nebraska physical education standards - esu13.org · national standards & grade-level outcomes...

Nebraska Physical

Education Standards

ESU 13

February 20, 2017

Who’s In The Room

• Name

• School/Agency you represent

• What do you like most about teaching

• What would you change if you could

• What do you want to get out of today

Nebraska’s Context

• Educational decisions are made with

ALL Nebraska school districts in mind

–Omaha Public Schools

(51,966 students K-12)

– Lynch Public Schools

(65 students K-12)

• Strong tradition of local control

Nebraska’s Process • Utilize Nebraska educators

– K-16 Expertise

– Geographically diverse

– Writing team and Editing Team

• Review and utilize nationally recognized resources

and best practices research

• Nebraska’s postsecondary institutions provide input

and certify the standards as “college and career

ready”

• Employer engagement to ensure standards reflect

demands for content within Nebraska’s workforce

• Maintain on-going communication with State Board

of Education and State Board Subcommittee

• Incorporate public input

Standards Workgroup Elementary School

Megan Adkins-UNK

Dawn Brammer-Chadron St.

College

Kathy Burney-Elkhorn

Dan Desmond-Thayer Central

Berniece Jones-Wesleyan Univ.

Cindy Meyer-Doane Univ.

Wyatt Morse-Fremont (Private)

Adam Mohning-Millard

Donna Stewart-Lexington

Sue Temme-Omaha (Private)

Middle School

Matt Avey-Lincoln

Jimmy Combs-Hastings

Nancy Harington-St. Paul

Amy Leuschen-Millard

Dawn Lewis-Arnold & Calloway

Jo Owens-Nauslar-Lincoln (Private)

Brad Rettig-Lincoln

Sara Roether-Franklin

Alex Schnitzer-Nebraska City

Angie Schroeder-Pierce

Allison Smith-North Platte (ESU)

Melissa Wesch-Norris

Consultants:

Marybell Avery – SHAPE America; Julane Hill – NDE

High School

Lacey Batt-Westside 66

Amy Cariotto-Lincoln

Andy Cunningham-Millard

Jeff Ellis-Maywood

Mike Messerole-UNO

Chad Townsend-Omaha

Gregg Wiebusch-Syracuse

Other

American Heart Association

Dept. of Health & Human Services

NE Medical Association

Reviw Team

Matt Avey-Lincoln

Lacey Batt-Westside 66

Ellie Kunkel-Peru State College

Mike Messerole-UNO

Cindy Meyer-Doane Univ.

Wyatt Morse-Fremont (Private)

Jo Owens-Nauslar-Lincoln (Private)

Brad Rettig-Lincoln

Sara Roether-Franklin

Donna Stewart-Lexington

Sue Temme-Omaha (Private)

Chad Townsend-Omaha

Standards Workgroup

Major Resources

• National Standards & Grade Level Outcomes for K-12 Physical Education; SHAPE America, 2014

• Nebraska Physical Education Essential Learnings; NDE, 2006

• State Standards: Departments of Education-Arizona, Ohio, North Dakota

• Nebraska School District Courses

Public Input

• Public Feedback and Input Survey

– Focused on content and rigor

– 90% = reflected the essential knowledge & skills

students need

– 87% = provided clear & specific learning

targets needed for instruction & assessment

– 85% = indicated they were rigorous and

encouraged advanced skill development

– 83% = physical education respondents

– TIME and CLASS SIZE

Explanation of NE

Standards

NE K-8 Highlights

• Five Strands (Overarching Themes): Mirror the 5 National PE Standards

1. Physical Activity Skills and Movement Patterns

2. Movement Concepts, Strategies, and Tactics

3. Health-Related Physical Activity and Fitness

4. Responsible Behavior

5. Physical Activity Benefits

NE K-8 Highlights

• Grade Levels vs. Grade Bands

• Focus on developing competency in

movement patterns and skills

• Clearly articulated learning progressions

– Emerging, maturing, applying

What does E, M, and A Mean?

• Emerging: Introduce and Practice

• Maturing: Competency achieved;

practice for refinement

• Applying: Skills & knowledge acquired;

apply in various settings

PE 1 2 1 a

Content

Area Grade

Level Strand

Standard

Indicator

Unique Identification Code

Page 5

NE K-8 Highlights

Content Area – Grade Level – Strand – Standard – Indicator

NE HS Highlights

• Course-based content standards (No

Strands)

• Combined the 5 National Standards

into 3 State Standards

–Provides a framework for ensuring

quality teaching and learning in

Physical Education

• Emphasis on lifetime physical activities

and physical activity health benefits

PE HS 2 1 a

Content

Area Grade

Level Course

Standard

Indicator

Unique Identification Code

NE HS Highlights

Content Area – HS– Course – Standard – Indicator

What Standards Are NOT • They do not prescribe a particular

curriculum

– A Tool or Framework to help guide teachers,

school, administrators

• They do not subscribe to any one method

or approach to teaching

– Based on Research and Best Practices

• They are not mandated by the Nebraska

Department of Education

– Strongly encouraged

Purpose of Standards

Provide teachers with the most important skills &

concepts students need to know & be able to do

(improves what is taught in the classroom)

Offer guidance & support to develop best

practices in physical education

Help guide schools in the development of their

own curriculum (design units, lesson, practice

tasks)

Provide direction & measurable learning

outcomes (assess/track student progress across

grades)

Provide a basis for evaluating programs, policies,

& practices (provides credibility to our programs)

SUCCESS of Attaining the

Standards is

Directly Related to:

Student contact time

Class size

Appropriate equipment

Available facilities

Certified physical education professionals

Class Size and Time

• Name and E-Mail Address

• School you represent

• Average Class Size

• Time you have to teach physical

education

a) minutes/day

b) days/week

c) for how long (9 wks, 1 semester, etc)

On a sheet of paper, please provide the following:

How did we ensure that we

developed quality learning

standards?

Definitions

-National Standards and Grade-Level Outcomes For K-12 Physical Education (2014), SHAPE America

Physical Fitness • Ability to carry out daily tasks with

vigor & alertness, without undue

fatigue and with ample energy to

enjoy leisure-time pursuits & respond

to emergencies (cardio-respiratory

endurance, skeletal muscular

endurance, strength & power,

flexibility, & body composition).


Athletics

Focus primarily on a specific

skill set, sport, competition,

and/or a prize (i.e. winning)

Physical Literacy

“The ability to move with

competence and confidence

in a wide variety of physical

activities in multiple environments that benefit the

healthy development of the

whole person.”


Guided Research:

Motor skill competency

• Is essential for participation in PA and

for health-enhancing fitness

• Skill development as a strategy to

promote PA participation and fitness

National Standards & Grade-Level Outcomes for

K-12 Physical Education, SHAPE America, page 6

Guided Research:

Student Engagement & Intrinsic Motivation

Must be personally engaged in content to

acquire knowledge and skills

• Factors influencing student engagement:

– Perceived competence

– Choice of activity-leads to higher motivation

– Relatedness

– Cognitive demand-need some challenge

– Social comparison-evaluation by peers

decreases engagement & motivation

National Standards & Grade-Level Outcomes for K-12 Physical Education, SHAPE America, page 6-7

• Mastery climate is task oriented, focused on self-

improvement, & enhances student engagement

• Skill development within a lesson increases

engagement of students with lower perceived

competence

• High levels of traditional game play found to

alienate less-skilled students

• Competitive games appeal mainly to highly

skilled students who receive + reinforcement

• Less-skilled student more likely to experience

negative social evaluation & embarrassment

Guided Research: Instructional Climate

National Standards & Grade-Level Outcomes for K-12 Physical Education, SHAPE America, page 7

• More pronounced as students mature

• Girls less active than boys

• Girls prefer noncompetitive, cooperative

activities, dance, fitness, socially interactive

activities

• Most girls (except highly skilled) dissatisfied

with traditional team sports

• Girls more likely to find barriers to participation

(changing clothes, showering)

Guided Research: Gender Differences


• Focus on health-promoting activity practices & curriculum that teaches lifelong activities

• More likely to continue PA through adulthood

• Responsibility of PE teachers to take a

leadership role in creating physically active

school & communities

• Optimize MVPA during instructional time

(small groups, activity choice, small-sided

games)

Guided Research: Lifetime Activities Approach

National Standards & Grade-Level Outcomes for K-

12 Physical Education, SHAPE America, page 8-9

Application of Research Findings

• Highest priority: Development of motor skill

competence

• Deliberate practice is needed to achieve

mastery

• Deliberate practice involves:

– Carefully planned progressions

– Meaningful, well-designed learning tasks

– Unit lengths that allow for skill acquisition

– Specific, corrective feedback


• Traditional Team Sport is viewed as a

concern!!

• Grade level outcomes deal with team

sports by:

– Eliminating full-sided games

– De-emphasizing competitive activities

– Team sports only appear in MS outcomes,

in small-sided games

– Team sports are not in HS outcomes

Application of Research

Findings


• Fitness activities, outdoor pursuits, & dance

– Integrated throughout MS and HS

– Choices within these should vary each year

• Teaching the same activities or sports cannot be supported in an educational

environment

Application of Research

Findings


Quality Checklist

• Are the learning standards:

–Measurable?

–Appropriately Challenging?

–Connected?

–Clearly worded?

–Scaffolded?

–Specific?

Julane Hill

Coordinated School Health

NE Department of Education

[email protected]

402-471-4352

Dr. Dawn Brammer

Chadron State College

[email protected]

308-432-6489

Lacey Batt-Peters

SHAPE NE President-Elect

Westside High School

[email protected]

402-343-2801

mailto:[email protected]



Taking a closer look • Middle School

– PE.7.1 Physical Activity Skills and

Movement Patterns

• Shark

• Sharks & Minnows

• Wall Ball

– PE.7.2 Movement Concepts, Strategies,

and Tactics

• Speedball

• Sabakiball

• Cricket

• Create a Game Project

Speedball

https://www.youtube.com/watch?v=k8MZNf-ft4k

https://jk065.k12.sd.us/speedball%20rules.htm

• Basketball, soccer & Football

• Scoring:

– Field Goal- 3 (soccer goal)

– Drop kick- 2 (drop kick-football goalpost)

– Touchdown- 1 (endzone)

– Penalty kick- 1 (soccer)

• Starts with soccer kickoff

Speedball Rules Cont.

• Only 1 aerial dribble per possession

• 1 step if received while standing

• 2 steps if received while running

• Hold ball no longer than 3 seconds

• Aerial Conversions:

– Rollup

– Two-foot lift

– One-Foot flick

Sabakiball

https://www.youtube.com/watch?v=tzOIAylSCXg&t=23s

http://www.sabakiball.net/basic-rules.html

• Goal if knock bakipin off mark

• 3 passes before shoot

• 3 seconds then pass

• Goalie box

• Starts with a tip-off (jump)

Cricket

https://www.youtube.com/watch?v=yPXAzgwwo0A

http://cricket-rules.com/

• Wickets

• Bowl

• Pitch (the rectangle where runners are)

• 11 players

• Test Cricket= 2 innings

• 10 outs then swtich

• 2 batters at a time

Cricket Rules Cont

• How to get out

– Bowled

– Caught

– Leg Before Wicket (LBW)

– Stumped

– Run Out

– Hit Wicket

– Handled the ball

– Timed out

– Hit the ball twice

– Obstructing the field

Create a Game Project

Swag Tag

• Middle School

– PE.7.3 Health-Related Physical Activity

and Fitness

– PE.7.5 Physical Activity Benefits

• Fitness Friday (Cardio Days)

• Cardio Day Stations Worksheet

• Skill-related Components of Fitness Stations

• Fitness Component Project

• Two By Two Fitness

• UNO Fitness

• Middle School

– PE.8.1 Physical Activity Skills and

Movement Patterns

• Zumba

• Dance Day

nebraska physical education standards - esu13.org · national standards & grade-level outcomes...

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