Fitnessgram, Assesment and Standards Based Instructional Design

1. Los Angeles Unified School District Division Of Instruction Physical Education Programs Office Fitnessgram, Assesment and Standards Based Instructional Design

2. Disguising Fitness • Dynamic Warm-up • Aerobic capacity • Upper Body Strength • Lower Body Strength • Flexibility

3. Pre test • To give us evidence of participant learning • Formative assessment of our instruction

5. Goals and Objectives for Today • Proper test administration • Recommended Assessment Protocol • Principles of Fitness • Overload • Progression • FITT formula • Frequency, Intensity, Time and Type • Use of assessment to drive instruction • Assessment tool before planning lesson

6. Standards Based Instructional Design • What do content standards mean to you? • Write down the steps you know in creating a standards based lesson. • List the major differences between non-standards based and standards-based planning for instruction

7. What Physical Education Content Standards Can Do For Us… • Clearly define what students should be learning and achieving at each grade level. • Describe what teachers are expected to teach at each grade level as opposed to teaching what they like best. • Provide accountability for Physical Education and guidance for the development of curriculum. • Students mark is only determined by their ability to meet the grade level standards S4 1 of 4

8. Traditional Practice • Select a topic to teach • Design instructional activities • Design and give test or assessment • Give grade or feedback • Move onto new topic or unit S8 1 of 2

9. SBID Process

10. Over arching standards K-8 • Demonstration of motor skills • Knowledge of movement concepts • Assess and maintain fitness • Knowledge of fitness concepts • Demonstrate and utilize knowledge of psychological and sociological concepts.

11. Over arching standards 9-12 • Demonstrate knowledge and competency in motor skills • Achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts • Demonstrate knowledge of psychological and sociological concepts

12. Pacer Lesson - Select a standard • Grade 5, 3.8 Assess health-related physical fitness by using a scientifically based health-related fitness assessment. • Verb – Assess • Content – health-related physical fitness by using a scientifically based health-related fitness assessment

13. Select or Create Assessment Tool • Using verb and content design assessment tool • Select your sorter • Create the criteria for competence • Designate is it formative or summative

14. Create the learning opportunities • Equipment needs • Facilities • Extended learning • Peripherals • Feedback • Practice opportunities

15. Principal of progression • Gradual increase in the level of exercise that can be manipulated by increasing the frequency, intensity, time or combination of all three. • Improving fitness is an ongoing process. • Progression refers to how people should increase the overload.

16. Principle of overload • Overload principle states that a body system must perform at a level beyond normal in order to adapt and improve physiological function and fitness. • Increase frequency, intensity, or duration (time) of an activity. • Overload stresses the physiology of the body and it must follow with proper rest.

17. Why ?

18. Fitnessgram for Lifetime Fitness Education (Health-Related) Fitness Components • Aerobic Endurance • Flexibility • Muscle Strength • Muscle Endurance • Body Composition

19. Philosophy…for Educators • Health-Oriented • Healthful level of physical fitness • Criterion referenced vs Norm referenced

20. Philosophy…for Educators • Educational • Linked to state standards • Teaches students how and why • Educational progression • Used as a learning tool • Infused into an existing curriculum

21. Criteria Referenced Testing • Aerobic capacity • Heart disease • Flexibility • Low back • Shoulder impingements • Muscular Strength/Endurance • Osteoporosis • Low back problems • Body Composition • Cancer, Diabetes, Hypertension, etc.

22. Field Test Categories • Aerobic Capacity • Flexibility • Muscle Strength • Muscle Endurance • Trunk Lift • Body Composition

23. F.I.T.T. Formula • Frequency • Intensity • Time • Type

24. Aerobic Capacity Assessments • Walking test • 13 years or older • Walk only with heart rate • Most valid • PACER • Progressive, Aerobic, Cardiovascular Run • All students • Mile Run/Walk • Run/Walk the mile as fast as possible • Least accurate unless highly motivated

25. Aerobic Capacity One-Mile Run – record minutes and seconds • PACER – record total number of laps • Walk Test – record minutes and seconds plus 15 second heart rate • F=5-6 Days per week • I =MVPA, RPE (7-10)(12-16) • T=30-60 daily, 20 min per session • T=1st 3 levels of activity pyramid, • Large muscle groups rhythmic fashion.

26. Flexibility Flexibility (Shoulder stretch requires no equipment, back saver requires a measuring device) • Back Saver Sit and Reach: record number of inches on each side • Shoulder Stretch: record “P” if students completed task or “F” if unable to complete task • F=2-3 days per week • I =Mild discomfort, slow elongation • T=Always warm body, 10-30 seconds • T=Controlled stretching, all muscles

27. Muscular Strength and Endurance • Trunk Lift • Required • Number of inches chin is above the floor • Straight line from mastoid process to hip • Best to administer on elevated platform like school stage • Curl-Up • Required • Must use cadence • Record number of curl-ups completed

28. Muscular Strength and Endurance • Upper Body Strength and Endurance • Push-up: Record number completed • Modified Pull-up: Record number completed • Flexed Arm Hang: Record seconds completed

29. Lessons in the gym • Curl-up • Push-up • FITT formula for strength training • Frequency, 2-3 times per week non consecutive days • Intensity, to muscle failure • Time, 6-15 repetitions • Type, major muscle groups

30. Body Composition Body Mass Index • Height/Weight – record inches and pounds • No shoes • Emotionally safe environment • Light clothing on test day

31. Assessment Protocol • If a student has missing data, the answer document should indicate whether there is partial data or if the student was not tested. One of the following reasons should be selected: • Absent on test day and all make up sessions • Waiver granted by State Board of Education • IEP/Special Needs • Extraordinary circumstances • Medical excuse

32. The Fitness Assessment Protocol 4. Tracking Activity Class time to work on their goals, promote regular physical activity habits, promote FUN fitness activity 5. Reassessment Periodic assessment Evaluate plan, is it working? 6. Revision Reflect, revise or refine • Instruction-Concepts & Tests Why is it important? What does it measure? How to administer? How to practice? 2.Assessment-Fitness Allow students to test one another if possible and self assess. 3. Planning Program Evaluate results, interpret results, assist students to set goals and create improvement plan Methods to use in developing each area

33. Importance of quality assessment

34. Website Physical Education Programs http://achieve.lausd.net/pe Teachers • CA Standards (Formerly Common Core SS) sample lessons • Scope and Sequence • Instructional Guide- Sample Units and Lessons Resources - Elementary • Elementary Physical Education Monitoring - CAL 200 Forms (writeable format) • Sample Bell Schedules • Bulletins • Curriculum Grants • PETIP Application • Marathon Kids Program

35. Post test • Good luck • Survey http://bitly.com/phed1024 • Don’t forget to sign out

36. Contact Information Physical Education Programs Office: Dr. Janice Collins, Administrator Janice.Collins@lausd.net (213) 241- 4134 Chad Fenwick, Physical Education Advisor Chad.Fenwick@lausd.net (213) 241 – 4556 Adriana Valenzuela, Physical Education Advisor Adriana.Valenzuela@lausd.net (213) 241- 2575