Outcome Based Physical Education

1. Outcome Based Physical Education Health and Physical Activity Institute 2012 Dr. Susan Nye nyesb@jmu.edu

2. As Deb Tackmann said Real Relevant Right Now

3. Active Student Learning William Glasser once said: “We learn… • 10% of what we read • 20% of what we hear • 30% of what we see • 50% of what we see and hear • 70% of what we experience with others • 80% of what we experience personally • and 95% of what we teach someone else.

4. Outcome Based (aka Goal Directed) Defined: • A student centered approach that focuses on empirically measuring student performance, which are called outcomes. • Students must demonstrate that they have learned the required skills and content.

5. Outcome Based Learning needs TIME • 300-500 repetitions (Schmidt & Wrisberg, 1991) to develop a new motor pattern and burn into muscle memory • 3000-5000 repetitions to erase and correct a bad motor pattern

6. Two Keys to Success • Students must have Choice • The outcome(s) must be Meaningful and Valuable to the students

7. Step One: Decide on the Outcome for the Unit Outcome: To run a 5k road race What do the students have to know and be able to do to be successfulwith this outcome?

8. Step Two:Standards Look to standards for alignment

9. Step Three:Research outcome to create a scope of skills Psychomotor (example for 5k outcome) • Biomechanics of running ( form, running up hill and down hill, different surfaces) • How to breathe when running? • Apply FITT principle and or other principles of training (overload, progression, etc.) • Plan, implement, evaluate and modify personal fitness plan • LR vs tempo, vs speed vs intervals • Warm-up / Cool Down • Mental and Physical Competencies

10. Scope of Skills: Cognitive Example for 5k outcome • Goal setting / monitoring process (use of technology) • Benefits of performing an aerobic activity • Common running injuries (side stitch, IT band syndrome, shin splints, plantar fasciitis, arch pain, etc.) • Common issues for beginning runners (feeling out of breathe, face turning red, why is my stomach cold) • When does running become easier? • Nutrition and Hydration • Clothing (socks, shoes, running attire) • Physiological and psychological benefits

11. Scope of Skills: Affective Example for a 5k outcome • Running alone or with a buddy • Road /Race etiquette • Accepting different characteristics of others (running speed, etc.) – understand similarities and differences of others • Providing compliments

12. Step Four:Create the Culminating Experience with Assessments • Running a 5k event • What objective data will be collected? • What cognitive, affective, and psychomotor assessments will be gathered? • Personal fitness plan • What are the components? • What will be collected daily/weekly to created the culminating experience?

13. Step Five:Sequence information and Experiences into a Block Plan • Progression using Bloom’s Taxonomy for content, activities, and experiences • Create mile markers to guide progress • Use formative and authentic assessments

14. Step 5:Create lessons • Lessons use a variety of teaching styles • Lessons guide progress • Lessons are detailed plans to reach the desired outcome • Lessons contain opportunities and experiences to aid in student learning and success • Lessons are infused with assessments to measure student progress Without lesson plans, a teacher has no idea what the students will be learning or the progress students are making.

15. Step 6: Outcome Performed • Culminating experience • Creating tee shirts • Developing teams • Ceremony • ??

16. How can you make physical education content Real Relevant starting RIGHT NOW