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Universal Design for Learning in Physical Education
by Lauren J. Lieberman, Michelle Grenier, Ali Brian and Katrina Arndt
216 Pages
This groundbreaking text provides a much-needed link between universal design and physical education, extending boundaries as it offers physical educators a systematic guide to create, administer, manage, assess, and apply universal design for learning (UDL).
Universal Design for Learning in Physical Education is for all physical educators—those who are or are preparing to become general PE teachers as well as those who are in the field of adapted physical education. This resource offers the following:
- Ready-to-use curricular units for grades K-12, with 31 universally designed lessons that demonstrate how teachers can apply UDL in specific content areas (teachers can also use those examples to build their own units and lessons)
- Rubrics for the 28 items on the Lieberman–Brian Inclusion Rating Scale for Physical Education (LIRSPE) to help teachers follow best practices in inclusion
- Tables, timelines, and paraeducator training checklists to ensure that UDL is effectively delivered from the beginning of the school year
Outcomes for Universal Design for Learning in Physical Education are aligned with SHAPE America’s physical education standards and grade-level outcomes. Given that 94 percent of students with disabilities are taught in physical education settings, this text offers highly valuable guidance to general physical educators in providing equal access to, and engagement in, high-quality physical education for all students.
Part I of Universal Design for Learning in Physical Education defines universal design and explains how it relates to physical education. It identifies barriers that teachers may face in adapting UDL to their programs and how to overcome these barriers. It also addresses critical assessment issues and guides teachers in supporting students with severe or multiple disabilities.
Part I also covers advocacy issues such as how to teach students to speak up for their own needs and choices. Readers will gain insight into where their programs excel and where barriers might still exist when they employ the Lieberman–Brian Inclusion Rating Scale, a self-assessment tool that helps measure physical, programmatical, and social inclusion.
Finally, part I reinforces several UDL principles by sharing many examples of how physical educators have applied UDL in their programs.
Part II offers a trove of universally designed units and lesson plans for use across grades K-12, with separate chapters on lessons for elementary, sports, fitness, recreation, and aquatics.
Universal Design for Learning in Physical Education is the first text to delve deeply into the concept of universal design in physical education. As such, it is a valuable resource for all PE teachers—both those leading general classes and adapted classes—to learn how to successfully implement universally designed units and lesson plans that enrich all their students’ lives. The accompanying web resource provides 40 forms, tables, checklists, and a sample lesson plan from the book, as well as a list of websites, books, and laws. These resources are provided as reproducible PDFs for practical use.
Chapter 1. What Is Universal Design for Learning?
Chapter 2. Applying the Universal Design for Learning Guidelines to Physical Education
Chapter 3. The Time Is Now: UDL in Physical Education
Chapter 4. Assessment, UDL, and Multiple Means of Expression
Chapter 5. Applying the UDL Framework for Students With Severe and Multiple Disabilities
Chapter 6. Advocacy and Transition Planning for Learning
Chapter 7. The Lieberman–Brian Inclusion Rating Scale to Promote Universal Design in Physical Education
Chapter 8. Practical Applications of the Principles of Engagement and Representation
Part II. UDL Guiding Lessons for Physical Education
Chapter 9. Universally Designed Lesson Plans for Elementary PE
Sally Taunton Miedema and Benjamin J. Miedema
Chapter 10. Universally Designed Lesson Plans for Sports
Emily N. Gilbert and Adam Pennell
Chapter 11. Universally Designed Lesson Plans for Fitness
Matthew J. Patey, Jenna Fisher, and Laurie Wengerter
Chapter 12. Universally Designed Lesson Plans for Recreation
Alexandra Stribing
Chapter 13. Universally Designed Lesson Plans for Aquatics
Emily N. Gilbert and Alexandra Stribing
Lauren J. Lieberman, PhD, is a distinguished service professor at the College at Brockport, State University of New York. She has taught higher education since 1995 and previously taught at Perkins School for the Blind. She teaches undergraduate and graduate courses in adapted physical education. She is on the editorial board of the Journal of Physical Education, Recreation and Dance (JOPERD).
Lieberman has written 20 books on adapted physical education and more than 130 peer-reviewed articles. She started Camp Abilities, an overnight educational sports camp for children with visual impairments. This camp is now replicated in 20 states and eight countries. She was awarded a Global Fulbright Scholarship to replicate Camp Abilities in Ghana, Ireland, and Brazil in fall 2019.
Lieberman is past chair of the Adapted Physical Activity Council (APAC). She is currently on the board of the division of recreation and sport for the Association for Education and Rehabilitation of the Blind and Visually Impaired, and she has served on the board of the United States Association of Blind Athletes (USABA). In her leisure time, she enjoys playing Ultimate Frisbee, biking, running, kayaking, hiking, reading, and playing the guitar.
Michelle Grenier, PhD, is an associate professor and coordinator of the adapted physical education program at the University of New Hampshire. She has substantial experience working in the field of physical education and utilizing inclusive strategies for students with disabilities. She is an accomplished researcher and is editor of the text Physical Education for Students With Autism Spectrum Disorders. Dr. Grenier is internationally recognized for her work on inclusion and has presented extensively on her research. She is the incoming president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID).
Ali Brian, PhD, is an associate professor in the department of physical education and the director of the Adapted Physical Education/Activity Research lab at the University of South Carolina. Her teaching includes adapted physical education, elementary physical education methods, motor development, assessment and instrumentation, and research methods. Dr. Brian’s research, which includes over 120 presentations and 60 peer reviewed articles, focuses on creating ecologically valid intervention strategies for preschool-aged children with and without disabilities as well as youth with visual impairments. Dr. Brian also focuses on exploring underlying mechanisms that support positive developmental trajectories for health for all children. She is the research director for the Institute of Movement Studies for Individuals with Visual Impairments (IMSVI) and a member of the SHAPE America research counsel, the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) executive committee, and the International Motor Development Research Consortium (I-MDRC) executive committee. Dr. Brian also is on the editorial board for Physical Education and Sport Pedagogy and is an associate editor of Research Quarterly for Exercise and Sport.
Katrina Arndt, PhD, is a professor of inclusive education at St. John Fisher College. Prior to entering higher education, she was a paraprofessional and teacher in the public schools in Minneapolis, Minnesota, and the Rochester, New York, area for many years. Arndt’s research interests include support for students with disabilities in inclusive settings, inclusion of students who are deaf-blind, and critical analysis of text and film representations of disability. She is the coauthor of the books Teach Everyone and Picture Inclusion! and the 2019 recipient of Starbridge’s Inclusion Award.
Universally Designed Lesson Plans for Elementary PE
By Emily N. Gilbert and Adam Pennell
Lesson 7: Track and Field
Track and Field
Grade Level: High School
National Standards
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S1.H1.L1. Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
S2.H2.L1. Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
S3.H8.L1. Relates physiological responses to individual levels of fitness and nutritional balance.
Activity 1: Pace Yourself
Time: 15 minutes
Description: Students are allotted 12 minutes to run as far as they can. Before beginning, the teacher discusses the importance of self-pacing for distance running. In addition to discussing the importance of pacing, the teacher should provide a video example describing how to begin pacing their own running. Here is an example: https://www.runtothefinish.com/how-to-pace-yourself-while-running/. The purpose of this task is for the students to challenge themselves with a pace that is difficult but that they can maintain for 12 minutes. Students can choose to run, jog, or speed walk, and they may also pair up with a partner to help motivate each other. The teacher should emphasize not stopping until the time limit is up.
Cues:
- Breathing—in through your nose and out through your mouth
- Land midfoot and roll to forefoot (balls of your feet)
- Slight forward lean
- Land quietly (no bounce)
Organization: We recommend using a track, but the activity can be done in a gymnasium or other location where the teacher has an optimal view of the students.
Activity 2: Sprinting—10, 20, 30, 40, 50
Time: 15 minutes
Description: During this task, students focus on sprinting starts while steadily increasing the distance. The students start by sprinting 10 meters and jogging back, then 20 meters and jogging back, and so on. This continues until all the students reach 50 meters. Each new distance begins when everyone is back in their lane and ready to go so that no one is left behind. The students can select from a standing start, down start, or block start. To support the teacher's instruction, provide pictures for the students showing standing, down, and block starts. This will help the students compare the different types of starts. The teacher should emphasize starting form, staying in the marked lane, and smooth transition into sprinting form.
Cues:
- Verbal start signal: “Take your mark, get set, go”
- Visual start signal: Wave green flag
- Lead leg should be dominant leg
- Standing start—arms bent in opposition
- Down start and block start:
- Hands parallel with the start line
- Head down
- “Set”—hips go up
- “Go”—push off in forward motion
Organization: The students select their starting stance, then start in a group with each student in a lane (may have multiple heats). We recommended using the straightaway of a track, but the activity can be done in a gymnasium or other location where there is a straightaway (preferably a minimum of 60 meters).
Activity 3: Long Jump
Time: 15 minutes
Description: During this task, students are focusing on jumping form. The students in this task start with bounding, starting small and progressively getting bigger (students may jump over different-sized cones). Students then move toward jumping for distance. The purpose of this task is to work on at least three of the four phases of long jump: approach, takeoff, flight, and landing. The students can attempt a standing long jump or a running long jump. Figure 10.19 shows a student performing a running long jump, and figure 10.20 shows a student performing a standing long jump. The teacher should emphasize takeoff, flight phase, and landing. After completing all three activities students will complete a self-assessment rubric on pacing, long jump, and running starts (see figure 10.21). Then the students will create a goal for the upcoming class.
Cues:
- Standing long jump
- Legs shoulder-width apart
- Crouch and backswing (should be quick before takeoff)
- Push off with both legs and drive hands up
- Land softly
- Running long jump
- Fast approach (students choose pace)
- Take off from one foot (measure from takeoff point instead of board)
- Drive both hands up
- Land softly
Organization: The students select standing or running long jump. For running long jump, students utilize a sand jumping pit (if possible). For standing long jump, students jump from the floor or ground to a long crash mat.
Figure 10.19 A student performs a running long jump.
Figure 10.20 A student performs a standing long jump.
Universally Designed Components
Multiple Means of Engagement
- The teacher provides multiple options for equipment and activity variation for students to select in order to be most successful and challenged in track and field. For example, students can choose the size of cone to jump over and a skill variation (standing long jump, running long jump).
Multiple Means of Representation
- The content of the lesson should be presented in multiple ways so that all students can access the material. For this lesson to supplement the teacher's instruction and demonstrations, video (pacing for running) and task pictures (running starts) were provided for the students.
Multiple Means of Action and Expression
- Teachers should allow students alternatives to express or demonstrate their learning. For this lesson, a skill rubric (figure 10.21) was selected as the self-assessment for students. Through the use of this tool, the students assess themselves and set a goal for the upcoming class. This assessment tool also accounts for the variation in skills chosen by the students as well as the concepts such as pacing.
Figure 10.21 Self-assessment rubric on pacing, long jump, and running starts.
Universally Designed Lesson Plans for Fitness
By Matthew J. Patey, Jenna Fisher, and Laurie Wengerter
Lesson 1: Stations
Fitness Stations
Grade Level: 2-4
National Standards
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S3.E2.2. Engages actively in physical education class in response to instruction and practice.
S3.E2.3. Engages actively in the activities of physical education class without teacher prompting
S3.E2.4. Engages actively in the activities of physical education class, both teacher-directed and independent.
Introduction
Time: 5 minutes
Figure 11.1 Fitness stations.
Description: The following activities use five stations set up throughout the gym (see figure 11.1). The students are in small groups and rotate through each station on the teacher's signal.
Organization/rotation cues: The teacher explains to the students that the class will be divided into five groups, with one group at each station. Every group will be able to participate in each station during the class period. The students move clockwise in the gym to each station, which will have a large cone with the station number, activity, and a few critical cues. The timing of the stations is controlled by the music at station number 2; everyone rotates after each song. Each song is approximately three minutes long, so it is possible to do the stations multiple times. If the students repeat a station, they are encouraged to try something new and challenging.
Activity Station 1: Rope Maze
Time: 3 minutes
Description: The teacher sets up different-sized cones approximately 20 feet apart throughout the entire gym. Each cone is connected to another by the handle of a jump rope inserted into the top hole of the cone to create a “rope maze.”
Rules: Students may go under, over, or around the rope maze from start to finish. With the goal of not touching the rope with any of their body parts, the students can choose any pathway and body position they would like to move through the rope maze. If a cone or rope becomes loose, the student must fix it before leaving the station or before the next person goes through the maze.
Rotations: The students are in a variety of small groups, with a different group at each of the five stations in the gym. There will be approximately five to six students at a station, depending on the class size. At this station, the students form a line behind the starting line. The next student starts when the student in front of them reaches the middle of the rope maze. When the student finishes the rope maze they travel in any way they choose to move back to the starting line. Students are at each station for approximately three minutes before rotating to the next.
Starting line: Green jump rope
Middle: Yellow jump rope
Finish: Red jump rope
Cues:
- Pace yourself: comfortable pace
- Low level: get as low as possible to the ground
- High level: get as high as possible off the ground
- Medium level: travel at your typical height
Teacher behaviors: Teachers can encourage students to use different movements to move through the maze at varying levels.
Activity Station 2: Dancing
Time: 3 minutes
Description: The teacher sets up a TV monitor connected to Xbox Kinect and chooses a dancing game such as Just Dance Kids 2014. The teacher sets up poly spots evenly spaced on the ground in front on the console so that all of the students have their own personal space and view of the TV screen. The students then mirror the dancers on the game console for one full song. The teachers can also encourage students to put their own “flare” on the movements that may be more impactful for them.
A DVD or video found on YouTube and projected onto the gym wall can serve as an alternative.
Rules: The students must stay in their own personal space by staying on the poly spot they have chosen.
Cues:
- Mirror: Pick one person on the screen to mirror
- Add Flare: Include your personal touch and self-expression
- Prepare: Watch the bottom right corner of the screen for the next move
- Smooth: focus on a smooth transition between movements.
Organization: See figure 11.2.
Teacher behaviors: The teacher observes the students for mirroring of movements, addition of student flare, and rhythm.
Figure 11.2 Dancing activity.
Activity Station 3: Balance
Time: 3 minutes
Description: The teacher sets up six balance beams/lines (approximately eight feet long and four to six inches wide); two are traditional floor beams, two are slacklines, and two are floor taped lines (or jump ropes). The teacher begins by demonstrating how to travel on the balance beam using different movements such as pushing your wheelchair or walking using forward and backward directions. Each student moves across the balance beam, slackline, or line that they choose varying their directions and movements. Before each beam are task cards that show the parts of each movement that the students can choose to perform.
Rules: Only one student may be on the beam and the mat at a time for safety reasons. The students can choose any way they want to travel across the beam, in addition to the type of beam, that will allow them to complete the task successfully.
Cues:
- Balance beam
- Move slowly
- Arms out to the side to help with balance
- Chin up
Organization: See figure 11.3.
Figure 11.3 Balance activity.
Activity Station 4: Keep It Up
Time: 3 minutes
Description: The teacher may use the existing basketball court or set up disc cones to create a playing area. The students have the option to choose a ball from a variety of sizes and weights (beach ball, balloon, soft volleyball, etc.). The whole group must work together to keep the ball in the air without letting it touch the ground. They can count by using different math skills (counting by 1s, 5s, etc.) or using the alphabet (going alphabetically or spelling different words).
Rules: The students cannot make contact with the ball more than two times in row and must remain in the boundaries of the playing area to avoid interfering with the other stations.
Variations: Students must hit the ball in a certain order. Students can only make contact with the ball once. Students use various body parts to hit the ball.
Cues:
- Soft touches
- Push high
- Communication: Call for the ball—“I got it,” “Mine”
Setting goals: Teams can set their own goal, whether it be time-based, by level (high, medium, low), or number of hits before dropping. Goals can include a drop in between, if needed.
Organization: See figure 11.4.
Figure 11.4 Keep It Up activity.
Activity Station 5: Flash Card Scooters
Time: 3 minutes
Description: The teacher selects flash cards that match the students' math levels (a variety of difficulty) and put them scattered in a section of the playing area. The teacher also displays poly spots that are numbered 0 to 9 in the playing area. The students use scooters or wheelchairs, or slide on a carpet square, to move to the flash cards and select one that is the appropriate level of difficulty for them. The student then solves the equation and moves over to the answer by rolling over or sliding to the numbers on the ground (numbered poly spots). Once the equation is answered, the student replaces the equation card where they found it, then continues grabbing flash cards and solving them until the time is up.
Rules: The students can work together or separately. The students must be on the scooter, carpet square, or wheelchair at all times and are not allowed to stand on them. The students should avoid bumping into each other.
Cues:
- Sitting
- Bottoms on the scooter, carpet, or chair
- Hands on the handles or wheels
Organization: See figure 11.5.
Figure 11.5 Flash card scooters activity.
Universally Designed Components
Multiple Means of Engagement
- Student choice is important in this lesson. The distances, speed of activity, size of equipment, and number of trials is up to each individual student or negotiated in their group. Student groups are encouraged to work together and to consider each individual's requests and needs.
Multiple Means of Representation
- The teacher presents the instructions for the activities in multiple manners—visual (demonstration and station cards), auditory, and tactile (if needed)—and reiterates them as needed.
Multiple Means of Action and Expression
- Students make decisions on their own or within a group about how to be successful in the activity. Each student's level of success is determined by the student.
An overview of Universal Design for Learning curriculum
Universal design for learning (UDL) emerged from the architectural principle for eliminating physical barriers when federal legislation began requiring universal access to buildings and other structures. Building on this idea, UDL is a set of principles for eliminating physical as well as other curricular barriers to students' learning. UDL is an efficient way to provide students with access to the physical education curriculum (Lieberman, Lytle, & Clarcq, 2008). The practice considers the range of students' abilities and interests at the design stage of curriculum making and incorporates accommodations a priori. Students with disabilities will no longer stand out with modifications made just for them. The variations to curriculum are universal and for every studentto utilize, if they choose. This built-in access for a wide range of users is the underlying principle of UDL (Rapp, 2014; Rapp & Arndt, 2012; Rapp, Arndt, & Hildenbrand, 2019).
In terms of designing curriculum, UDL employs an array of instructional strategies and activities that allow learning goals to be attained by individuals with wide differences in their abilities to see, hear, speak, move, read, write, and engage with peers. Such a varied yet challenging curriculum gives teachers the ability to provide each student with access to the curriculum (Lieberman & Houston-Wilson, 2018). Equipment, instruction, and environmental variations that meet the elements of UDL help students learn the intended skills, knowledge, and dispositions inherent to curricular programming (Rapp, 2014).
Universally Designed Lesson Plans for Elementary PE
By Emily N. Gilbert and Adam Pennell
Lesson 7: Track and Field
Track and Field
Grade Level: High School
National Standards
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S1.H1.L1. Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
S2.H2.L1. Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
S3.H8.L1. Relates physiological responses to individual levels of fitness and nutritional balance.
Activity 1: Pace Yourself
Time: 15 minutes
Description: Students are allotted 12 minutes to run as far as they can. Before beginning, the teacher discusses the importance of self-pacing for distance running. In addition to discussing the importance of pacing, the teacher should provide a video example describing how to begin pacing their own running. Here is an example: https://www.runtothefinish.com/how-to-pace-yourself-while-running/. The purpose of this task is for the students to challenge themselves with a pace that is difficult but that they can maintain for 12 minutes. Students can choose to run, jog, or speed walk, and they may also pair up with a partner to help motivate each other. The teacher should emphasize not stopping until the time limit is up.
Cues:
- Breathing—in through your nose and out through your mouth
- Land midfoot and roll to forefoot (balls of your feet)
- Slight forward lean
- Land quietly (no bounce)
Organization: We recommend using a track, but the activity can be done in a gymnasium or other location where the teacher has an optimal view of the students.
Activity 2: Sprinting—10, 20, 30, 40, 50
Time: 15 minutes
Description: During this task, students focus on sprinting starts while steadily increasing the distance. The students start by sprinting 10 meters and jogging back, then 20 meters and jogging back, and so on. This continues until all the students reach 50 meters. Each new distance begins when everyone is back in their lane and ready to go so that no one is left behind. The students can select from a standing start, down start, or block start. To support the teacher's instruction, provide pictures for the students showing standing, down, and block starts. This will help the students compare the different types of starts. The teacher should emphasize starting form, staying in the marked lane, and smooth transition into sprinting form.
Cues:
- Verbal start signal: “Take your mark, get set, go”
- Visual start signal: Wave green flag
- Lead leg should be dominant leg
- Standing start—arms bent in opposition
- Down start and block start:
- Hands parallel with the start line
- Head down
- “Set”—hips go up
- “Go”—push off in forward motion
Organization: The students select their starting stance, then start in a group with each student in a lane (may have multiple heats). We recommended using the straightaway of a track, but the activity can be done in a gymnasium or other location where there is a straightaway (preferably a minimum of 60 meters).
Activity 3: Long Jump
Time: 15 minutes
Description: During this task, students are focusing on jumping form. The students in this task start with bounding, starting small and progressively getting bigger (students may jump over different-sized cones). Students then move toward jumping for distance. The purpose of this task is to work on at least three of the four phases of long jump: approach, takeoff, flight, and landing. The students can attempt a standing long jump or a running long jump. Figure 10.19 shows a student performing a running long jump, and figure 10.20 shows a student performing a standing long jump. The teacher should emphasize takeoff, flight phase, and landing. After completing all three activities students will complete a self-assessment rubric on pacing, long jump, and running starts (see figure 10.21). Then the students will create a goal for the upcoming class.
Cues:
- Standing long jump
- Legs shoulder-width apart
- Crouch and backswing (should be quick before takeoff)
- Push off with both legs and drive hands up
- Land softly
- Running long jump
- Fast approach (students choose pace)
- Take off from one foot (measure from takeoff point instead of board)
- Drive both hands up
- Land softly
Organization: The students select standing or running long jump. For running long jump, students utilize a sand jumping pit (if possible). For standing long jump, students jump from the floor or ground to a long crash mat.
Figure 10.19 A student performs a running long jump.
Figure 10.20 A student performs a standing long jump.
Universally Designed Components
Multiple Means of Engagement
- The teacher provides multiple options for equipment and activity variation for students to select in order to be most successful and challenged in track and field. For example, students can choose the size of cone to jump over and a skill variation (standing long jump, running long jump).
Multiple Means of Representation
- The content of the lesson should be presented in multiple ways so that all students can access the material. For this lesson to supplement the teacher's instruction and demonstrations, video (pacing for running) and task pictures (running starts) were provided for the students.
Multiple Means of Action and Expression
- Teachers should allow students alternatives to express or demonstrate their learning. For this lesson, a skill rubric (figure 10.21) was selected as the self-assessment for students. Through the use of this tool, the students assess themselves and set a goal for the upcoming class. This assessment tool also accounts for the variation in skills chosen by the students as well as the concepts such as pacing.
Figure 10.21 Self-assessment rubric on pacing, long jump, and running starts.
Universally Designed Lesson Plans for Fitness
By Matthew J. Patey, Jenna Fisher, and Laurie Wengerter
Lesson 1: Stations
Fitness Stations
Grade Level: 2-4
National Standards
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S3.E2.2. Engages actively in physical education class in response to instruction and practice.
S3.E2.3. Engages actively in the activities of physical education class without teacher prompting
S3.E2.4. Engages actively in the activities of physical education class, both teacher-directed and independent.
Introduction
Time: 5 minutes
Figure 11.1 Fitness stations.
Description: The following activities use five stations set up throughout the gym (see figure 11.1). The students are in small groups and rotate through each station on the teacher's signal.
Organization/rotation cues: The teacher explains to the students that the class will be divided into five groups, with one group at each station. Every group will be able to participate in each station during the class period. The students move clockwise in the gym to each station, which will have a large cone with the station number, activity, and a few critical cues. The timing of the stations is controlled by the music at station number 2; everyone rotates after each song. Each song is approximately three minutes long, so it is possible to do the stations multiple times. If the students repeat a station, they are encouraged to try something new and challenging.
Activity Station 1: Rope Maze
Time: 3 minutes
Description: The teacher sets up different-sized cones approximately 20 feet apart throughout the entire gym. Each cone is connected to another by the handle of a jump rope inserted into the top hole of the cone to create a “rope maze.”
Rules: Students may go under, over, or around the rope maze from start to finish. With the goal of not touching the rope with any of their body parts, the students can choose any pathway and body position they would like to move through the rope maze. If a cone or rope becomes loose, the student must fix it before leaving the station or before the next person goes through the maze.
Rotations: The students are in a variety of small groups, with a different group at each of the five stations in the gym. There will be approximately five to six students at a station, depending on the class size. At this station, the students form a line behind the starting line. The next student starts when the student in front of them reaches the middle of the rope maze. When the student finishes the rope maze they travel in any way they choose to move back to the starting line. Students are at each station for approximately three minutes before rotating to the next.
Starting line: Green jump rope
Middle: Yellow jump rope
Finish: Red jump rope
Cues:
- Pace yourself: comfortable pace
- Low level: get as low as possible to the ground
- High level: get as high as possible off the ground
- Medium level: travel at your typical height
Teacher behaviors: Teachers can encourage students to use different movements to move through the maze at varying levels.
Activity Station 2: Dancing
Time: 3 minutes
Description: The teacher sets up a TV monitor connected to Xbox Kinect and chooses a dancing game such as Just Dance Kids 2014. The teacher sets up poly spots evenly spaced on the ground in front on the console so that all of the students have their own personal space and view of the TV screen. The students then mirror the dancers on the game console for one full song. The teachers can also encourage students to put their own “flare” on the movements that may be more impactful for them.
A DVD or video found on YouTube and projected onto the gym wall can serve as an alternative.
Rules: The students must stay in their own personal space by staying on the poly spot they have chosen.
Cues:
- Mirror: Pick one person on the screen to mirror
- Add Flare: Include your personal touch and self-expression
- Prepare: Watch the bottom right corner of the screen for the next move
- Smooth: focus on a smooth transition between movements.
Organization: See figure 11.2.
Teacher behaviors: The teacher observes the students for mirroring of movements, addition of student flare, and rhythm.
Figure 11.2 Dancing activity.
Activity Station 3: Balance
Time: 3 minutes
Description: The teacher sets up six balance beams/lines (approximately eight feet long and four to six inches wide); two are traditional floor beams, two are slacklines, and two are floor taped lines (or jump ropes). The teacher begins by demonstrating how to travel on the balance beam using different movements such as pushing your wheelchair or walking using forward and backward directions. Each student moves across the balance beam, slackline, or line that they choose varying their directions and movements. Before each beam are task cards that show the parts of each movement that the students can choose to perform.
Rules: Only one student may be on the beam and the mat at a time for safety reasons. The students can choose any way they want to travel across the beam, in addition to the type of beam, that will allow them to complete the task successfully.
Cues:
- Balance beam
- Move slowly
- Arms out to the side to help with balance
- Chin up
Organization: See figure 11.3.
Figure 11.3 Balance activity.
Activity Station 4: Keep It Up
Time: 3 minutes
Description: The teacher may use the existing basketball court or set up disc cones to create a playing area. The students have the option to choose a ball from a variety of sizes and weights (beach ball, balloon, soft volleyball, etc.). The whole group must work together to keep the ball in the air without letting it touch the ground. They can count by using different math skills (counting by 1s, 5s, etc.) or using the alphabet (going alphabetically or spelling different words).
Rules: The students cannot make contact with the ball more than two times in row and must remain in the boundaries of the playing area to avoid interfering with the other stations.
Variations: Students must hit the ball in a certain order. Students can only make contact with the ball once. Students use various body parts to hit the ball.
Cues:
- Soft touches
- Push high
- Communication: Call for the ball—“I got it,” “Mine”
Setting goals: Teams can set their own goal, whether it be time-based, by level (high, medium, low), or number of hits before dropping. Goals can include a drop in between, if needed.
Organization: See figure 11.4.
Figure 11.4 Keep It Up activity.
Activity Station 5: Flash Card Scooters
Time: 3 minutes
Description: The teacher selects flash cards that match the students' math levels (a variety of difficulty) and put them scattered in a section of the playing area. The teacher also displays poly spots that are numbered 0 to 9 in the playing area. The students use scooters or wheelchairs, or slide on a carpet square, to move to the flash cards and select one that is the appropriate level of difficulty for them. The student then solves the equation and moves over to the answer by rolling over or sliding to the numbers on the ground (numbered poly spots). Once the equation is answered, the student replaces the equation card where they found it, then continues grabbing flash cards and solving them until the time is up.
Rules: The students can work together or separately. The students must be on the scooter, carpet square, or wheelchair at all times and are not allowed to stand on them. The students should avoid bumping into each other.
Cues:
- Sitting
- Bottoms on the scooter, carpet, or chair
- Hands on the handles or wheels
Organization: See figure 11.5.
Figure 11.5 Flash card scooters activity.
Universally Designed Components
Multiple Means of Engagement
- Student choice is important in this lesson. The distances, speed of activity, size of equipment, and number of trials is up to each individual student or negotiated in their group. Student groups are encouraged to work together and to consider each individual's requests and needs.
Multiple Means of Representation
- The teacher presents the instructions for the activities in multiple manners—visual (demonstration and station cards), auditory, and tactile (if needed)—and reiterates them as needed.
Multiple Means of Action and Expression
- Students make decisions on their own or within a group about how to be successful in the activity. Each student's level of success is determined by the student.
An overview of Universal Design for Learning curriculum
Universal design for learning (UDL) emerged from the architectural principle for eliminating physical barriers when federal legislation began requiring universal access to buildings and other structures. Building on this idea, UDL is a set of principles for eliminating physical as well as other curricular barriers to students' learning. UDL is an efficient way to provide students with access to the physical education curriculum (Lieberman, Lytle, & Clarcq, 2008). The practice considers the range of students' abilities and interests at the design stage of curriculum making and incorporates accommodations a priori. Students with disabilities will no longer stand out with modifications made just for them. The variations to curriculum are universal and for every studentto utilize, if they choose. This built-in access for a wide range of users is the underlying principle of UDL (Rapp, 2014; Rapp & Arndt, 2012; Rapp, Arndt, & Hildenbrand, 2019).
In terms of designing curriculum, UDL employs an array of instructional strategies and activities that allow learning goals to be attained by individuals with wide differences in their abilities to see, hear, speak, move, read, write, and engage with peers. Such a varied yet challenging curriculum gives teachers the ability to provide each student with access to the curriculum (Lieberman & Houston-Wilson, 2018). Equipment, instruction, and environmental variations that meet the elements of UDL help students learn the intended skills, knowledge, and dispositions inherent to curricular programming (Rapp, 2014).
Universally Designed Lesson Plans for Elementary PE
By Emily N. Gilbert and Adam Pennell
Lesson 7: Track and Field
Track and Field
Grade Level: High School
National Standards
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S1.H1.L1. Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
S2.H2.L1. Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
S3.H8.L1. Relates physiological responses to individual levels of fitness and nutritional balance.
Activity 1: Pace Yourself
Time: 15 minutes
Description: Students are allotted 12 minutes to run as far as they can. Before beginning, the teacher discusses the importance of self-pacing for distance running. In addition to discussing the importance of pacing, the teacher should provide a video example describing how to begin pacing their own running. Here is an example: https://www.runtothefinish.com/how-to-pace-yourself-while-running/. The purpose of this task is for the students to challenge themselves with a pace that is difficult but that they can maintain for 12 minutes. Students can choose to run, jog, or speed walk, and they may also pair up with a partner to help motivate each other. The teacher should emphasize not stopping until the time limit is up.
Cues:
- Breathing—in through your nose and out through your mouth
- Land midfoot and roll to forefoot (balls of your feet)
- Slight forward lean
- Land quietly (no bounce)
Organization: We recommend using a track, but the activity can be done in a gymnasium or other location where the teacher has an optimal view of the students.
Activity 2: Sprinting—10, 20, 30, 40, 50
Time: 15 minutes
Description: During this task, students focus on sprinting starts while steadily increasing the distance. The students start by sprinting 10 meters and jogging back, then 20 meters and jogging back, and so on. This continues until all the students reach 50 meters. Each new distance begins when everyone is back in their lane and ready to go so that no one is left behind. The students can select from a standing start, down start, or block start. To support the teacher's instruction, provide pictures for the students showing standing, down, and block starts. This will help the students compare the different types of starts. The teacher should emphasize starting form, staying in the marked lane, and smooth transition into sprinting form.
Cues:
- Verbal start signal: “Take your mark, get set, go”
- Visual start signal: Wave green flag
- Lead leg should be dominant leg
- Standing start—arms bent in opposition
- Down start and block start:
- Hands parallel with the start line
- Head down
- “Set”—hips go up
- “Go”—push off in forward motion
Organization: The students select their starting stance, then start in a group with each student in a lane (may have multiple heats). We recommended using the straightaway of a track, but the activity can be done in a gymnasium or other location where there is a straightaway (preferably a minimum of 60 meters).
Activity 3: Long Jump
Time: 15 minutes
Description: During this task, students are focusing on jumping form. The students in this task start with bounding, starting small and progressively getting bigger (students may jump over different-sized cones). Students then move toward jumping for distance. The purpose of this task is to work on at least three of the four phases of long jump: approach, takeoff, flight, and landing. The students can attempt a standing long jump or a running long jump. Figure 10.19 shows a student performing a running long jump, and figure 10.20 shows a student performing a standing long jump. The teacher should emphasize takeoff, flight phase, and landing. After completing all three activities students will complete a self-assessment rubric on pacing, long jump, and running starts (see figure 10.21). Then the students will create a goal for the upcoming class.
Cues:
- Standing long jump
- Legs shoulder-width apart
- Crouch and backswing (should be quick before takeoff)
- Push off with both legs and drive hands up
- Land softly
- Running long jump
- Fast approach (students choose pace)
- Take off from one foot (measure from takeoff point instead of board)
- Drive both hands up
- Land softly
Organization: The students select standing or running long jump. For running long jump, students utilize a sand jumping pit (if possible). For standing long jump, students jump from the floor or ground to a long crash mat.
Figure 10.19 A student performs a running long jump.
Figure 10.20 A student performs a standing long jump.
Universally Designed Components
Multiple Means of Engagement
- The teacher provides multiple options for equipment and activity variation for students to select in order to be most successful and challenged in track and field. For example, students can choose the size of cone to jump over and a skill variation (standing long jump, running long jump).
Multiple Means of Representation
- The content of the lesson should be presented in multiple ways so that all students can access the material. For this lesson to supplement the teacher's instruction and demonstrations, video (pacing for running) and task pictures (running starts) were provided for the students.
Multiple Means of Action and Expression
- Teachers should allow students alternatives to express or demonstrate their learning. For this lesson, a skill rubric (figure 10.21) was selected as the self-assessment for students. Through the use of this tool, the students assess themselves and set a goal for the upcoming class. This assessment tool also accounts for the variation in skills chosen by the students as well as the concepts such as pacing.
Figure 10.21 Self-assessment rubric on pacing, long jump, and running starts.
Universally Designed Lesson Plans for Fitness
By Matthew J. Patey, Jenna Fisher, and Laurie Wengerter
Lesson 1: Stations
Fitness Stations
Grade Level: 2-4
National Standards
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S3.E2.2. Engages actively in physical education class in response to instruction and practice.
S3.E2.3. Engages actively in the activities of physical education class without teacher prompting
S3.E2.4. Engages actively in the activities of physical education class, both teacher-directed and independent.
Introduction
Time: 5 minutes
Figure 11.1 Fitness stations.
Description: The following activities use five stations set up throughout the gym (see figure 11.1). The students are in small groups and rotate through each station on the teacher's signal.
Organization/rotation cues: The teacher explains to the students that the class will be divided into five groups, with one group at each station. Every group will be able to participate in each station during the class period. The students move clockwise in the gym to each station, which will have a large cone with the station number, activity, and a few critical cues. The timing of the stations is controlled by the music at station number 2; everyone rotates after each song. Each song is approximately three minutes long, so it is possible to do the stations multiple times. If the students repeat a station, they are encouraged to try something new and challenging.
Activity Station 1: Rope Maze
Time: 3 minutes
Description: The teacher sets up different-sized cones approximately 20 feet apart throughout the entire gym. Each cone is connected to another by the handle of a jump rope inserted into the top hole of the cone to create a “rope maze.”
Rules: Students may go under, over, or around the rope maze from start to finish. With the goal of not touching the rope with any of their body parts, the students can choose any pathway and body position they would like to move through the rope maze. If a cone or rope becomes loose, the student must fix it before leaving the station or before the next person goes through the maze.
Rotations: The students are in a variety of small groups, with a different group at each of the five stations in the gym. There will be approximately five to six students at a station, depending on the class size. At this station, the students form a line behind the starting line. The next student starts when the student in front of them reaches the middle of the rope maze. When the student finishes the rope maze they travel in any way they choose to move back to the starting line. Students are at each station for approximately three minutes before rotating to the next.
Starting line: Green jump rope
Middle: Yellow jump rope
Finish: Red jump rope
Cues:
- Pace yourself: comfortable pace
- Low level: get as low as possible to the ground
- High level: get as high as possible off the ground
- Medium level: travel at your typical height
Teacher behaviors: Teachers can encourage students to use different movements to move through the maze at varying levels.
Activity Station 2: Dancing
Time: 3 minutes
Description: The teacher sets up a TV monitor connected to Xbox Kinect and chooses a dancing game such as Just Dance Kids 2014. The teacher sets up poly spots evenly spaced on the ground in front on the console so that all of the students have their own personal space and view of the TV screen. The students then mirror the dancers on the game console for one full song. The teachers can also encourage students to put their own “flare” on the movements that may be more impactful for them.
A DVD or video found on YouTube and projected onto the gym wall can serve as an alternative.
Rules: The students must stay in their own personal space by staying on the poly spot they have chosen.
Cues:
- Mirror: Pick one person on the screen to mirror
- Add Flare: Include your personal touch and self-expression
- Prepare: Watch the bottom right corner of the screen for the next move
- Smooth: focus on a smooth transition between movements.
Organization: See figure 11.2.
Teacher behaviors: The teacher observes the students for mirroring of movements, addition of student flare, and rhythm.
Figure 11.2 Dancing activity.
Activity Station 3: Balance
Time: 3 minutes
Description: The teacher sets up six balance beams/lines (approximately eight feet long and four to six inches wide); two are traditional floor beams, two are slacklines, and two are floor taped lines (or jump ropes). The teacher begins by demonstrating how to travel on the balance beam using different movements such as pushing your wheelchair or walking using forward and backward directions. Each student moves across the balance beam, slackline, or line that they choose varying their directions and movements. Before each beam are task cards that show the parts of each movement that the students can choose to perform.
Rules: Only one student may be on the beam and the mat at a time for safety reasons. The students can choose any way they want to travel across the beam, in addition to the type of beam, that will allow them to complete the task successfully.
Cues:
- Balance beam
- Move slowly
- Arms out to the side to help with balance
- Chin up
Organization: See figure 11.3.
Figure 11.3 Balance activity.
Activity Station 4: Keep It Up
Time: 3 minutes
Description: The teacher may use the existing basketball court or set up disc cones to create a playing area. The students have the option to choose a ball from a variety of sizes and weights (beach ball, balloon, soft volleyball, etc.). The whole group must work together to keep the ball in the air without letting it touch the ground. They can count by using different math skills (counting by 1s, 5s, etc.) or using the alphabet (going alphabetically or spelling different words).
Rules: The students cannot make contact with the ball more than two times in row and must remain in the boundaries of the playing area to avoid interfering with the other stations.
Variations: Students must hit the ball in a certain order. Students can only make contact with the ball once. Students use various body parts to hit the ball.
Cues:
- Soft touches
- Push high
- Communication: Call for the ball—“I got it,” “Mine”
Setting goals: Teams can set their own goal, whether it be time-based, by level (high, medium, low), or number of hits before dropping. Goals can include a drop in between, if needed.
Organization: See figure 11.4.
Figure 11.4 Keep It Up activity.
Activity Station 5: Flash Card Scooters
Time: 3 minutes
Description: The teacher selects flash cards that match the students' math levels (a variety of difficulty) and put them scattered in a section of the playing area. The teacher also displays poly spots that are numbered 0 to 9 in the playing area. The students use scooters or wheelchairs, or slide on a carpet square, to move to the flash cards and select one that is the appropriate level of difficulty for them. The student then solves the equation and moves over to the answer by rolling over or sliding to the numbers on the ground (numbered poly spots). Once the equation is answered, the student replaces the equation card where they found it, then continues grabbing flash cards and solving them until the time is up.
Rules: The students can work together or separately. The students must be on the scooter, carpet square, or wheelchair at all times and are not allowed to stand on them. The students should avoid bumping into each other.
Cues:
- Sitting
- Bottoms on the scooter, carpet, or chair
- Hands on the handles or wheels
Organization: See figure 11.5.
Figure 11.5 Flash card scooters activity.
Universally Designed Components
Multiple Means of Engagement
- Student choice is important in this lesson. The distances, speed of activity, size of equipment, and number of trials is up to each individual student or negotiated in their group. Student groups are encouraged to work together and to consider each individual's requests and needs.
Multiple Means of Representation
- The teacher presents the instructions for the activities in multiple manners—visual (demonstration and station cards), auditory, and tactile (if needed)—and reiterates them as needed.
Multiple Means of Action and Expression
- Students make decisions on their own or within a group about how to be successful in the activity. Each student's level of success is determined by the student.
An overview of Universal Design for Learning curriculum
Universal design for learning (UDL) emerged from the architectural principle for eliminating physical barriers when federal legislation began requiring universal access to buildings and other structures. Building on this idea, UDL is a set of principles for eliminating physical as well as other curricular barriers to students' learning. UDL is an efficient way to provide students with access to the physical education curriculum (Lieberman, Lytle, & Clarcq, 2008). The practice considers the range of students' abilities and interests at the design stage of curriculum making and incorporates accommodations a priori. Students with disabilities will no longer stand out with modifications made just for them. The variations to curriculum are universal and for every studentto utilize, if they choose. This built-in access for a wide range of users is the underlying principle of UDL (Rapp, 2014; Rapp & Arndt, 2012; Rapp, Arndt, & Hildenbrand, 2019).
In terms of designing curriculum, UDL employs an array of instructional strategies and activities that allow learning goals to be attained by individuals with wide differences in their abilities to see, hear, speak, move, read, write, and engage with peers. Such a varied yet challenging curriculum gives teachers the ability to provide each student with access to the curriculum (Lieberman & Houston-Wilson, 2018). Equipment, instruction, and environmental variations that meet the elements of UDL help students learn the intended skills, knowledge, and dispositions inherent to curricular programming (Rapp, 2014).
Universally Designed Lesson Plans for Elementary PE
By Emily N. Gilbert and Adam Pennell
Lesson 7: Track and Field
Track and Field
Grade Level: High School
National Standards
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S1.H1.L1. Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
S2.H2.L1. Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
S3.H8.L1. Relates physiological responses to individual levels of fitness and nutritional balance.
Activity 1: Pace Yourself
Time: 15 minutes
Description: Students are allotted 12 minutes to run as far as they can. Before beginning, the teacher discusses the importance of self-pacing for distance running. In addition to discussing the importance of pacing, the teacher should provide a video example describing how to begin pacing their own running. Here is an example: https://www.runtothefinish.com/how-to-pace-yourself-while-running/. The purpose of this task is for the students to challenge themselves with a pace that is difficult but that they can maintain for 12 minutes. Students can choose to run, jog, or speed walk, and they may also pair up with a partner to help motivate each other. The teacher should emphasize not stopping until the time limit is up.
Cues:
- Breathing—in through your nose and out through your mouth
- Land midfoot and roll to forefoot (balls of your feet)
- Slight forward lean
- Land quietly (no bounce)
Organization: We recommend using a track, but the activity can be done in a gymnasium or other location where the teacher has an optimal view of the students.
Activity 2: Sprinting—10, 20, 30, 40, 50
Time: 15 minutes
Description: During this task, students focus on sprinting starts while steadily increasing the distance. The students start by sprinting 10 meters and jogging back, then 20 meters and jogging back, and so on. This continues until all the students reach 50 meters. Each new distance begins when everyone is back in their lane and ready to go so that no one is left behind. The students can select from a standing start, down start, or block start. To support the teacher's instruction, provide pictures for the students showing standing, down, and block starts. This will help the students compare the different types of starts. The teacher should emphasize starting form, staying in the marked lane, and smooth transition into sprinting form.
Cues:
- Verbal start signal: “Take your mark, get set, go”
- Visual start signal: Wave green flag
- Lead leg should be dominant leg
- Standing start—arms bent in opposition
- Down start and block start:
- Hands parallel with the start line
- Head down
- “Set”—hips go up
- “Go”—push off in forward motion
Organization: The students select their starting stance, then start in a group with each student in a lane (may have multiple heats). We recommended using the straightaway of a track, but the activity can be done in a gymnasium or other location where there is a straightaway (preferably a minimum of 60 meters).
Activity 3: Long Jump
Time: 15 minutes
Description: During this task, students are focusing on jumping form. The students in this task start with bounding, starting small and progressively getting bigger (students may jump over different-sized cones). Students then move toward jumping for distance. The purpose of this task is to work on at least three of the four phases of long jump: approach, takeoff, flight, and landing. The students can attempt a standing long jump or a running long jump. Figure 10.19 shows a student performing a running long jump, and figure 10.20 shows a student performing a standing long jump. The teacher should emphasize takeoff, flight phase, and landing. After completing all three activities students will complete a self-assessment rubric on pacing, long jump, and running starts (see figure 10.21). Then the students will create a goal for the upcoming class.
Cues:
- Standing long jump
- Legs shoulder-width apart
- Crouch and backswing (should be quick before takeoff)
- Push off with both legs and drive hands up
- Land softly
- Running long jump
- Fast approach (students choose pace)
- Take off from one foot (measure from takeoff point instead of board)
- Drive both hands up
- Land softly
Organization: The students select standing or running long jump. For running long jump, students utilize a sand jumping pit (if possible). For standing long jump, students jump from the floor or ground to a long crash mat.
Figure 10.19 A student performs a running long jump.
Figure 10.20 A student performs a standing long jump.
Universally Designed Components
Multiple Means of Engagement
- The teacher provides multiple options for equipment and activity variation for students to select in order to be most successful and challenged in track and field. For example, students can choose the size of cone to jump over and a skill variation (standing long jump, running long jump).
Multiple Means of Representation
- The content of the lesson should be presented in multiple ways so that all students can access the material. For this lesson to supplement the teacher's instruction and demonstrations, video (pacing for running) and task pictures (running starts) were provided for the students.
Multiple Means of Action and Expression
- Teachers should allow students alternatives to express or demonstrate their learning. For this lesson, a skill rubric (figure 10.21) was selected as the self-assessment for students. Through the use of this tool, the students assess themselves and set a goal for the upcoming class. This assessment tool also accounts for the variation in skills chosen by the students as well as the concepts such as pacing.
Figure 10.21 Self-assessment rubric on pacing, long jump, and running starts.
Universally Designed Lesson Plans for Fitness
By Matthew J. Patey, Jenna Fisher, and Laurie Wengerter
Lesson 1: Stations
Fitness Stations
Grade Level: 2-4
National Standards
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S3.E2.2. Engages actively in physical education class in response to instruction and practice.
S3.E2.3. Engages actively in the activities of physical education class without teacher prompting
S3.E2.4. Engages actively in the activities of physical education class, both teacher-directed and independent.
Introduction
Time: 5 minutes
Figure 11.1 Fitness stations.
Description: The following activities use five stations set up throughout the gym (see figure 11.1). The students are in small groups and rotate through each station on the teacher's signal.
Organization/rotation cues: The teacher explains to the students that the class will be divided into five groups, with one group at each station. Every group will be able to participate in each station during the class period. The students move clockwise in the gym to each station, which will have a large cone with the station number, activity, and a few critical cues. The timing of the stations is controlled by the music at station number 2; everyone rotates after each song. Each song is approximately three minutes long, so it is possible to do the stations multiple times. If the students repeat a station, they are encouraged to try something new and challenging.
Activity Station 1: Rope Maze
Time: 3 minutes
Description: The teacher sets up different-sized cones approximately 20 feet apart throughout the entire gym. Each cone is connected to another by the handle of a jump rope inserted into the top hole of the cone to create a “rope maze.”
Rules: Students may go under, over, or around the rope maze from start to finish. With the goal of not touching the rope with any of their body parts, the students can choose any pathway and body position they would like to move through the rope maze. If a cone or rope becomes loose, the student must fix it before leaving the station or before the next person goes through the maze.
Rotations: The students are in a variety of small groups, with a different group at each of the five stations in the gym. There will be approximately five to six students at a station, depending on the class size. At this station, the students form a line behind the starting line. The next student starts when the student in front of them reaches the middle of the rope maze. When the student finishes the rope maze they travel in any way they choose to move back to the starting line. Students are at each station for approximately three minutes before rotating to the next.
Starting line: Green jump rope
Middle: Yellow jump rope
Finish: Red jump rope
Cues:
- Pace yourself: comfortable pace
- Low level: get as low as possible to the ground
- High level: get as high as possible off the ground
- Medium level: travel at your typical height
Teacher behaviors: Teachers can encourage students to use different movements to move through the maze at varying levels.
Activity Station 2: Dancing
Time: 3 minutes
Description: The teacher sets up a TV monitor connected to Xbox Kinect and chooses a dancing game such as Just Dance Kids 2014. The teacher sets up poly spots evenly spaced on the ground in front on the console so that all of the students have their own personal space and view of the TV screen. The students then mirror the dancers on the game console for one full song. The teachers can also encourage students to put their own “flare” on the movements that may be more impactful for them.
A DVD or video found on YouTube and projected onto the gym wall can serve as an alternative.
Rules: The students must stay in their own personal space by staying on the poly spot they have chosen.
Cues:
- Mirror: Pick one person on the screen to mirror
- Add Flare: Include your personal touch and self-expression
- Prepare: Watch the bottom right corner of the screen for the next move
- Smooth: focus on a smooth transition between movements.
Organization: See figure 11.2.
Teacher behaviors: The teacher observes the students for mirroring of movements, addition of student flare, and rhythm.
Figure 11.2 Dancing activity.
Activity Station 3: Balance
Time: 3 minutes
Description: The teacher sets up six balance beams/lines (approximately eight feet long and four to six inches wide); two are traditional floor beams, two are slacklines, and two are floor taped lines (or jump ropes). The teacher begins by demonstrating how to travel on the balance beam using different movements such as pushing your wheelchair or walking using forward and backward directions. Each student moves across the balance beam, slackline, or line that they choose varying their directions and movements. Before each beam are task cards that show the parts of each movement that the students can choose to perform.
Rules: Only one student may be on the beam and the mat at a time for safety reasons. The students can choose any way they want to travel across the beam, in addition to the type of beam, that will allow them to complete the task successfully.
Cues:
- Balance beam
- Move slowly
- Arms out to the side to help with balance
- Chin up
Organization: See figure 11.3.
Figure 11.3 Balance activity.
Activity Station 4: Keep It Up
Time: 3 minutes
Description: The teacher may use the existing basketball court or set up disc cones to create a playing area. The students have the option to choose a ball from a variety of sizes and weights (beach ball, balloon, soft volleyball, etc.). The whole group must work together to keep the ball in the air without letting it touch the ground. They can count by using different math skills (counting by 1s, 5s, etc.) or using the alphabet (going alphabetically or spelling different words).
Rules: The students cannot make contact with the ball more than two times in row and must remain in the boundaries of the playing area to avoid interfering with the other stations.
Variations: Students must hit the ball in a certain order. Students can only make contact with the ball once. Students use various body parts to hit the ball.
Cues:
- Soft touches
- Push high
- Communication: Call for the ball—“I got it,” “Mine”
Setting goals: Teams can set their own goal, whether it be time-based, by level (high, medium, low), or number of hits before dropping. Goals can include a drop in between, if needed.
Organization: See figure 11.4.
Figure 11.4 Keep It Up activity.
Activity Station 5: Flash Card Scooters
Time: 3 minutes
Description: The teacher selects flash cards that match the students' math levels (a variety of difficulty) and put them scattered in a section of the playing area. The teacher also displays poly spots that are numbered 0 to 9 in the playing area. The students use scooters or wheelchairs, or slide on a carpet square, to move to the flash cards and select one that is the appropriate level of difficulty for them. The student then solves the equation and moves over to the answer by rolling over or sliding to the numbers on the ground (numbered poly spots). Once the equation is answered, the student replaces the equation card where they found it, then continues grabbing flash cards and solving them until the time is up.
Rules: The students can work together or separately. The students must be on the scooter, carpet square, or wheelchair at all times and are not allowed to stand on them. The students should avoid bumping into each other.
Cues:
- Sitting
- Bottoms on the scooter, carpet, or chair
- Hands on the handles or wheels
Organization: See figure 11.5.
Figure 11.5 Flash card scooters activity.
Universally Designed Components
Multiple Means of Engagement
- Student choice is important in this lesson. The distances, speed of activity, size of equipment, and number of trials is up to each individual student or negotiated in their group. Student groups are encouraged to work together and to consider each individual's requests and needs.
Multiple Means of Representation
- The teacher presents the instructions for the activities in multiple manners—visual (demonstration and station cards), auditory, and tactile (if needed)—and reiterates them as needed.
Multiple Means of Action and Expression
- Students make decisions on their own or within a group about how to be successful in the activity. Each student's level of success is determined by the student.
An overview of Universal Design for Learning curriculum
Universal design for learning (UDL) emerged from the architectural principle for eliminating physical barriers when federal legislation began requiring universal access to buildings and other structures. Building on this idea, UDL is a set of principles for eliminating physical as well as other curricular barriers to students' learning. UDL is an efficient way to provide students with access to the physical education curriculum (Lieberman, Lytle, & Clarcq, 2008). The practice considers the range of students' abilities and interests at the design stage of curriculum making and incorporates accommodations a priori. Students with disabilities will no longer stand out with modifications made just for them. The variations to curriculum are universal and for every studentto utilize, if they choose. This built-in access for a wide range of users is the underlying principle of UDL (Rapp, 2014; Rapp & Arndt, 2012; Rapp, Arndt, & Hildenbrand, 2019).
In terms of designing curriculum, UDL employs an array of instructional strategies and activities that allow learning goals to be attained by individuals with wide differences in their abilities to see, hear, speak, move, read, write, and engage with peers. Such a varied yet challenging curriculum gives teachers the ability to provide each student with access to the curriculum (Lieberman & Houston-Wilson, 2018). Equipment, instruction, and environmental variations that meet the elements of UDL help students learn the intended skills, knowledge, and dispositions inherent to curricular programming (Rapp, 2014).
Universally Designed Lesson Plans for Elementary PE
By Emily N. Gilbert and Adam Pennell
Lesson 7: Track and Field
Track and Field
Grade Level: High School
National Standards
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S1.H1.L1. Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
S2.H2.L1. Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
S3.H8.L1. Relates physiological responses to individual levels of fitness and nutritional balance.
Activity 1: Pace Yourself
Time: 15 minutes
Description: Students are allotted 12 minutes to run as far as they can. Before beginning, the teacher discusses the importance of self-pacing for distance running. In addition to discussing the importance of pacing, the teacher should provide a video example describing how to begin pacing their own running. Here is an example: https://www.runtothefinish.com/how-to-pace-yourself-while-running/. The purpose of this task is for the students to challenge themselves with a pace that is difficult but that they can maintain for 12 minutes. Students can choose to run, jog, or speed walk, and they may also pair up with a partner to help motivate each other. The teacher should emphasize not stopping until the time limit is up.
Cues:
- Breathing—in through your nose and out through your mouth
- Land midfoot and roll to forefoot (balls of your feet)
- Slight forward lean
- Land quietly (no bounce)
Organization: We recommend using a track, but the activity can be done in a gymnasium or other location where the teacher has an optimal view of the students.
Activity 2: Sprinting—10, 20, 30, 40, 50
Time: 15 minutes
Description: During this task, students focus on sprinting starts while steadily increasing the distance. The students start by sprinting 10 meters and jogging back, then 20 meters and jogging back, and so on. This continues until all the students reach 50 meters. Each new distance begins when everyone is back in their lane and ready to go so that no one is left behind. The students can select from a standing start, down start, or block start. To support the teacher's instruction, provide pictures for the students showing standing, down, and block starts. This will help the students compare the different types of starts. The teacher should emphasize starting form, staying in the marked lane, and smooth transition into sprinting form.
Cues:
- Verbal start signal: “Take your mark, get set, go”
- Visual start signal: Wave green flag
- Lead leg should be dominant leg
- Standing start—arms bent in opposition
- Down start and block start:
- Hands parallel with the start line
- Head down
- “Set”—hips go up
- “Go”—push off in forward motion
Organization: The students select their starting stance, then start in a group with each student in a lane (may have multiple heats). We recommended using the straightaway of a track, but the activity can be done in a gymnasium or other location where there is a straightaway (preferably a minimum of 60 meters).
Activity 3: Long Jump
Time: 15 minutes
Description: During this task, students are focusing on jumping form. The students in this task start with bounding, starting small and progressively getting bigger (students may jump over different-sized cones). Students then move toward jumping for distance. The purpose of this task is to work on at least three of the four phases of long jump: approach, takeoff, flight, and landing. The students can attempt a standing long jump or a running long jump. Figure 10.19 shows a student performing a running long jump, and figure 10.20 shows a student performing a standing long jump. The teacher should emphasize takeoff, flight phase, and landing. After completing all three activities students will complete a self-assessment rubric on pacing, long jump, and running starts (see figure 10.21). Then the students will create a goal for the upcoming class.
Cues:
- Standing long jump
- Legs shoulder-width apart
- Crouch and backswing (should be quick before takeoff)
- Push off with both legs and drive hands up
- Land softly
- Running long jump
- Fast approach (students choose pace)
- Take off from one foot (measure from takeoff point instead of board)
- Drive both hands up
- Land softly
Organization: The students select standing or running long jump. For running long jump, students utilize a sand jumping pit (if possible). For standing long jump, students jump from the floor or ground to a long crash mat.
Figure 10.19 A student performs a running long jump.
Figure 10.20 A student performs a standing long jump.
Universally Designed Components
Multiple Means of Engagement
- The teacher provides multiple options for equipment and activity variation for students to select in order to be most successful and challenged in track and field. For example, students can choose the size of cone to jump over and a skill variation (standing long jump, running long jump).
Multiple Means of Representation
- The content of the lesson should be presented in multiple ways so that all students can access the material. For this lesson to supplement the teacher's instruction and demonstrations, video (pacing for running) and task pictures (running starts) were provided for the students.
Multiple Means of Action and Expression
- Teachers should allow students alternatives to express or demonstrate their learning. For this lesson, a skill rubric (figure 10.21) was selected as the self-assessment for students. Through the use of this tool, the students assess themselves and set a goal for the upcoming class. This assessment tool also accounts for the variation in skills chosen by the students as well as the concepts such as pacing.
Figure 10.21 Self-assessment rubric on pacing, long jump, and running starts.
Universally Designed Lesson Plans for Fitness
By Matthew J. Patey, Jenna Fisher, and Laurie Wengerter
Lesson 1: Stations
Fitness Stations
Grade Level: 2-4
National Standards
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S3.E2.2. Engages actively in physical education class in response to instruction and practice.
S3.E2.3. Engages actively in the activities of physical education class without teacher prompting
S3.E2.4. Engages actively in the activities of physical education class, both teacher-directed and independent.
Introduction
Time: 5 minutes
Figure 11.1 Fitness stations.
Description: The following activities use five stations set up throughout the gym (see figure 11.1). The students are in small groups and rotate through each station on the teacher's signal.
Organization/rotation cues: The teacher explains to the students that the class will be divided into five groups, with one group at each station. Every group will be able to participate in each station during the class period. The students move clockwise in the gym to each station, which will have a large cone with the station number, activity, and a few critical cues. The timing of the stations is controlled by the music at station number 2; everyone rotates after each song. Each song is approximately three minutes long, so it is possible to do the stations multiple times. If the students repeat a station, they are encouraged to try something new and challenging.
Activity Station 1: Rope Maze
Time: 3 minutes
Description: The teacher sets up different-sized cones approximately 20 feet apart throughout the entire gym. Each cone is connected to another by the handle of a jump rope inserted into the top hole of the cone to create a “rope maze.”
Rules: Students may go under, over, or around the rope maze from start to finish. With the goal of not touching the rope with any of their body parts, the students can choose any pathway and body position they would like to move through the rope maze. If a cone or rope becomes loose, the student must fix it before leaving the station or before the next person goes through the maze.
Rotations: The students are in a variety of small groups, with a different group at each of the five stations in the gym. There will be approximately five to six students at a station, depending on the class size. At this station, the students form a line behind the starting line. The next student starts when the student in front of them reaches the middle of the rope maze. When the student finishes the rope maze they travel in any way they choose to move back to the starting line. Students are at each station for approximately three minutes before rotating to the next.
Starting line: Green jump rope
Middle: Yellow jump rope
Finish: Red jump rope
Cues:
- Pace yourself: comfortable pace
- Low level: get as low as possible to the ground
- High level: get as high as possible off the ground
- Medium level: travel at your typical height
Teacher behaviors: Teachers can encourage students to use different movements to move through the maze at varying levels.
Activity Station 2: Dancing
Time: 3 minutes
Description: The teacher sets up a TV monitor connected to Xbox Kinect and chooses a dancing game such as Just Dance Kids 2014. The teacher sets up poly spots evenly spaced on the ground in front on the console so that all of the students have their own personal space and view of the TV screen. The students then mirror the dancers on the game console for one full song. The teachers can also encourage students to put their own “flare” on the movements that may be more impactful for them.
A DVD or video found on YouTube and projected onto the gym wall can serve as an alternative.
Rules: The students must stay in their own personal space by staying on the poly spot they have chosen.
Cues:
- Mirror: Pick one person on the screen to mirror
- Add Flare: Include your personal touch and self-expression
- Prepare: Watch the bottom right corner of the screen for the next move
- Smooth: focus on a smooth transition between movements.
Organization: See figure 11.2.
Teacher behaviors: The teacher observes the students for mirroring of movements, addition of student flare, and rhythm.
Figure 11.2 Dancing activity.
Activity Station 3: Balance
Time: 3 minutes
Description: The teacher sets up six balance beams/lines (approximately eight feet long and four to six inches wide); two are traditional floor beams, two are slacklines, and two are floor taped lines (or jump ropes). The teacher begins by demonstrating how to travel on the balance beam using different movements such as pushing your wheelchair or walking using forward and backward directions. Each student moves across the balance beam, slackline, or line that they choose varying their directions and movements. Before each beam are task cards that show the parts of each movement that the students can choose to perform.
Rules: Only one student may be on the beam and the mat at a time for safety reasons. The students can choose any way they want to travel across the beam, in addition to the type of beam, that will allow them to complete the task successfully.
Cues:
- Balance beam
- Move slowly
- Arms out to the side to help with balance
- Chin up
Organization: See figure 11.3.
Figure 11.3 Balance activity.
Activity Station 4: Keep It Up
Time: 3 minutes
Description: The teacher may use the existing basketball court or set up disc cones to create a playing area. The students have the option to choose a ball from a variety of sizes and weights (beach ball, balloon, soft volleyball, etc.). The whole group must work together to keep the ball in the air without letting it touch the ground. They can count by using different math skills (counting by 1s, 5s, etc.) or using the alphabet (going alphabetically or spelling different words).
Rules: The students cannot make contact with the ball more than two times in row and must remain in the boundaries of the playing area to avoid interfering with the other stations.
Variations: Students must hit the ball in a certain order. Students can only make contact with the ball once. Students use various body parts to hit the ball.
Cues:
- Soft touches
- Push high
- Communication: Call for the ball—“I got it,” “Mine”
Setting goals: Teams can set their own goal, whether it be time-based, by level (high, medium, low), or number of hits before dropping. Goals can include a drop in between, if needed.
Organization: See figure 11.4.
Figure 11.4 Keep It Up activity.
Activity Station 5: Flash Card Scooters
Time: 3 minutes
Description: The teacher selects flash cards that match the students' math levels (a variety of difficulty) and put them scattered in a section of the playing area. The teacher also displays poly spots that are numbered 0 to 9 in the playing area. The students use scooters or wheelchairs, or slide on a carpet square, to move to the flash cards and select one that is the appropriate level of difficulty for them. The student then solves the equation and moves over to the answer by rolling over or sliding to the numbers on the ground (numbered poly spots). Once the equation is answered, the student replaces the equation card where they found it, then continues grabbing flash cards and solving them until the time is up.
Rules: The students can work together or separately. The students must be on the scooter, carpet square, or wheelchair at all times and are not allowed to stand on them. The students should avoid bumping into each other.
Cues:
- Sitting
- Bottoms on the scooter, carpet, or chair
- Hands on the handles or wheels
Organization: See figure 11.5.
Figure 11.5 Flash card scooters activity.
Universally Designed Components
Multiple Means of Engagement
- Student choice is important in this lesson. The distances, speed of activity, size of equipment, and number of trials is up to each individual student or negotiated in their group. Student groups are encouraged to work together and to consider each individual's requests and needs.
Multiple Means of Representation
- The teacher presents the instructions for the activities in multiple manners—visual (demonstration and station cards), auditory, and tactile (if needed)—and reiterates them as needed.
Multiple Means of Action and Expression
- Students make decisions on their own or within a group about how to be successful in the activity. Each student's level of success is determined by the student.
An overview of Universal Design for Learning curriculum
Universal design for learning (UDL) emerged from the architectural principle for eliminating physical barriers when federal legislation began requiring universal access to buildings and other structures. Building on this idea, UDL is a set of principles for eliminating physical as well as other curricular barriers to students' learning. UDL is an efficient way to provide students with access to the physical education curriculum (Lieberman, Lytle, & Clarcq, 2008). The practice considers the range of students' abilities and interests at the design stage of curriculum making and incorporates accommodations a priori. Students with disabilities will no longer stand out with modifications made just for them. The variations to curriculum are universal and for every studentto utilize, if they choose. This built-in access for a wide range of users is the underlying principle of UDL (Rapp, 2014; Rapp & Arndt, 2012; Rapp, Arndt, & Hildenbrand, 2019).
In terms of designing curriculum, UDL employs an array of instructional strategies and activities that allow learning goals to be attained by individuals with wide differences in their abilities to see, hear, speak, move, read, write, and engage with peers. Such a varied yet challenging curriculum gives teachers the ability to provide each student with access to the curriculum (Lieberman & Houston-Wilson, 2018). Equipment, instruction, and environmental variations that meet the elements of UDL help students learn the intended skills, knowledge, and dispositions inherent to curricular programming (Rapp, 2014).
Universally Designed Lesson Plans for Elementary PE
By Emily N. Gilbert and Adam Pennell
Lesson 7: Track and Field
Track and Field
Grade Level: High School
National Standards
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S1.H1.L1. Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
S2.H2.L1. Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
S3.H8.L1. Relates physiological responses to individual levels of fitness and nutritional balance.
Activity 1: Pace Yourself
Time: 15 minutes
Description: Students are allotted 12 minutes to run as far as they can. Before beginning, the teacher discusses the importance of self-pacing for distance running. In addition to discussing the importance of pacing, the teacher should provide a video example describing how to begin pacing their own running. Here is an example: https://www.runtothefinish.com/how-to-pace-yourself-while-running/. The purpose of this task is for the students to challenge themselves with a pace that is difficult but that they can maintain for 12 minutes. Students can choose to run, jog, or speed walk, and they may also pair up with a partner to help motivate each other. The teacher should emphasize not stopping until the time limit is up.
Cues:
- Breathing—in through your nose and out through your mouth
- Land midfoot and roll to forefoot (balls of your feet)
- Slight forward lean
- Land quietly (no bounce)
Organization: We recommend using a track, but the activity can be done in a gymnasium or other location where the teacher has an optimal view of the students.
Activity 2: Sprinting—10, 20, 30, 40, 50
Time: 15 minutes
Description: During this task, students focus on sprinting starts while steadily increasing the distance. The students start by sprinting 10 meters and jogging back, then 20 meters and jogging back, and so on. This continues until all the students reach 50 meters. Each new distance begins when everyone is back in their lane and ready to go so that no one is left behind. The students can select from a standing start, down start, or block start. To support the teacher's instruction, provide pictures for the students showing standing, down, and block starts. This will help the students compare the different types of starts. The teacher should emphasize starting form, staying in the marked lane, and smooth transition into sprinting form.
Cues:
- Verbal start signal: “Take your mark, get set, go”
- Visual start signal: Wave green flag
- Lead leg should be dominant leg
- Standing start—arms bent in opposition
- Down start and block start:
- Hands parallel with the start line
- Head down
- “Set”—hips go up
- “Go”—push off in forward motion
Organization: The students select their starting stance, then start in a group with each student in a lane (may have multiple heats). We recommended using the straightaway of a track, but the activity can be done in a gymnasium or other location where there is a straightaway (preferably a minimum of 60 meters).
Activity 3: Long Jump
Time: 15 minutes
Description: During this task, students are focusing on jumping form. The students in this task start with bounding, starting small and progressively getting bigger (students may jump over different-sized cones). Students then move toward jumping for distance. The purpose of this task is to work on at least three of the four phases of long jump: approach, takeoff, flight, and landing. The students can attempt a standing long jump or a running long jump. Figure 10.19 shows a student performing a running long jump, and figure 10.20 shows a student performing a standing long jump. The teacher should emphasize takeoff, flight phase, and landing. After completing all three activities students will complete a self-assessment rubric on pacing, long jump, and running starts (see figure 10.21). Then the students will create a goal for the upcoming class.
Cues:
- Standing long jump
- Legs shoulder-width apart
- Crouch and backswing (should be quick before takeoff)
- Push off with both legs and drive hands up
- Land softly
- Running long jump
- Fast approach (students choose pace)
- Take off from one foot (measure from takeoff point instead of board)
- Drive both hands up
- Land softly
Organization: The students select standing or running long jump. For running long jump, students utilize a sand jumping pit (if possible). For standing long jump, students jump from the floor or ground to a long crash mat.
Figure 10.19 A student performs a running long jump.
Figure 10.20 A student performs a standing long jump.
Universally Designed Components
Multiple Means of Engagement
- The teacher provides multiple options for equipment and activity variation for students to select in order to be most successful and challenged in track and field. For example, students can choose the size of cone to jump over and a skill variation (standing long jump, running long jump).
Multiple Means of Representation
- The content of the lesson should be presented in multiple ways so that all students can access the material. For this lesson to supplement the teacher's instruction and demonstrations, video (pacing for running) and task pictures (running starts) were provided for the students.
Multiple Means of Action and Expression
- Teachers should allow students alternatives to express or demonstrate their learning. For this lesson, a skill rubric (figure 10.21) was selected as the self-assessment for students. Through the use of this tool, the students assess themselves and set a goal for the upcoming class. This assessment tool also accounts for the variation in skills chosen by the students as well as the concepts such as pacing.
Figure 10.21 Self-assessment rubric on pacing, long jump, and running starts.
Universally Designed Lesson Plans for Fitness
By Matthew J. Patey, Jenna Fisher, and Laurie Wengerter
Lesson 1: Stations
Fitness Stations
Grade Level: 2-4
National Standards
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S3.E2.2. Engages actively in physical education class in response to instruction and practice.
S3.E2.3. Engages actively in the activities of physical education class without teacher prompting
S3.E2.4. Engages actively in the activities of physical education class, both teacher-directed and independent.
Introduction
Time: 5 minutes
Figure 11.1 Fitness stations.
Description: The following activities use five stations set up throughout the gym (see figure 11.1). The students are in small groups and rotate through each station on the teacher's signal.
Organization/rotation cues: The teacher explains to the students that the class will be divided into five groups, with one group at each station. Every group will be able to participate in each station during the class period. The students move clockwise in the gym to each station, which will have a large cone with the station number, activity, and a few critical cues. The timing of the stations is controlled by the music at station number 2; everyone rotates after each song. Each song is approximately three minutes long, so it is possible to do the stations multiple times. If the students repeat a station, they are encouraged to try something new and challenging.
Activity Station 1: Rope Maze
Time: 3 minutes
Description: The teacher sets up different-sized cones approximately 20 feet apart throughout the entire gym. Each cone is connected to another by the handle of a jump rope inserted into the top hole of the cone to create a “rope maze.”
Rules: Students may go under, over, or around the rope maze from start to finish. With the goal of not touching the rope with any of their body parts, the students can choose any pathway and body position they would like to move through the rope maze. If a cone or rope becomes loose, the student must fix it before leaving the station or before the next person goes through the maze.
Rotations: The students are in a variety of small groups, with a different group at each of the five stations in the gym. There will be approximately five to six students at a station, depending on the class size. At this station, the students form a line behind the starting line. The next student starts when the student in front of them reaches the middle of the rope maze. When the student finishes the rope maze they travel in any way they choose to move back to the starting line. Students are at each station for approximately three minutes before rotating to the next.
Starting line: Green jump rope
Middle: Yellow jump rope
Finish: Red jump rope
Cues:
- Pace yourself: comfortable pace
- Low level: get as low as possible to the ground
- High level: get as high as possible off the ground
- Medium level: travel at your typical height
Teacher behaviors: Teachers can encourage students to use different movements to move through the maze at varying levels.
Activity Station 2: Dancing
Time: 3 minutes
Description: The teacher sets up a TV monitor connected to Xbox Kinect and chooses a dancing game such as Just Dance Kids 2014. The teacher sets up poly spots evenly spaced on the ground in front on the console so that all of the students have their own personal space and view of the TV screen. The students then mirror the dancers on the game console for one full song. The teachers can also encourage students to put their own “flare” on the movements that may be more impactful for them.
A DVD or video found on YouTube and projected onto the gym wall can serve as an alternative.
Rules: The students must stay in their own personal space by staying on the poly spot they have chosen.
Cues:
- Mirror: Pick one person on the screen to mirror
- Add Flare: Include your personal touch and self-expression
- Prepare: Watch the bottom right corner of the screen for the next move
- Smooth: focus on a smooth transition between movements.
Organization: See figure 11.2.
Teacher behaviors: The teacher observes the students for mirroring of movements, addition of student flare, and rhythm.
Figure 11.2 Dancing activity.
Activity Station 3: Balance
Time: 3 minutes
Description: The teacher sets up six balance beams/lines (approximately eight feet long and four to six inches wide); two are traditional floor beams, two are slacklines, and two are floor taped lines (or jump ropes). The teacher begins by demonstrating how to travel on the balance beam using different movements such as pushing your wheelchair or walking using forward and backward directions. Each student moves across the balance beam, slackline, or line that they choose varying their directions and movements. Before each beam are task cards that show the parts of each movement that the students can choose to perform.
Rules: Only one student may be on the beam and the mat at a time for safety reasons. The students can choose any way they want to travel across the beam, in addition to the type of beam, that will allow them to complete the task successfully.
Cues:
- Balance beam
- Move slowly
- Arms out to the side to help with balance
- Chin up
Organization: See figure 11.3.
Figure 11.3 Balance activity.
Activity Station 4: Keep It Up
Time: 3 minutes
Description: The teacher may use the existing basketball court or set up disc cones to create a playing area. The students have the option to choose a ball from a variety of sizes and weights (beach ball, balloon, soft volleyball, etc.). The whole group must work together to keep the ball in the air without letting it touch the ground. They can count by using different math skills (counting by 1s, 5s, etc.) or using the alphabet (going alphabetically or spelling different words).
Rules: The students cannot make contact with the ball more than two times in row and must remain in the boundaries of the playing area to avoid interfering with the other stations.
Variations: Students must hit the ball in a certain order. Students can only make contact with the ball once. Students use various body parts to hit the ball.
Cues:
- Soft touches
- Push high
- Communication: Call for the ball—“I got it,” “Mine”
Setting goals: Teams can set their own goal, whether it be time-based, by level (high, medium, low), or number of hits before dropping. Goals can include a drop in between, if needed.
Organization: See figure 11.4.
Figure 11.4 Keep It Up activity.
Activity Station 5: Flash Card Scooters
Time: 3 minutes
Description: The teacher selects flash cards that match the students' math levels (a variety of difficulty) and put them scattered in a section of the playing area. The teacher also displays poly spots that are numbered 0 to 9 in the playing area. The students use scooters or wheelchairs, or slide on a carpet square, to move to the flash cards and select one that is the appropriate level of difficulty for them. The student then solves the equation and moves over to the answer by rolling over or sliding to the numbers on the ground (numbered poly spots). Once the equation is answered, the student replaces the equation card where they found it, then continues grabbing flash cards and solving them until the time is up.
Rules: The students can work together or separately. The students must be on the scooter, carpet square, or wheelchair at all times and are not allowed to stand on them. The students should avoid bumping into each other.
Cues:
- Sitting
- Bottoms on the scooter, carpet, or chair
- Hands on the handles or wheels
Organization: See figure 11.5.
Figure 11.5 Flash card scooters activity.
Universally Designed Components
Multiple Means of Engagement
- Student choice is important in this lesson. The distances, speed of activity, size of equipment, and number of trials is up to each individual student or negotiated in their group. Student groups are encouraged to work together and to consider each individual's requests and needs.
Multiple Means of Representation
- The teacher presents the instructions for the activities in multiple manners—visual (demonstration and station cards), auditory, and tactile (if needed)—and reiterates them as needed.
Multiple Means of Action and Expression
- Students make decisions on their own or within a group about how to be successful in the activity. Each student's level of success is determined by the student.
An overview of Universal Design for Learning curriculum
Universal design for learning (UDL) emerged from the architectural principle for eliminating physical barriers when federal legislation began requiring universal access to buildings and other structures. Building on this idea, UDL is a set of principles for eliminating physical as well as other curricular barriers to students' learning. UDL is an efficient way to provide students with access to the physical education curriculum (Lieberman, Lytle, & Clarcq, 2008). The practice considers the range of students' abilities and interests at the design stage of curriculum making and incorporates accommodations a priori. Students with disabilities will no longer stand out with modifications made just for them. The variations to curriculum are universal and for every studentto utilize, if they choose. This built-in access for a wide range of users is the underlying principle of UDL (Rapp, 2014; Rapp & Arndt, 2012; Rapp, Arndt, & Hildenbrand, 2019).
In terms of designing curriculum, UDL employs an array of instructional strategies and activities that allow learning goals to be attained by individuals with wide differences in their abilities to see, hear, speak, move, read, write, and engage with peers. Such a varied yet challenging curriculum gives teachers the ability to provide each student with access to the curriculum (Lieberman & Houston-Wilson, 2018). Equipment, instruction, and environmental variations that meet the elements of UDL help students learn the intended skills, knowledge, and dispositions inherent to curricular programming (Rapp, 2014).
Universally Designed Lesson Plans for Elementary PE
By Emily N. Gilbert and Adam Pennell
Lesson 7: Track and Field
Track and Field
Grade Level: High School
National Standards
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S1.H1.L1. Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
S2.H2.L1. Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
S3.H8.L1. Relates physiological responses to individual levels of fitness and nutritional balance.
Activity 1: Pace Yourself
Time: 15 minutes
Description: Students are allotted 12 minutes to run as far as they can. Before beginning, the teacher discusses the importance of self-pacing for distance running. In addition to discussing the importance of pacing, the teacher should provide a video example describing how to begin pacing their own running. Here is an example: https://www.runtothefinish.com/how-to-pace-yourself-while-running/. The purpose of this task is for the students to challenge themselves with a pace that is difficult but that they can maintain for 12 minutes. Students can choose to run, jog, or speed walk, and they may also pair up with a partner to help motivate each other. The teacher should emphasize not stopping until the time limit is up.
Cues:
- Breathing—in through your nose and out through your mouth
- Land midfoot and roll to forefoot (balls of your feet)
- Slight forward lean
- Land quietly (no bounce)
Organization: We recommend using a track, but the activity can be done in a gymnasium or other location where the teacher has an optimal view of the students.
Activity 2: Sprinting—10, 20, 30, 40, 50
Time: 15 minutes
Description: During this task, students focus on sprinting starts while steadily increasing the distance. The students start by sprinting 10 meters and jogging back, then 20 meters and jogging back, and so on. This continues until all the students reach 50 meters. Each new distance begins when everyone is back in their lane and ready to go so that no one is left behind. The students can select from a standing start, down start, or block start. To support the teacher's instruction, provide pictures for the students showing standing, down, and block starts. This will help the students compare the different types of starts. The teacher should emphasize starting form, staying in the marked lane, and smooth transition into sprinting form.
Cues:
- Verbal start signal: “Take your mark, get set, go”
- Visual start signal: Wave green flag
- Lead leg should be dominant leg
- Standing start—arms bent in opposition
- Down start and block start:
- Hands parallel with the start line
- Head down
- “Set”—hips go up
- “Go”—push off in forward motion
Organization: The students select their starting stance, then start in a group with each student in a lane (may have multiple heats). We recommended using the straightaway of a track, but the activity can be done in a gymnasium or other location where there is a straightaway (preferably a minimum of 60 meters).
Activity 3: Long Jump
Time: 15 minutes
Description: During this task, students are focusing on jumping form. The students in this task start with bounding, starting small and progressively getting bigger (students may jump over different-sized cones). Students then move toward jumping for distance. The purpose of this task is to work on at least three of the four phases of long jump: approach, takeoff, flight, and landing. The students can attempt a standing long jump or a running long jump. Figure 10.19 shows a student performing a running long jump, and figure 10.20 shows a student performing a standing long jump. The teacher should emphasize takeoff, flight phase, and landing. After completing all three activities students will complete a self-assessment rubric on pacing, long jump, and running starts (see figure 10.21). Then the students will create a goal for the upcoming class.
Cues:
- Standing long jump
- Legs shoulder-width apart
- Crouch and backswing (should be quick before takeoff)
- Push off with both legs and drive hands up
- Land softly
- Running long jump
- Fast approach (students choose pace)
- Take off from one foot (measure from takeoff point instead of board)
- Drive both hands up
- Land softly
Organization: The students select standing or running long jump. For running long jump, students utilize a sand jumping pit (if possible). For standing long jump, students jump from the floor or ground to a long crash mat.
Figure 10.19 A student performs a running long jump.
Figure 10.20 A student performs a standing long jump.
Universally Designed Components
Multiple Means of Engagement
- The teacher provides multiple options for equipment and activity variation for students to select in order to be most successful and challenged in track and field. For example, students can choose the size of cone to jump over and a skill variation (standing long jump, running long jump).
Multiple Means of Representation
- The content of the lesson should be presented in multiple ways so that all students can access the material. For this lesson to supplement the teacher's instruction and demonstrations, video (pacing for running) and task pictures (running starts) were provided for the students.
Multiple Means of Action and Expression
- Teachers should allow students alternatives to express or demonstrate their learning. For this lesson, a skill rubric (figure 10.21) was selected as the self-assessment for students. Through the use of this tool, the students assess themselves and set a goal for the upcoming class. This assessment tool also accounts for the variation in skills chosen by the students as well as the concepts such as pacing.
Figure 10.21 Self-assessment rubric on pacing, long jump, and running starts.
Universally Designed Lesson Plans for Fitness
By Matthew J. Patey, Jenna Fisher, and Laurie Wengerter
Lesson 1: Stations
Fitness Stations
Grade Level: 2-4
National Standards
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S3.E2.2. Engages actively in physical education class in response to instruction and practice.
S3.E2.3. Engages actively in the activities of physical education class without teacher prompting
S3.E2.4. Engages actively in the activities of physical education class, both teacher-directed and independent.
Introduction
Time: 5 minutes
Figure 11.1 Fitness stations.
Description: The following activities use five stations set up throughout the gym (see figure 11.1). The students are in small groups and rotate through each station on the teacher's signal.
Organization/rotation cues: The teacher explains to the students that the class will be divided into five groups, with one group at each station. Every group will be able to participate in each station during the class period. The students move clockwise in the gym to each station, which will have a large cone with the station number, activity, and a few critical cues. The timing of the stations is controlled by the music at station number 2; everyone rotates after each song. Each song is approximately three minutes long, so it is possible to do the stations multiple times. If the students repeat a station, they are encouraged to try something new and challenging.
Activity Station 1: Rope Maze
Time: 3 minutes
Description: The teacher sets up different-sized cones approximately 20 feet apart throughout the entire gym. Each cone is connected to another by the handle of a jump rope inserted into the top hole of the cone to create a “rope maze.”
Rules: Students may go under, over, or around the rope maze from start to finish. With the goal of not touching the rope with any of their body parts, the students can choose any pathway and body position they would like to move through the rope maze. If a cone or rope becomes loose, the student must fix it before leaving the station or before the next person goes through the maze.
Rotations: The students are in a variety of small groups, with a different group at each of the five stations in the gym. There will be approximately five to six students at a station, depending on the class size. At this station, the students form a line behind the starting line. The next student starts when the student in front of them reaches the middle of the rope maze. When the student finishes the rope maze they travel in any way they choose to move back to the starting line. Students are at each station for approximately three minutes before rotating to the next.
Starting line: Green jump rope
Middle: Yellow jump rope
Finish: Red jump rope
Cues:
- Pace yourself: comfortable pace
- Low level: get as low as possible to the ground
- High level: get as high as possible off the ground
- Medium level: travel at your typical height
Teacher behaviors: Teachers can encourage students to use different movements to move through the maze at varying levels.
Activity Station 2: Dancing
Time: 3 minutes
Description: The teacher sets up a TV monitor connected to Xbox Kinect and chooses a dancing game such as Just Dance Kids 2014. The teacher sets up poly spots evenly spaced on the ground in front on the console so that all of the students have their own personal space and view of the TV screen. The students then mirror the dancers on the game console for one full song. The teachers can also encourage students to put their own “flare” on the movements that may be more impactful for them.
A DVD or video found on YouTube and projected onto the gym wall can serve as an alternative.
Rules: The students must stay in their own personal space by staying on the poly spot they have chosen.
Cues:
- Mirror: Pick one person on the screen to mirror
- Add Flare: Include your personal touch and self-expression
- Prepare: Watch the bottom right corner of the screen for the next move
- Smooth: focus on a smooth transition between movements.
Organization: See figure 11.2.
Teacher behaviors: The teacher observes the students for mirroring of movements, addition of student flare, and rhythm.
Figure 11.2 Dancing activity.
Activity Station 3: Balance
Time: 3 minutes
Description: The teacher sets up six balance beams/lines (approximately eight feet long and four to six inches wide); two are traditional floor beams, two are slacklines, and two are floor taped lines (or jump ropes). The teacher begins by demonstrating how to travel on the balance beam using different movements such as pushing your wheelchair or walking using forward and backward directions. Each student moves across the balance beam, slackline, or line that they choose varying their directions and movements. Before each beam are task cards that show the parts of each movement that the students can choose to perform.
Rules: Only one student may be on the beam and the mat at a time for safety reasons. The students can choose any way they want to travel across the beam, in addition to the type of beam, that will allow them to complete the task successfully.
Cues:
- Balance beam
- Move slowly
- Arms out to the side to help with balance
- Chin up
Organization: See figure 11.3.
Figure 11.3 Balance activity.
Activity Station 4: Keep It Up
Time: 3 minutes
Description: The teacher may use the existing basketball court or set up disc cones to create a playing area. The students have the option to choose a ball from a variety of sizes and weights (beach ball, balloon, soft volleyball, etc.). The whole group must work together to keep the ball in the air without letting it touch the ground. They can count by using different math skills (counting by 1s, 5s, etc.) or using the alphabet (going alphabetically or spelling different words).
Rules: The students cannot make contact with the ball more than two times in row and must remain in the boundaries of the playing area to avoid interfering with the other stations.
Variations: Students must hit the ball in a certain order. Students can only make contact with the ball once. Students use various body parts to hit the ball.
Cues:
- Soft touches
- Push high
- Communication: Call for the ball—“I got it,” “Mine”
Setting goals: Teams can set their own goal, whether it be time-based, by level (high, medium, low), or number of hits before dropping. Goals can include a drop in between, if needed.
Organization: See figure 11.4.
Figure 11.4 Keep It Up activity.
Activity Station 5: Flash Card Scooters
Time: 3 minutes
Description: The teacher selects flash cards that match the students' math levels (a variety of difficulty) and put them scattered in a section of the playing area. The teacher also displays poly spots that are numbered 0 to 9 in the playing area. The students use scooters or wheelchairs, or slide on a carpet square, to move to the flash cards and select one that is the appropriate level of difficulty for them. The student then solves the equation and moves over to the answer by rolling over or sliding to the numbers on the ground (numbered poly spots). Once the equation is answered, the student replaces the equation card where they found it, then continues grabbing flash cards and solving them until the time is up.
Rules: The students can work together or separately. The students must be on the scooter, carpet square, or wheelchair at all times and are not allowed to stand on them. The students should avoid bumping into each other.
Cues:
- Sitting
- Bottoms on the scooter, carpet, or chair
- Hands on the handles or wheels
Organization: See figure 11.5.
Figure 11.5 Flash card scooters activity.
Universally Designed Components
Multiple Means of Engagement
- Student choice is important in this lesson. The distances, speed of activity, size of equipment, and number of trials is up to each individual student or negotiated in their group. Student groups are encouraged to work together and to consider each individual's requests and needs.
Multiple Means of Representation
- The teacher presents the instructions for the activities in multiple manners—visual (demonstration and station cards), auditory, and tactile (if needed)—and reiterates them as needed.
Multiple Means of Action and Expression
- Students make decisions on their own or within a group about how to be successful in the activity. Each student's level of success is determined by the student.
An overview of Universal Design for Learning curriculum
Universal design for learning (UDL) emerged from the architectural principle for eliminating physical barriers when federal legislation began requiring universal access to buildings and other structures. Building on this idea, UDL is a set of principles for eliminating physical as well as other curricular barriers to students' learning. UDL is an efficient way to provide students with access to the physical education curriculum (Lieberman, Lytle, & Clarcq, 2008). The practice considers the range of students' abilities and interests at the design stage of curriculum making and incorporates accommodations a priori. Students with disabilities will no longer stand out with modifications made just for them. The variations to curriculum are universal and for every studentto utilize, if they choose. This built-in access for a wide range of users is the underlying principle of UDL (Rapp, 2014; Rapp & Arndt, 2012; Rapp, Arndt, & Hildenbrand, 2019).
In terms of designing curriculum, UDL employs an array of instructional strategies and activities that allow learning goals to be attained by individuals with wide differences in their abilities to see, hear, speak, move, read, write, and engage with peers. Such a varied yet challenging curriculum gives teachers the ability to provide each student with access to the curriculum (Lieberman & Houston-Wilson, 2018). Equipment, instruction, and environmental variations that meet the elements of UDL help students learn the intended skills, knowledge, and dispositions inherent to curricular programming (Rapp, 2014).
Universally Designed Lesson Plans for Elementary PE
By Emily N. Gilbert and Adam Pennell
Lesson 7: Track and Field
Track and Field
Grade Level: High School
National Standards
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S1.H1.L1. Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
S2.H2.L1. Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
S3.H8.L1. Relates physiological responses to individual levels of fitness and nutritional balance.
Activity 1: Pace Yourself
Time: 15 minutes
Description: Students are allotted 12 minutes to run as far as they can. Before beginning, the teacher discusses the importance of self-pacing for distance running. In addition to discussing the importance of pacing, the teacher should provide a video example describing how to begin pacing their own running. Here is an example: https://www.runtothefinish.com/how-to-pace-yourself-while-running/. The purpose of this task is for the students to challenge themselves with a pace that is difficult but that they can maintain for 12 minutes. Students can choose to run, jog, or speed walk, and they may also pair up with a partner to help motivate each other. The teacher should emphasize not stopping until the time limit is up.
Cues:
- Breathing—in through your nose and out through your mouth
- Land midfoot and roll to forefoot (balls of your feet)
- Slight forward lean
- Land quietly (no bounce)
Organization: We recommend using a track, but the activity can be done in a gymnasium or other location where the teacher has an optimal view of the students.
Activity 2: Sprinting—10, 20, 30, 40, 50
Time: 15 minutes
Description: During this task, students focus on sprinting starts while steadily increasing the distance. The students start by sprinting 10 meters and jogging back, then 20 meters and jogging back, and so on. This continues until all the students reach 50 meters. Each new distance begins when everyone is back in their lane and ready to go so that no one is left behind. The students can select from a standing start, down start, or block start. To support the teacher's instruction, provide pictures for the students showing standing, down, and block starts. This will help the students compare the different types of starts. The teacher should emphasize starting form, staying in the marked lane, and smooth transition into sprinting form.
Cues:
- Verbal start signal: “Take your mark, get set, go”
- Visual start signal: Wave green flag
- Lead leg should be dominant leg
- Standing start—arms bent in opposition
- Down start and block start:
- Hands parallel with the start line
- Head down
- “Set”—hips go up
- “Go”—push off in forward motion
Organization: The students select their starting stance, then start in a group with each student in a lane (may have multiple heats). We recommended using the straightaway of a track, but the activity can be done in a gymnasium or other location where there is a straightaway (preferably a minimum of 60 meters).
Activity 3: Long Jump
Time: 15 minutes
Description: During this task, students are focusing on jumping form. The students in this task start with bounding, starting small and progressively getting bigger (students may jump over different-sized cones). Students then move toward jumping for distance. The purpose of this task is to work on at least three of the four phases of long jump: approach, takeoff, flight, and landing. The students can attempt a standing long jump or a running long jump. Figure 10.19 shows a student performing a running long jump, and figure 10.20 shows a student performing a standing long jump. The teacher should emphasize takeoff, flight phase, and landing. After completing all three activities students will complete a self-assessment rubric on pacing, long jump, and running starts (see figure 10.21). Then the students will create a goal for the upcoming class.
Cues:
- Standing long jump
- Legs shoulder-width apart
- Crouch and backswing (should be quick before takeoff)
- Push off with both legs and drive hands up
- Land softly
- Running long jump
- Fast approach (students choose pace)
- Take off from one foot (measure from takeoff point instead of board)
- Drive both hands up
- Land softly
Organization: The students select standing or running long jump. For running long jump, students utilize a sand jumping pit (if possible). For standing long jump, students jump from the floor or ground to a long crash mat.
Figure 10.19 A student performs a running long jump.
Figure 10.20 A student performs a standing long jump.
Universally Designed Components
Multiple Means of Engagement
- The teacher provides multiple options for equipment and activity variation for students to select in order to be most successful and challenged in track and field. For example, students can choose the size of cone to jump over and a skill variation (standing long jump, running long jump).
Multiple Means of Representation
- The content of the lesson should be presented in multiple ways so that all students can access the material. For this lesson to supplement the teacher's instruction and demonstrations, video (pacing for running) and task pictures (running starts) were provided for the students.
Multiple Means of Action and Expression
- Teachers should allow students alternatives to express or demonstrate their learning. For this lesson, a skill rubric (figure 10.21) was selected as the self-assessment for students. Through the use of this tool, the students assess themselves and set a goal for the upcoming class. This assessment tool also accounts for the variation in skills chosen by the students as well as the concepts such as pacing.
Figure 10.21 Self-assessment rubric on pacing, long jump, and running starts.
Universally Designed Lesson Plans for Fitness
By Matthew J. Patey, Jenna Fisher, and Laurie Wengerter
Lesson 1: Stations
Fitness Stations
Grade Level: 2-4
National Standards
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S3.E2.2. Engages actively in physical education class in response to instruction and practice.
S3.E2.3. Engages actively in the activities of physical education class without teacher prompting
S3.E2.4. Engages actively in the activities of physical education class, both teacher-directed and independent.
Introduction
Time: 5 minutes
Figure 11.1 Fitness stations.
Description: The following activities use five stations set up throughout the gym (see figure 11.1). The students are in small groups and rotate through each station on the teacher's signal.
Organization/rotation cues: The teacher explains to the students that the class will be divided into five groups, with one group at each station. Every group will be able to participate in each station during the class period. The students move clockwise in the gym to each station, which will have a large cone with the station number, activity, and a few critical cues. The timing of the stations is controlled by the music at station number 2; everyone rotates after each song. Each song is approximately three minutes long, so it is possible to do the stations multiple times. If the students repeat a station, they are encouraged to try something new and challenging.
Activity Station 1: Rope Maze
Time: 3 minutes
Description: The teacher sets up different-sized cones approximately 20 feet apart throughout the entire gym. Each cone is connected to another by the handle of a jump rope inserted into the top hole of the cone to create a “rope maze.”
Rules: Students may go under, over, or around the rope maze from start to finish. With the goal of not touching the rope with any of their body parts, the students can choose any pathway and body position they would like to move through the rope maze. If a cone or rope becomes loose, the student must fix it before leaving the station or before the next person goes through the maze.
Rotations: The students are in a variety of small groups, with a different group at each of the five stations in the gym. There will be approximately five to six students at a station, depending on the class size. At this station, the students form a line behind the starting line. The next student starts when the student in front of them reaches the middle of the rope maze. When the student finishes the rope maze they travel in any way they choose to move back to the starting line. Students are at each station for approximately three minutes before rotating to the next.
Starting line: Green jump rope
Middle: Yellow jump rope
Finish: Red jump rope
Cues:
- Pace yourself: comfortable pace
- Low level: get as low as possible to the ground
- High level: get as high as possible off the ground
- Medium level: travel at your typical height
Teacher behaviors: Teachers can encourage students to use different movements to move through the maze at varying levels.
Activity Station 2: Dancing
Time: 3 minutes
Description: The teacher sets up a TV monitor connected to Xbox Kinect and chooses a dancing game such as Just Dance Kids 2014. The teacher sets up poly spots evenly spaced on the ground in front on the console so that all of the students have their own personal space and view of the TV screen. The students then mirror the dancers on the game console for one full song. The teachers can also encourage students to put their own “flare” on the movements that may be more impactful for them.
A DVD or video found on YouTube and projected onto the gym wall can serve as an alternative.
Rules: The students must stay in their own personal space by staying on the poly spot they have chosen.
Cues:
- Mirror: Pick one person on the screen to mirror
- Add Flare: Include your personal touch and self-expression
- Prepare: Watch the bottom right corner of the screen for the next move
- Smooth: focus on a smooth transition between movements.
Organization: See figure 11.2.
Teacher behaviors: The teacher observes the students for mirroring of movements, addition of student flare, and rhythm.
Figure 11.2 Dancing activity.
Activity Station 3: Balance
Time: 3 minutes
Description: The teacher sets up six balance beams/lines (approximately eight feet long and four to six inches wide); two are traditional floor beams, two are slacklines, and two are floor taped lines (or jump ropes). The teacher begins by demonstrating how to travel on the balance beam using different movements such as pushing your wheelchair or walking using forward and backward directions. Each student moves across the balance beam, slackline, or line that they choose varying their directions and movements. Before each beam are task cards that show the parts of each movement that the students can choose to perform.
Rules: Only one student may be on the beam and the mat at a time for safety reasons. The students can choose any way they want to travel across the beam, in addition to the type of beam, that will allow them to complete the task successfully.
Cues:
- Balance beam
- Move slowly
- Arms out to the side to help with balance
- Chin up
Organization: See figure 11.3.
Figure 11.3 Balance activity.
Activity Station 4: Keep It Up
Time: 3 minutes
Description: The teacher may use the existing basketball court or set up disc cones to create a playing area. The students have the option to choose a ball from a variety of sizes and weights (beach ball, balloon, soft volleyball, etc.). The whole group must work together to keep the ball in the air without letting it touch the ground. They can count by using different math skills (counting by 1s, 5s, etc.) or using the alphabet (going alphabetically or spelling different words).
Rules: The students cannot make contact with the ball more than two times in row and must remain in the boundaries of the playing area to avoid interfering with the other stations.
Variations: Students must hit the ball in a certain order. Students can only make contact with the ball once. Students use various body parts to hit the ball.
Cues:
- Soft touches
- Push high
- Communication: Call for the ball—“I got it,” “Mine”
Setting goals: Teams can set their own goal, whether it be time-based, by level (high, medium, low), or number of hits before dropping. Goals can include a drop in between, if needed.
Organization: See figure 11.4.
Figure 11.4 Keep It Up activity.
Activity Station 5: Flash Card Scooters
Time: 3 minutes
Description: The teacher selects flash cards that match the students' math levels (a variety of difficulty) and put them scattered in a section of the playing area. The teacher also displays poly spots that are numbered 0 to 9 in the playing area. The students use scooters or wheelchairs, or slide on a carpet square, to move to the flash cards and select one that is the appropriate level of difficulty for them. The student then solves the equation and moves over to the answer by rolling over or sliding to the numbers on the ground (numbered poly spots). Once the equation is answered, the student replaces the equation card where they found it, then continues grabbing flash cards and solving them until the time is up.
Rules: The students can work together or separately. The students must be on the scooter, carpet square, or wheelchair at all times and are not allowed to stand on them. The students should avoid bumping into each other.
Cues:
- Sitting
- Bottoms on the scooter, carpet, or chair
- Hands on the handles or wheels
Organization: See figure 11.5.
Figure 11.5 Flash card scooters activity.
Universally Designed Components
Multiple Means of Engagement
- Student choice is important in this lesson. The distances, speed of activity, size of equipment, and number of trials is up to each individual student or negotiated in their group. Student groups are encouraged to work together and to consider each individual's requests and needs.
Multiple Means of Representation
- The teacher presents the instructions for the activities in multiple manners—visual (demonstration and station cards), auditory, and tactile (if needed)—and reiterates them as needed.
Multiple Means of Action and Expression
- Students make decisions on their own or within a group about how to be successful in the activity. Each student's level of success is determined by the student.
An overview of Universal Design for Learning curriculum
Universal design for learning (UDL) emerged from the architectural principle for eliminating physical barriers when federal legislation began requiring universal access to buildings and other structures. Building on this idea, UDL is a set of principles for eliminating physical as well as other curricular barriers to students' learning. UDL is an efficient way to provide students with access to the physical education curriculum (Lieberman, Lytle, & Clarcq, 2008). The practice considers the range of students' abilities and interests at the design stage of curriculum making and incorporates accommodations a priori. Students with disabilities will no longer stand out with modifications made just for them. The variations to curriculum are universal and for every studentto utilize, if they choose. This built-in access for a wide range of users is the underlying principle of UDL (Rapp, 2014; Rapp & Arndt, 2012; Rapp, Arndt, & Hildenbrand, 2019).
In terms of designing curriculum, UDL employs an array of instructional strategies and activities that allow learning goals to be attained by individuals with wide differences in their abilities to see, hear, speak, move, read, write, and engage with peers. Such a varied yet challenging curriculum gives teachers the ability to provide each student with access to the curriculum (Lieberman & Houston-Wilson, 2018). Equipment, instruction, and environmental variations that meet the elements of UDL help students learn the intended skills, knowledge, and dispositions inherent to curricular programming (Rapp, 2014).
Universally Designed Lesson Plans for Elementary PE
By Emily N. Gilbert and Adam Pennell
Lesson 7: Track and Field
Track and Field
Grade Level: High School
National Standards
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S1.H1.L1. Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
S2.H2.L1. Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
S3.H8.L1. Relates physiological responses to individual levels of fitness and nutritional balance.
Activity 1: Pace Yourself
Time: 15 minutes
Description: Students are allotted 12 minutes to run as far as they can. Before beginning, the teacher discusses the importance of self-pacing for distance running. In addition to discussing the importance of pacing, the teacher should provide a video example describing how to begin pacing their own running. Here is an example: https://www.runtothefinish.com/how-to-pace-yourself-while-running/. The purpose of this task is for the students to challenge themselves with a pace that is difficult but that they can maintain for 12 minutes. Students can choose to run, jog, or speed walk, and they may also pair up with a partner to help motivate each other. The teacher should emphasize not stopping until the time limit is up.
Cues:
- Breathing—in through your nose and out through your mouth
- Land midfoot and roll to forefoot (balls of your feet)
- Slight forward lean
- Land quietly (no bounce)
Organization: We recommend using a track, but the activity can be done in a gymnasium or other location where the teacher has an optimal view of the students.
Activity 2: Sprinting—10, 20, 30, 40, 50
Time: 15 minutes
Description: During this task, students focus on sprinting starts while steadily increasing the distance. The students start by sprinting 10 meters and jogging back, then 20 meters and jogging back, and so on. This continues until all the students reach 50 meters. Each new distance begins when everyone is back in their lane and ready to go so that no one is left behind. The students can select from a standing start, down start, or block start. To support the teacher's instruction, provide pictures for the students showing standing, down, and block starts. This will help the students compare the different types of starts. The teacher should emphasize starting form, staying in the marked lane, and smooth transition into sprinting form.
Cues:
- Verbal start signal: “Take your mark, get set, go”
- Visual start signal: Wave green flag
- Lead leg should be dominant leg
- Standing start—arms bent in opposition
- Down start and block start:
- Hands parallel with the start line
- Head down
- “Set”—hips go up
- “Go”—push off in forward motion
Organization: The students select their starting stance, then start in a group with each student in a lane (may have multiple heats). We recommended using the straightaway of a track, but the activity can be done in a gymnasium or other location where there is a straightaway (preferably a minimum of 60 meters).
Activity 3: Long Jump
Time: 15 minutes
Description: During this task, students are focusing on jumping form. The students in this task start with bounding, starting small and progressively getting bigger (students may jump over different-sized cones). Students then move toward jumping for distance. The purpose of this task is to work on at least three of the four phases of long jump: approach, takeoff, flight, and landing. The students can attempt a standing long jump or a running long jump. Figure 10.19 shows a student performing a running long jump, and figure 10.20 shows a student performing a standing long jump. The teacher should emphasize takeoff, flight phase, and landing. After completing all three activities students will complete a self-assessment rubric on pacing, long jump, and running starts (see figure 10.21). Then the students will create a goal for the upcoming class.
Cues:
- Standing long jump
- Legs shoulder-width apart
- Crouch and backswing (should be quick before takeoff)
- Push off with both legs and drive hands up
- Land softly
- Running long jump
- Fast approach (students choose pace)
- Take off from one foot (measure from takeoff point instead of board)
- Drive both hands up
- Land softly
Organization: The students select standing or running long jump. For running long jump, students utilize a sand jumping pit (if possible). For standing long jump, students jump from the floor or ground to a long crash mat.
Figure 10.19 A student performs a running long jump.
Figure 10.20 A student performs a standing long jump.
Universally Designed Components
Multiple Means of Engagement
- The teacher provides multiple options for equipment and activity variation for students to select in order to be most successful and challenged in track and field. For example, students can choose the size of cone to jump over and a skill variation (standing long jump, running long jump).
Multiple Means of Representation
- The content of the lesson should be presented in multiple ways so that all students can access the material. For this lesson to supplement the teacher's instruction and demonstrations, video (pacing for running) and task pictures (running starts) were provided for the students.
Multiple Means of Action and Expression
- Teachers should allow students alternatives to express or demonstrate their learning. For this lesson, a skill rubric (figure 10.21) was selected as the self-assessment for students. Through the use of this tool, the students assess themselves and set a goal for the upcoming class. This assessment tool also accounts for the variation in skills chosen by the students as well as the concepts such as pacing.
Figure 10.21 Self-assessment rubric on pacing, long jump, and running starts.
Universally Designed Lesson Plans for Fitness
By Matthew J. Patey, Jenna Fisher, and Laurie Wengerter
Lesson 1: Stations
Fitness Stations
Grade Level: 2-4
National Standards
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade-Level Outcomes
S3.E2.2. Engages actively in physical education class in response to instruction and practice.
S3.E2.3. Engages actively in the activities of physical education class without teacher prompting
S3.E2.4. Engages actively in the activities of physical education class, both teacher-directed and independent.
Introduction
Time: 5 minutes
Figure 11.1 Fitness stations.
Description: The following activities use five stations set up throughout the gym (see figure 11.1). The students are in small groups and rotate through each station on the teacher's signal.
Organization/rotation cues: The teacher explains to the students that the class will be divided into five groups, with one group at each station. Every group will be able to participate in each station during the class period. The students move clockwise in the gym to each station, which will have a large cone with the station number, activity, and a few critical cues. The timing of the stations is controlled by the music at station number 2; everyone rotates after each song. Each song is approximately three minutes long, so it is possible to do the stations multiple times. If the students repeat a station, they are encouraged to try something new and challenging.
Activity Station 1: Rope Maze
Time: 3 minutes
Description: The teacher sets up different-sized cones approximately 20 feet apart throughout the entire gym. Each cone is connected to another by the handle of a jump rope inserted into the top hole of the cone to create a “rope maze.”
Rules: Students may go under, over, or around the rope maze from start to finish. With the goal of not touching the rope with any of their body parts, the students can choose any pathway and body position they would like to move through the rope maze. If a cone or rope becomes loose, the student must fix it before leaving the station or before the next person goes through the maze.
Rotations: The students are in a variety of small groups, with a different group at each of the five stations in the gym. There will be approximately five to six students at a station, depending on the class size. At this station, the students form a line behind the starting line. The next student starts when the student in front of them reaches the middle of the rope maze. When the student finishes the rope maze they travel in any way they choose to move back to the starting line. Students are at each station for approximately three minutes before rotating to the next.
Starting line: Green jump rope
Middle: Yellow jump rope
Finish: Red jump rope
Cues:
- Pace yourself: comfortable pace
- Low level: get as low as possible to the ground
- High level: get as high as possible off the ground
- Medium level: travel at your typical height
Teacher behaviors: Teachers can encourage students to use different movements to move through the maze at varying levels.
Activity Station 2: Dancing
Time: 3 minutes
Description: The teacher sets up a TV monitor connected to Xbox Kinect and chooses a dancing game such as Just Dance Kids 2014. The teacher sets up poly spots evenly spaced on the ground in front on the console so that all of the students have their own personal space and view of the TV screen. The students then mirror the dancers on the game console for one full song. The teachers can also encourage students to put their own “flare” on the movements that may be more impactful for them.
A DVD or video found on YouTube and projected onto the gym wall can serve as an alternative.
Rules: The students must stay in their own personal space by staying on the poly spot they have chosen.
Cues:
- Mirror: Pick one person on the screen to mirror
- Add Flare: Include your personal touch and self-expression
- Prepare: Watch the bottom right corner of the screen for the next move
- Smooth: focus on a smooth transition between movements.
Organization: See figure 11.2.
Teacher behaviors: The teacher observes the students for mirroring of movements, addition of student flare, and rhythm.
Figure 11.2 Dancing activity.
Activity Station 3: Balance
Time: 3 minutes
Description: The teacher sets up six balance beams/lines (approximately eight feet long and four to six inches wide); two are traditional floor beams, two are slacklines, and two are floor taped lines (or jump ropes). The teacher begins by demonstrating how to travel on the balance beam using different movements such as pushing your wheelchair or walking using forward and backward directions. Each student moves across the balance beam, slackline, or line that they choose varying their directions and movements. Before each beam are task cards that show the parts of each movement that the students can choose to perform.
Rules: Only one student may be on the beam and the mat at a time for safety reasons. The students can choose any way they want to travel across the beam, in addition to the type of beam, that will allow them to complete the task successfully.
Cues:
- Balance beam
- Move slowly
- Arms out to the side to help with balance
- Chin up
Organization: See figure 11.3.
Figure 11.3 Balance activity.
Activity Station 4: Keep It Up
Time: 3 minutes
Description: The teacher may use the existing basketball court or set up disc cones to create a playing area. The students have the option to choose a ball from a variety of sizes and weights (beach ball, balloon, soft volleyball, etc.). The whole group must work together to keep the ball in the air without letting it touch the ground. They can count by using different math skills (counting by 1s, 5s, etc.) or using the alphabet (going alphabetically or spelling different words).
Rules: The students cannot make contact with the ball more than two times in row and must remain in the boundaries of the playing area to avoid interfering with the other stations.
Variations: Students must hit the ball in a certain order. Students can only make contact with the ball once. Students use various body parts to hit the ball.
Cues:
- Soft touches
- Push high
- Communication: Call for the ball—“I got it,” “Mine”
Setting goals: Teams can set their own goal, whether it be time-based, by level (high, medium, low), or number of hits before dropping. Goals can include a drop in between, if needed.
Organization: See figure 11.4.
Figure 11.4 Keep It Up activity.
Activity Station 5: Flash Card Scooters
Time: 3 minutes
Description: The teacher selects flash cards that match the students' math levels (a variety of difficulty) and put them scattered in a section of the playing area. The teacher also displays poly spots that are numbered 0 to 9 in the playing area. The students use scooters or wheelchairs, or slide on a carpet square, to move to the flash cards and select one that is the appropriate level of difficulty for them. The student then solves the equation and moves over to the answer by rolling over or sliding to the numbers on the ground (numbered poly spots). Once the equation is answered, the student replaces the equation card where they found it, then continues grabbing flash cards and solving them until the time is up.
Rules: The students can work together or separately. The students must be on the scooter, carpet square, or wheelchair at all times and are not allowed to stand on them. The students should avoid bumping into each other.
Cues:
- Sitting
- Bottoms on the scooter, carpet, or chair
- Hands on the handles or wheels
Organization: See figure 11.5.
Figure 11.5 Flash card scooters activity.
Universally Designed Components
Multiple Means of Engagement
- Student choice is important in this lesson. The distances, speed of activity, size of equipment, and number of trials is up to each individual student or negotiated in their group. Student groups are encouraged to work together and to consider each individual's requests and needs.
Multiple Means of Representation
- The teacher presents the instructions for the activities in multiple manners—visual (demonstration and station cards), auditory, and tactile (if needed)—and reiterates them as needed.
Multiple Means of Action and Expression
- Students make decisions on their own or within a group about how to be successful in the activity. Each student's level of success is determined by the student.
An overview of Universal Design for Learning curriculum
Universal design for learning (UDL) emerged from the architectural principle for eliminating physical barriers when federal legislation began requiring universal access to buildings and other structures. Building on this idea, UDL is a set of principles for eliminating physical as well as other curricular barriers to students' learning. UDL is an efficient way to provide students with access to the physical education curriculum (Lieberman, Lytle, & Clarcq, 2008). The practice considers the range of students' abilities and interests at the design stage of curriculum making and incorporates accommodations a priori. Students with disabilities will no longer stand out with modifications made just for them. The variations to curriculum are universal and for every studentto utilize, if they choose. This built-in access for a wide range of users is the underlying principle of UDL (Rapp, 2014; Rapp & Arndt, 2012; Rapp, Arndt, & Hildenbrand, 2019).
In terms of designing curriculum, UDL employs an array of instructional strategies and activities that allow learning goals to be attained by individuals with wide differences in their abilities to see, hear, speak, move, read, write, and engage with peers. Such a varied yet challenging curriculum gives teachers the ability to provide each student with access to the curriculum (Lieberman & Houston-Wilson, 2018). Equipment, instruction, and environmental variations that meet the elements of UDL help students learn the intended skills, knowledge, and dispositions inherent to curricular programming (Rapp, 2014).
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