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25 Cards in this Set
- Front
- Back
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Multi-Activities
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Students are taught a wide range and variety of activities; exposed to many units
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Teaching Models: Social Development/Humanistic
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Students work toward personal responsibility in PE
Students “grade” themselves daily |
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Teaching Models: Fitness For Life
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Teaching specifically toward lifetime fitness and activity
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Teaching Models: Sport Education
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Teaches students about many roles of being on a team
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Who awarded SPARK with a Grant?
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Grant was awarded by the National Heart, Lungs, and Blood Institute
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Why Spark?
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The curriculum is clear, teacher friendly, progressive, and easy to implement.
The curriculum is pre-planned with scope and sequence written into each unit and daily lesson plan. |
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“Bad practices” by PE teachers:
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Fitness as punishment
Being picked last for teams Standing in long lines waiting for a turn |
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Safety
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Safety should always come 1st in your gymnasium.
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Perceptual Power
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This is the introductory unit that establishes class environment, behavioral expectations of students, and management and organization protocols.
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Difference between Spark k-2 and 3-5
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K-2 more basic motor development and spatial awareness, 3-5 more sport skill
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3 principles of Motor Dev.
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Motor skill development is sequential and age-related.
Motor skill progression is similar for all children The rate of motor development will vary among children |
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4 Guidelines for determining what activities are developmentally appropriate
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Orderly sequence of motor skill learning
Allowing for individual differences Appropriate goal structures Ample learning time |
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4 learning styles
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Visual
Auditory Kinesthetic Thinker |
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Verbal Positive General Skill Feedback
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A statement, supportive in nature, of a student’s motor skill response.
Ex. Outstanding!! Good Job!! |
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Verbal Positive Specific Skill Feedback
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“Nice follow through on that swing. You finished nice and high.”
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Verbal Positive Specific Behavior Feedback
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“I appreciate your listening skills.”
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Corrective Specific Skill Feedback
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“Keith, your stance was too wide on those last two swings.”
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Teacher Time Episodes
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Management Time
Instruction Time Activity Time |
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Inappropriate Assessment
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Dress, attendance, and effort are the primary criteria for a grade
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Assessment should answer these 2 questions:
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What was learned?
How well was it learned? |
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Forms of Assessment: Instructional Tasks within a lesson
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“See how many times you can bounce the ball with your right hand.”
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Forms of Assessment: Checking for Understanding
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These can be as formal as asking for students to answer verbal questions, or as informal as just showing a thumbs up or thumbs down to a response.
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Forms of Assessment: Teacher Observation
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Teacher Observation
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Forms of Assessment: Exit and Entrance Slips
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These are short written pieces that are designed to assess the cognitive and affective domains.
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Forms of Assessment: Student Journals
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These are written records of participation, results, responses, feelings, perceptions, or reflections about actual happenings or outcomes.
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