reflection of student responsibility. If teachers are using a similar checklist, students should also write a reflection giving examples from the day's class of how they functioned at their identified level. A responsibility cube with different elements of the levels could provide a prompt for an exit slip reflection or a journal entry.
Despite looking rather simplistic, the TPSR IM is very complex. Readers are encouraged to read Hellison's (2011) explanation of the model and suggestions for implementing it during instruction. As with the other models in this chapter, Metzler (2011) also provides several suggestions for using this model.
Figure 7.11 checklist that can be used when using the TPSR instructional model.
Assessing Student Learning Through Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis.
Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis. By assessing students' accuracy for their use of cues on their assessments, teachers determine students' knowledge of the critical elements and their ability to apply that knowledge. Since the same video is used for all members of the class, teachers can assess students' ability to distinguish between correct and incorrect performance. Results of this assessment document student cognitive domain learning. If the video clips are loaded onto a computer and uploaded to a website, students complete the assessment as homework either at home or in a school computer facility.
Figure 3.8 An example of peer evaluation using a video recording.
Magazine Project
This magazine project assesses students' knowledge in a meaningful way. For the project, each member of the group is responsible for some type of editing (e.g., features, cover, artwork, advertising), and every student in the group contributes an article and an advertisement, which must address something healthy and make use of information learned in class. If, for example, the magazine's content addresses activity settings available in the community, students are assessed on some elements of SHAPE America Standard 3. Students choose a title for the magazine, and all articles must reflect the title or overall theme. Teachers often find that students produce creative results, especially given the computer skills of today's students. Students are required to reflect on their input into the magazine and on what they learned by doing the publication.
Weightlifting Assessment
A teacher candidate used digital photography to develop a weightlifting project assessment in response to students making errors on the lifts (e.g., not using correct form) and not knowing the names of the lifts. For this project, students took a series of pictures that named the lift and demonstrated proper technique for the station. The pictures were used for posters and put at each of the lifting stations. The next part of the project required students to analyze members of the group for correct form on their assigned lift and diagnose errors. The final part of this project involved students setting goals for their station and developing a plan for meeting them. Student reflections were rich with what students had learned. Completing the project was a meaningful learning experience as documented by their portfolios.
The Playbook and Reflection
A final example of a project to evaluate cognitive learning in physical education was the creation of a playbook for a soccer unit. Students were required to use invasion tactics and develop plays that utilized their strengths as a team. Prior to playing another team, students scouted the competition and analyzed the other team's strengths and areas of weakness. Using the analysis of their strengths, they devised a plan for defeating the other team during play. A post-game reflection helped team members determine whether their strategy was successful. The team logged scouting reports (see figure 3.9) and game reflections throughout the unit and did a final reflection about their growth and success as a team.
Individualized Learning and Assessment
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals.
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals. Students bring great variety and depth of experiences and abilities. Portfolio assessments open the door for teachers to individualize goals, expectations, learning, and assessment tasks. Students differ in the amount of time required to accomplish program goals. Because portfolios can span multiple units or years, portfolio assessments give an opportunity for success to students needing extra time to learn while providing time for more gifted students to achieve higher levels of competence. Additional time provides teachers with opportunities to differentiate instruction and provide tasks of different levels of difficulty for students. Portfolios encourage students to engage in developmentally appropriate and individualized learning activities as they work at their level of skill, knowledge, and ability on projects or tasks that are of interest to them (Kirk 1997).
Within particular activity units—and with the guidance of the teacher—students can identify individual goals they will use to accomplish class goals. For example, consider Shape America Standard 1: “A physically literate individual demonstrates competency in a variety of motor skills and movement patterns” (SHAPE America 2014). To address this standard, two students in the same class—Juan and Emily— select two very different movement activities and provide a variety of artifacts to support their work and accomplishments. Juan chooses to submit documents showing that he has achieved competence in playing tennis, while Emily provides evidence of her canoeing skills. Both students participated in these activity units (i.e., tennis and canoeing) in class, and each made a decision about which one to include in the portfolio based on their expertise. Thus, portfolio assessments can encourage students to make individual choices about the activities in which they wish to develop greater ability.
Even within the same activity unit, students may identify and work toward different individual goals. During a track-and-field unit in a ninth-grade physical education class, Keeshana is very interested in sprinting and jumping events, and she sets the following individual goals for herself: (1) high-jump 5 feet (1.5 m) using the flop technique, (2) long-jump more than 15 feet (4.6 m) in the class track meet, and (3) run a personal best of 14 seconds in the 100-meter dash. Li, on the other hand, is more interested in throwing events and middle-distance running, and he sets the following goals for himself: (1) throw the shot put at least 40 feet (12.2 m), (2) throw the discus at least 100 feet (30.5 m), and (3) run a personal-best time of under 2:50 in the 800-meter run in the class meet. After identifying these goals, Keeshana and Li each spend time in class working on the events in which they have some ability and interest. With their goals clearly established, they can experience what it means to train and practice for these events in pursuit of personal goals. They also decide how they will record work, monitor progress, and show achievement. Portfolio assessments allow students to make choices about what they want to learn, how they will practice, and how they will document their learning.
Independence and choice are important considerations when trying to motivate adolescents to strive to achieve goals. Although Keeshana and Li chose different activities, their personal goals, projects, and performances each satisfy SHAPE America Standard 1 (SHAPE America 2014).
Portfolio assessment permits students to work toward individualized goals; for example, one student can focus on running events while another focuses on throwing events.
Teaching Personal and Social Responsibility
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration.
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration. Character development has long been a part of physical education. When Clark Hetherington first published his four tenets of physical education in 1910, character was one of those elements. At that time, the battle of the systems was occurring between those who thought physical education should promote an “of the physical” approach and others who wanted a “through the physical” approach. Those favoring the “of the physical” approach felt that the purpose of physical education was to develop fitness in individuals. The other camp felt that individuals could develop psychomotor and cognitive-domain learning, fitness, and good moral character through sports and other types of physical activity such as dance and gymnastics. In a sense, the “through the physical” approach is like the philosophy behind Hellison's TPSR model.
While teaching sport and games, Hellison promoted the development of character simultaneously with psychomotor and cognitive instruction. Instead of waiting for the teachable moment to talk about character development, teachers using TPSR design lessons to help move students up a hierarchy, starting with respect and caring for others in the gymnasium to displaying respect for others in all areas of life and being a role model for others. In the TPSR IM, an assumption is made that responsibility to self and others can be taught (Metzler 2011). Lessons in the TPSR IM are designed to be student-centered and to allow students to make decisions. Teachers build in opportunities for student choice and decision making and gradually offer more independence to students. Psychomotor and cognitive learning are not separate from social and personal responsibility, but rather, the three are woven together. Hellison (2011) developed a hierarchy of responsibility that had five levels:
Level 1: Respecting the rights and feelings of others
Level 2: Participation and effort
Level 3: Self-direction
Level 4: Helping others and displaying leadership
Level 5: Demonstrating responsibility outside the gym
Students do not automatically start at level 1. Some students have lessons to learn prior to reaching this level. Additionally, not all students in a class are at the same level of responsibility. Teachers must determine this level for students and then create learning situations that allow them to move up the hierarchy starting from their own personal level. In TPSR, affective-domain learning is not necessarily linear; sometime students will move down depending on things that are happening at school or at home (Metzler 2011). However, with lessons that target growth of personal and social responsibility, change is possible. Reflection about choices made is also part of the learning in that students are encouraged to see the benefits of making responsible choices (Metzler 2011).
According to Parker and Stiehl (2015), the focus of level 1 is on self-control and personal responsibility. Students should demonstrate the ability to get along with others. Students functioning at level 2 demonstrate effort by being self-motivated to participate in activity, and display willingness to try new activities and continue to participate even when they would like to give up. At level 3, students are self-directed and capable of working independently. They also set personal goals for achievement and resist peer pressure. When students reach level 4, they show leadership and want to help others. They want to contribute to the well-being of others and demonstrate care, compassion, and empathy. While the first four levels are set in the gymnasium, students at level 5 will demonstrate the qualities of the other four levels in other parts of the school, their homes, and their communities.
Although the emphasis of TPSR is given to the affective domain, learning is expected in all three domains. Assessments for the psychomotor and cognitive domains used for other IMs are also used with TPSR. In keeping with the intent of the IM, teachers might provide a menu of options and let students decide how they will demonstrate competence for the unit. Affective-domain learning is dependent on the teacher's observations of student behaviors and lesson outcomes to promote affective-domain growth. Journal entries are excellent ways for teachers to assess student growth on the TPSR hierarchy and to note where students are through their reflections. Using these reflections, teachers develop ways to create opportunities for growth in future physical education lessons. The checklist in figure 7.11 is a self-reflection of student responsibility. If teachers are using a similar checklist, students should also write a reflection giving examples from the day's class of how they functioned at their identified level. A responsibility cube with different elements of the levels could provide a prompt for an exit slip reflection or a journal entry.
Despite looking rather simplistic, the TPSR IM is very complex. Readers are encouraged to read Hellison's (2011) explanation of the model and suggestions for implementing it during instruction. As with the other models in this chapter, Metzler (2011) also provides several suggestions for using this model.
Figure 7.11 checklist that can be used when using the TPSR instructional model.
Assessing Student Learning Through Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis.
Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis. By assessing students' accuracy for their use of cues on their assessments, teachers determine students' knowledge of the critical elements and their ability to apply that knowledge. Since the same video is used for all members of the class, teachers can assess students' ability to distinguish between correct and incorrect performance. Results of this assessment document student cognitive domain learning. If the video clips are loaded onto a computer and uploaded to a website, students complete the assessment as homework either at home or in a school computer facility.
Figure 3.8 An example of peer evaluation using a video recording.
Magazine Project
This magazine project assesses students' knowledge in a meaningful way. For the project, each member of the group is responsible for some type of editing (e.g., features, cover, artwork, advertising), and every student in the group contributes an article and an advertisement, which must address something healthy and make use of information learned in class. If, for example, the magazine's content addresses activity settings available in the community, students are assessed on some elements of SHAPE America Standard 3. Students choose a title for the magazine, and all articles must reflect the title or overall theme. Teachers often find that students produce creative results, especially given the computer skills of today's students. Students are required to reflect on their input into the magazine and on what they learned by doing the publication.
Weightlifting Assessment
A teacher candidate used digital photography to develop a weightlifting project assessment in response to students making errors on the lifts (e.g., not using correct form) and not knowing the names of the lifts. For this project, students took a series of pictures that named the lift and demonstrated proper technique for the station. The pictures were used for posters and put at each of the lifting stations. The next part of the project required students to analyze members of the group for correct form on their assigned lift and diagnose errors. The final part of this project involved students setting goals for their station and developing a plan for meeting them. Student reflections were rich with what students had learned. Completing the project was a meaningful learning experience as documented by their portfolios.
The Playbook and Reflection
A final example of a project to evaluate cognitive learning in physical education was the creation of a playbook for a soccer unit. Students were required to use invasion tactics and develop plays that utilized their strengths as a team. Prior to playing another team, students scouted the competition and analyzed the other team's strengths and areas of weakness. Using the analysis of their strengths, they devised a plan for defeating the other team during play. A post-game reflection helped team members determine whether their strategy was successful. The team logged scouting reports (see figure 3.9) and game reflections throughout the unit and did a final reflection about their growth and success as a team.
Individualized Learning and Assessment
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals.
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals. Students bring great variety and depth of experiences and abilities. Portfolio assessments open the door for teachers to individualize goals, expectations, learning, and assessment tasks. Students differ in the amount of time required to accomplish program goals. Because portfolios can span multiple units or years, portfolio assessments give an opportunity for success to students needing extra time to learn while providing time for more gifted students to achieve higher levels of competence. Additional time provides teachers with opportunities to differentiate instruction and provide tasks of different levels of difficulty for students. Portfolios encourage students to engage in developmentally appropriate and individualized learning activities as they work at their level of skill, knowledge, and ability on projects or tasks that are of interest to them (Kirk 1997).
Within particular activity units—and with the guidance of the teacher—students can identify individual goals they will use to accomplish class goals. For example, consider Shape America Standard 1: “A physically literate individual demonstrates competency in a variety of motor skills and movement patterns” (SHAPE America 2014). To address this standard, two students in the same class—Juan and Emily— select two very different movement activities and provide a variety of artifacts to support their work and accomplishments. Juan chooses to submit documents showing that he has achieved competence in playing tennis, while Emily provides evidence of her canoeing skills. Both students participated in these activity units (i.e., tennis and canoeing) in class, and each made a decision about which one to include in the portfolio based on their expertise. Thus, portfolio assessments can encourage students to make individual choices about the activities in which they wish to develop greater ability.
Even within the same activity unit, students may identify and work toward different individual goals. During a track-and-field unit in a ninth-grade physical education class, Keeshana is very interested in sprinting and jumping events, and she sets the following individual goals for herself: (1) high-jump 5 feet (1.5 m) using the flop technique, (2) long-jump more than 15 feet (4.6 m) in the class track meet, and (3) run a personal best of 14 seconds in the 100-meter dash. Li, on the other hand, is more interested in throwing events and middle-distance running, and he sets the following goals for himself: (1) throw the shot put at least 40 feet (12.2 m), (2) throw the discus at least 100 feet (30.5 m), and (3) run a personal-best time of under 2:50 in the 800-meter run in the class meet. After identifying these goals, Keeshana and Li each spend time in class working on the events in which they have some ability and interest. With their goals clearly established, they can experience what it means to train and practice for these events in pursuit of personal goals. They also decide how they will record work, monitor progress, and show achievement. Portfolio assessments allow students to make choices about what they want to learn, how they will practice, and how they will document their learning.
Independence and choice are important considerations when trying to motivate adolescents to strive to achieve goals. Although Keeshana and Li chose different activities, their personal goals, projects, and performances each satisfy SHAPE America Standard 1 (SHAPE America 2014).
Portfolio assessment permits students to work toward individualized goals; for example, one student can focus on running events while another focuses on throwing events.
Teaching Personal and Social Responsibility
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration.
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration. Character development has long been a part of physical education. When Clark Hetherington first published his four tenets of physical education in 1910, character was one of those elements. At that time, the battle of the systems was occurring between those who thought physical education should promote an “of the physical” approach and others who wanted a “through the physical” approach. Those favoring the “of the physical” approach felt that the purpose of physical education was to develop fitness in individuals. The other camp felt that individuals could develop psychomotor and cognitive-domain learning, fitness, and good moral character through sports and other types of physical activity such as dance and gymnastics. In a sense, the “through the physical” approach is like the philosophy behind Hellison's TPSR model.
While teaching sport and games, Hellison promoted the development of character simultaneously with psychomotor and cognitive instruction. Instead of waiting for the teachable moment to talk about character development, teachers using TPSR design lessons to help move students up a hierarchy, starting with respect and caring for others in the gymnasium to displaying respect for others in all areas of life and being a role model for others. In the TPSR IM, an assumption is made that responsibility to self and others can be taught (Metzler 2011). Lessons in the TPSR IM are designed to be student-centered and to allow students to make decisions. Teachers build in opportunities for student choice and decision making and gradually offer more independence to students. Psychomotor and cognitive learning are not separate from social and personal responsibility, but rather, the three are woven together. Hellison (2011) developed a hierarchy of responsibility that had five levels:
Level 1: Respecting the rights and feelings of others
Level 2: Participation and effort
Level 3: Self-direction
Level 4: Helping others and displaying leadership
Level 5: Demonstrating responsibility outside the gym
Students do not automatically start at level 1. Some students have lessons to learn prior to reaching this level. Additionally, not all students in a class are at the same level of responsibility. Teachers must determine this level for students and then create learning situations that allow them to move up the hierarchy starting from their own personal level. In TPSR, affective-domain learning is not necessarily linear; sometime students will move down depending on things that are happening at school or at home (Metzler 2011). However, with lessons that target growth of personal and social responsibility, change is possible. Reflection about choices made is also part of the learning in that students are encouraged to see the benefits of making responsible choices (Metzler 2011).
According to Parker and Stiehl (2015), the focus of level 1 is on self-control and personal responsibility. Students should demonstrate the ability to get along with others. Students functioning at level 2 demonstrate effort by being self-motivated to participate in activity, and display willingness to try new activities and continue to participate even when they would like to give up. At level 3, students are self-directed and capable of working independently. They also set personal goals for achievement and resist peer pressure. When students reach level 4, they show leadership and want to help others. They want to contribute to the well-being of others and demonstrate care, compassion, and empathy. While the first four levels are set in the gymnasium, students at level 5 will demonstrate the qualities of the other four levels in other parts of the school, their homes, and their communities.
Although the emphasis of TPSR is given to the affective domain, learning is expected in all three domains. Assessments for the psychomotor and cognitive domains used for other IMs are also used with TPSR. In keeping with the intent of the IM, teachers might provide a menu of options and let students decide how they will demonstrate competence for the unit. Affective-domain learning is dependent on the teacher's observations of student behaviors and lesson outcomes to promote affective-domain growth. Journal entries are excellent ways for teachers to assess student growth on the TPSR hierarchy and to note where students are through their reflections. Using these reflections, teachers develop ways to create opportunities for growth in future physical education lessons. The checklist in figure 7.11 is a self-reflection of student responsibility. If teachers are using a similar checklist, students should also write a reflection giving examples from the day's class of how they functioned at their identified level. A responsibility cube with different elements of the levels could provide a prompt for an exit slip reflection or a journal entry.
Despite looking rather simplistic, the TPSR IM is very complex. Readers are encouraged to read Hellison's (2011) explanation of the model and suggestions for implementing it during instruction. As with the other models in this chapter, Metzler (2011) also provides several suggestions for using this model.
Figure 7.11 checklist that can be used when using the TPSR instructional model.
Assessing Student Learning Through Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis.
Projects
Projects are excellent ways to assess student learning in physical education. The tennis assessment found in figure 3.8 assesses student knowledge of the skills used to play tennis. By assessing students' accuracy for their use of cues on their assessments, teachers determine students' knowledge of the critical elements and their ability to apply that knowledge. Since the same video is used for all members of the class, teachers can assess students' ability to distinguish between correct and incorrect performance. Results of this assessment document student cognitive domain learning. If the video clips are loaded onto a computer and uploaded to a website, students complete the assessment as homework either at home or in a school computer facility.
Figure 3.8 An example of peer evaluation using a video recording.
Magazine Project
This magazine project assesses students' knowledge in a meaningful way. For the project, each member of the group is responsible for some type of editing (e.g., features, cover, artwork, advertising), and every student in the group contributes an article and an advertisement, which must address something healthy and make use of information learned in class. If, for example, the magazine's content addresses activity settings available in the community, students are assessed on some elements of SHAPE America Standard 3. Students choose a title for the magazine, and all articles must reflect the title or overall theme. Teachers often find that students produce creative results, especially given the computer skills of today's students. Students are required to reflect on their input into the magazine and on what they learned by doing the publication.
Weightlifting Assessment
A teacher candidate used digital photography to develop a weightlifting project assessment in response to students making errors on the lifts (e.g., not using correct form) and not knowing the names of the lifts. For this project, students took a series of pictures that named the lift and demonstrated proper technique for the station. The pictures were used for posters and put at each of the lifting stations. The next part of the project required students to analyze members of the group for correct form on their assigned lift and diagnose errors. The final part of this project involved students setting goals for their station and developing a plan for meeting them. Student reflections were rich with what students had learned. Completing the project was a meaningful learning experience as documented by their portfolios.
The Playbook and Reflection
A final example of a project to evaluate cognitive learning in physical education was the creation of a playbook for a soccer unit. Students were required to use invasion tactics and develop plays that utilized their strengths as a team. Prior to playing another team, students scouted the competition and analyzed the other team's strengths and areas of weakness. Using the analysis of their strengths, they devised a plan for defeating the other team during play. A post-game reflection helped team members determine whether their strategy was successful. The team logged scouting reports (see figure 3.9) and game reflections throughout the unit and did a final reflection about their growth and success as a team.
Individualized Learning and Assessment
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals.
When portfolios are used as a form of performance-based assessment, students are encouraged to complete and choose the pieces of work they will include as evidence for achievement of various goals. Students bring great variety and depth of experiences and abilities. Portfolio assessments open the door for teachers to individualize goals, expectations, learning, and assessment tasks. Students differ in the amount of time required to accomplish program goals. Because portfolios can span multiple units or years, portfolio assessments give an opportunity for success to students needing extra time to learn while providing time for more gifted students to achieve higher levels of competence. Additional time provides teachers with opportunities to differentiate instruction and provide tasks of different levels of difficulty for students. Portfolios encourage students to engage in developmentally appropriate and individualized learning activities as they work at their level of skill, knowledge, and ability on projects or tasks that are of interest to them (Kirk 1997).
Within particular activity units—and with the guidance of the teacher—students can identify individual goals they will use to accomplish class goals. For example, consider Shape America Standard 1: “A physically literate individual demonstrates competency in a variety of motor skills and movement patterns” (SHAPE America 2014). To address this standard, two students in the same class—Juan and Emily— select two very different movement activities and provide a variety of artifacts to support their work and accomplishments. Juan chooses to submit documents showing that he has achieved competence in playing tennis, while Emily provides evidence of her canoeing skills. Both students participated in these activity units (i.e., tennis and canoeing) in class, and each made a decision about which one to include in the portfolio based on their expertise. Thus, portfolio assessments can encourage students to make individual choices about the activities in which they wish to develop greater ability.
Even within the same activity unit, students may identify and work toward different individual goals. During a track-and-field unit in a ninth-grade physical education class, Keeshana is very interested in sprinting and jumping events, and she sets the following individual goals for herself: (1) high-jump 5 feet (1.5 m) using the flop technique, (2) long-jump more than 15 feet (4.6 m) in the class track meet, and (3) run a personal best of 14 seconds in the 100-meter dash. Li, on the other hand, is more interested in throwing events and middle-distance running, and he sets the following goals for himself: (1) throw the shot put at least 40 feet (12.2 m), (2) throw the discus at least 100 feet (30.5 m), and (3) run a personal-best time of under 2:50 in the 800-meter run in the class meet. After identifying these goals, Keeshana and Li each spend time in class working on the events in which they have some ability and interest. With their goals clearly established, they can experience what it means to train and practice for these events in pursuit of personal goals. They also decide how they will record work, monitor progress, and show achievement. Portfolio assessments allow students to make choices about what they want to learn, how they will practice, and how they will document their learning.
Independence and choice are important considerations when trying to motivate adolescents to strive to achieve goals. Although Keeshana and Li chose different activities, their personal goals, projects, and performances each satisfy SHAPE America Standard 1 (SHAPE America 2014).
Portfolio assessment permits students to work toward individualized goals; for example, one student can focus on running events while another focuses on throwing events.
Teaching Personal and Social Responsibility
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration.
The Teaching Personal and Social Responsibility (TPSR) IM was developed by Don Hellison in response to the needs of inner-city children who were at great risk for incarceration. Character development has long been a part of physical education. When Clark Hetherington first published his four tenets of physical education in 1910, character was one of those elements. At that time, the battle of the systems was occurring between those who thought physical education should promote an “of the physical” approach and others who wanted a “through the physical” approach. Those favoring the “of the physical” approach felt that the purpose of physical education was to develop fitness in individuals. The other camp felt that individuals could develop psychomotor and cognitive-domain learning, fitness, and good moral character through sports and other types of physical activity such as dance and gymnastics. In a sense, the “through the physical” approach is like the philosophy behind Hellison's TPSR model.
While teaching sport and games, Hellison promoted the development of character simultaneously with psychomotor and cognitive instruction. Instead of waiting for the teachable moment to talk about character development, teachers using TPSR design lessons to help move students up a hierarchy, starting with respect and caring for others in the gymnasium to displaying respect for others in all areas of life and being a role model for others. In the TPSR IM, an assumption is made that responsibility to self and others can be taught (Metzler 2011). Lessons in the TPSR IM are designed to be student-centered and to allow students to make decisions. Teachers build in opportunities for student choice and decision making and gradually offer more independence to students. Psychomotor and cognitive learning are not separate from social and personal responsibility, but rather, the three are woven together. Hellison (2011) developed a hierarchy of responsibility that had five levels:
Level 1: Respecting the rights and feelings of others
Level 2: Participation and effort
Level 3: Self-direction
Level 4: Helping others and displaying leadership
Level 5: Demonstrating responsibility outside the gym
Students do not automatically start at level 1. Some students have lessons to learn prior to reaching this level. Additionally, not all students in a class are at the same level of responsibility. Teachers must determine this level for students and then create learning situations that allow them to move up the hierarchy starting from their own personal level. In TPSR, affective-domain learning is not necessarily linear; sometime students will move down depending on things that are happening at school or at home (Metzler 2011). However, with lessons that target growth of personal and social responsibility, change is possible. Reflection about choices made is also part of the learning in that students are encouraged to see the benefits of making responsible choices (Metzler 2011).
According to Parker and Stiehl (2015), the focus of level 1 is on self-control and personal responsibility. Students should demonstrate the ability to get along with others. Students functioning at level 2 demonstrate effort by being self-motivated to participate in activity, and display willingness to try new activities and continue to participate even when they would like to give up. At level 3, students are self-directed and capable of working independently. They also set personal goals for achievement and resist peer pressure. When students reach level 4, they show leadership and want to help others. They want to contribute to the well-being of others and demonstrate care, compassion, and empathy. While the first four levels are set in the gymnasium, students at level 5 will demonstrate the qualities of the other four levels in other parts of the school, their homes, and their communities.
Although the emphasis of TPSR is given to the affective domain, learning is expected in all three domains. Assessments for the psychomotor and cognitive domains used for other IMs are also used with TPSR. In keeping with the intent of the IM, teachers might provide a menu of options and let students decide how they will demonstrate competence for the unit. Affective-domain learning is dependent on the teacher's observations of student behaviors and lesson outcomes to promote affective-domain growth. Journal entries are excellent ways for teachers to assess student growth on the TPSR hierarchy and to note where students are through their reflections. Using these reflections, teachers develop ways to create opportunities for growth in future physical education lessons. The checklist in figure 7.11 is a self-reflection of student responsibility. If teachers are using a similar checklist, students should also write a reflection giving examples from the day's class of how they functioned at their identified level. A responsibility cube with different elements of the levels could provide a prompt for an exit slip reflection or a journal entry.
Despite looking rather simplistic, the TPSR IM is very complex. Readers are encouraged to read Hellison's (2011) explanation of the model and suggestions for implementing it during instruction. As with the other models in this chapter, Metzler (2011) also provides several suggestions for using this model.
Figure 7.11 checklist that can be used when using the TPSR instructional model.
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