Western Michigan University Physical Education Teacher/Coach Program

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Western Michigan UniversityPhysical
Education Teacher/Coach Program

• Michigan Department of Education
• Physical Education Framework

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Plan or Chance?
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Module Outcomes

• Introduce the Mission/Vision for the Michigan
  Department of Education (MDE) Physical Education
  Content Standards and Benchmarks
• Introduce Michigans six Physical Education
  Content Standards
• Introduce the four curricular strands associated
  with the standards

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• Articulation among vision/standards and strands
• Identify the domains included in the MDE
  Framework
• Identify the components of the Teaching Games
  for Understanding (TGFU) System

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Pertinent Documents

• Content Standards and Benchmarks
• http//www.michigan.gov/documents/mde/PE_Stnds.Ben
  ch_FINAL_2.14.07_246701_7.pdf
• Grade Level Content Expectations
• http//www.michigan.gov/mde/0,4615,7-140-28753_386
  84_29234-162275--,00.html
• Michigan Merit Curriculum Expectations
• http//www.michigan.gov/documents/mde/NewMMCPE9-5-
  2007_213954_7.pdf

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www.michigan.gov/physed

• GLCE By the Grade Content expectation documents
  for each grade K-8
• By grade, documents containing what students
  should know and be able to do at the end of each
  grade.
• GLCE Across the Grades K-8 Scope and Sequence
  Documents
• Motor Skills and Movement Patterns
• Content Knowledge
• Fitness and Physical Activity
• Personal and Social Behaviors and Values
• MMCE Guidelines High School Expectations

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MDE Vision Physical Education

• Physical Education is a sequential,
  developmentally appropriate educational program
  that provides students with the knowledge,
  skills, fitness and attitudes necessary to lead a
  healthy (active) lifestyle.
• From Content Standard and Benchmarks

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Mission

• Pursuit of a healthy,
• active lifestyle

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TOOLS / SKILLS NEEDED
COGNITIVE SKILLS

• MOTOR SKILLS

PERSONAL-SOCIAL SKILLS

• FITNESS SKILLS

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Theory Base

• What will guide the selection of content
  provided to students?
• What does developmentally appropriate mean?
• Motor Development---- HPHE 2400

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Definition Motor Development
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Standards Benchmarks

• PE Content Standards and Benchmarks (2007)
• Six physical education content standards.
• Benchmarks include more detailed learning
  objectives for
• Early Elementary K-2
• Later Elementary 3-5
• Middle School 6-8
• High School 9-12

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Michigan Physical educationContent Standards

• Standard 1 Demonstrate motor competency
• Standard 2 Demonstrate understanding of movement
  concepts, principles, strategies, and tactics.
• Standard 3 Participate regularly in lifelong
  physical activity.
• Standard 4 Achieve and maintain a
  health-enhancing fitness.
• Standard 5 Exhibit responsible personal and
  social behavior
• Standard 6 Value physical activity for health,
  enjoyment, challenge, self-expression and/or
  social interaction.

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Strands

• Strand 1 Motor Skills and Movement Patterns (M)
• Strand 2 Content Knowledge (K)
• Strand 3 Fitness and Physical Activity (A)
• Strand 4 Personal/Social Behaviors and Values
  (B)

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Articulating Standards and Strands
PE content in standards was organized into
strands for use within the GLCEs
Standard Strand
1 Movement Concepts Motor Skills
2 Cognitive Concepts
3 4 Physical Activity Physical Fitness
5 6 Personal Social Skills
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REVIEW

• Mission?
• Tools Needed?
• Number of Standards?
• Number of Strands?
• Relationship Standards/Strands?

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Physical Education Domains

• Strands
• Motor Skills/Movement Patterns
• Content Knowledge
• Fitness and Physical Activity
• Behaviors/Values

• Domains (Content Categories)
• Motor Skills
• Movement Concepts
• Outdoor Pursuits
• Target Games
• Invasion Games
• Net/Wall Games
• Striking/Fielding Games
• Rhythmic Activities
• Aquatics
• Fitness

Each strand is broken down into domains
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Strand 1 Motor Skills Movement Patterns
Domains (Categories)

• Movement Concepts (MC)
• -Space Awareness
• -Effort
• -Relationships

• Motor Skills (MS)
• -Non-locomotor
• -Locomotor
• -Manipulative
• -Aquatic

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Strand 1 Motor Skills Movement Patterns
Domains (Categories)

• Target Games (TG)
• Invasion Games (IG)
• Net/Wall Games (NG)
• Field/Run Games (FG)

• Aquatics (AQ)
• Outdoor Pursuits (OP)
• Rhythmic Activities (RA)

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How the GLCEs and MMCE are Organized
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Common Content

• Motor Skills
• Movement Concepts
• Fitness
• Rhythmic Activities (Dance)
• Aquatics

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Game ClassificationsTeaching Games for
Understanding
Invasion Net/Wall Striking/Fielding Target
Basketball Netball Team handball Water polo Soccer Hockey Lacrosse Speedball Rugby Football Ultimate Frisbee Net Badminton Tennis Table tennis Pickleball Volleyball Wall Racquetball Squash Handball Baseball Softball Rounders Cricket Kickball Golf Croquet Bowling Lawn Bowling Pool Billiards Snooker
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Invasion Games
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Invasion Games
Purpose of Game Invade opponents (defenders) area to score a goal while simultaneously protecting own goal
Concepts and Skills Keeping possession/getting possession passing, receiving, traveling, dodging, guarding, footwork, changing speed, accuracy
Roles of Players Goalkeeper, defensive and offensive player
Playing Area Shared by all players rectangular marked by zones
Offensive Strategies Creating space, moving ball/puck to designated areas, transition from offense to defense, organization of players
Defensive Strategies Elimination of space, intercepting ball/puck, guarding/marking opponents, elimination of options
Examples of Games Basketball, field/ice hockey, football, lacrosse, soccer, team handball, water polo, speedball, ultimate frisbee
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Net/Wall Game
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NET / WALL Games
Purpose of Game Send ball to opponents court so that it cannot be returned through forced error or failure to defend area. Ball held ONLY during service.
Concepts and Skills Striking, volleying, serving, receiving, footwork, trajectory, force, direction, angles, transition (off/def), opponent position (target area)
Roles of Players All players require the same skills as they rotate positions
Playing Area Area is divided by a net or wall Net gamers have separate areas/wall gamers share area
Offensive Strategies Place ball away from opponent(s), place ball close to boundaries, volley position at net/wall
Defensive Strategies Return ball keeping inbounds, diverting ball from intended target, anticipating intended target
Examples of Games Badminton, pickleball, tennis, table tennis, volleyball, racquetball, paddleball, squash
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Striking/Fielding
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Striking / Fielding Games
Purpose of Game Place ball away from fielders in order to run bases and score more runs than opponent
Concepts and Skills Placement of ball in field, striking, catching, throwing, running, footwork, base/area coverage, body positioning, anticipation, placement of pitch
Roles of Players Specific roles for defensive players (pitcher, catcher, infield, outfield)/batting order
Playing Area Area is specifically marked, a running track is designated, common use according to role
Offensive Strategies Placement of ball according to runner position, base-running (tagging up, advancement)
Defensive Strategies Holding players on base, forcing outs at bases through efficient coverage, double-plays, relay throws
Examples of Games Baseball, softball, cricket, kickball, rounders
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Target Games
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Target Games
Purpose of Game To send an object to make contact with a specific, stationary target using fewer attempts than an opponent
Concepts and Skills Throw with accuracy, strike (drive, chip, putt) with specific implements, force, trajectory, direction, impact surfaces
Roles of Players Same skills required of all players
Playing Area Playing surfaces are shared Players take turns Specific areas are marked for use by all participants
Offensive Strategies Throwing or hitting to a target, avoiding obstacles, implement selection, using fewest throws or strokes to reach target
Defensive Strategies No defensive strategies
Examples of Games Archery, bowling, croquet, curling, golf, BAGS, pool, disc golf,
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Inclusive List Content Categories

• Movement Concepts undergirds ALL motor skills
• Motor Skills
• Rhythmic Activities
• Aquatics
• Outdoor Pursuits
• Fitness undergirds ALL game categories
• Invasion Games
• Striking/Fielding Games
• Net/Wall Games
• Target Games

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WMU Curriculum Revised Courses

• HPHE 1610- Skills and Instruction Invasion Games
• HPHE 1620- Skills and Instruction Net/Wall Games
• HPHE 1630- Skills and Instruction
  Target/Striking/Fielding Games
• HPHE 1640- Skills and Instruction Rhythmic
  Activities
• HPHE 1650- Skills and Instruction Fitness
  Activities
• HPHE 2480- Skills and Instruction Aquatics
• PEGN 3500- Water Safety Instruction

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• Common
• Document
• for
• GLCE
• MMCE

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Guiding Documents for Content Selection

• MMCE High School

• GLCE K-8

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5th Grade Physical Education Grade Level
Content Expectations
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Strands
http//www.michigan.gov/documents/mde/5-PE2_213950
_7.pdf
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Domain
STRAND
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Reading K-8 MDE GLCE

• Strand - Domain - Grade Level - Expectation
• M - Motor Skill/Movement Pattern Strand
• MS Motor Skill
• 05 - Fifth Grade
• 5- Fifth Expectation in Motor Skills

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Reading the GLCE SKill

• Teaching the Skill
• M.MS.05.05 demonstrate selected elements of the
  mature form of the manipulative skills of chest
  pass, bounce pass, hand dribble, volley (e.g.,
  forearm pass, overhead set), and punt in isolated
  settings.
• Teaching Drills and Games
• M.NG.05.01 demonstrate selected solutions to
  tactical problems, such as maintaining a rally,
  setting up an attack, (e.g., opening up to
  teammates), and defending space (e.g., returning
  to base) during modified, cooperative net/wall
  games.

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Reading the GLCE knowledge

• Teaching the Skill
• K.MS.05.04 apply knowledge of the critical
  elements of movement concepts while performing
  selected manipulative skills catch, kick, foot
  dribble, strike with an implement and with the
  hand, chest pass, bounce pass, hand dribble,
  volley, overhead pass, and punt in isolated
  settings.
• Teaching Drills and Games
• K.NG.05.01 identify tactical problems, such as
  maintaining a rally, setting up an attack (e.g.,
  opening up to teammates), and defending space
  (e.g., returning to base) during modified,
  cooperative net/wall games.

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Reading the GLCE

• Movement Preparation/Fitness Skills

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Reading the GLCE

• Knowledge of Fitness Activities

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Reading the GLCE

• Class Rules
• B.PS.05.01 exhibit selected behaviors which
  exemplify each of the personal/social character
  traits of responsibility, best effort,
  cooperation, and compassion in controlled
  settings.

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MMC
Michigan Merit Curriculum Physical
Education Credit Guidelines (9-12)
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Michigan Merit Curriculum Expectations (MMCE)

• Required course for graduation
• Organized by module instead of strands
• All four strands included in each module
• Strand 1 Motor Skills Movement Patterns (M)
• Strand 2 Content Knowledge (K)
• Strand 3 Fitness and Physical Activity (A)
• Strand 4 Personal/Social Behaviors and Values
  (B)

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Fitness Module Example

• A- Strand
• 3- Standard
• HR- Domain
• 2- Expectation in this domain

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Fitness Module Example
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Target Games Module

• M----Which strand?
• 1- What does this represent?
• TG- What term should be used?
• 2- What does this number represent?

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Review

• What is the common document that serves as basis
  for physical education
• mission, vision and assessment?
• How many standards are there?
• How many strands?
• What does GLCE mean?
• On what grade levels do GLCE focus?
• What is the difference between GLCE and MMCE?
• What does the term domain mean?
• TGFU refers to..
• What does M.MS.04.01 mean?

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Final Thoughts!