Transcript Lacy - Meas. and Eval. to Promote Activity

USING MEASUREMENT AND
EVALUATION TO PROMOTE
PHYSICAL ACTIVITY
Alan C. Lacy, Senior Associate
Dean
College of Applied Science and
Technology
Relationship Between Physical
Activity and Physical Fitness
Physical activity is body movement that is
produced by the contraction of skeletal
muscle and substantially increases energy
expenditure.
Physical fitness is the product of physical
activity that includes sets of attributes that
people have or achieve relating to their ability
to perform physical activity.
(USDHHS, 1996)
Process Versus Product
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Process of physical activity
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Product of physical fitness
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Skill related physical fitness
Health related physical fitness
Product of skill proficiency
Plan the Work, Work the Plan
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Construction projects
Travel plans
Writing projects
Teaching
Planning the Work
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Formulate program standards.
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Plan the curriculum.
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Develop unit outcomes and
performance-based objectives.
NASPE Standards*
Standard 1: Demonstrates competency in
motor skills and movement patterns needed
to perform a variety of physical activities.
Standard 2: Demonstrates understanding of
movement concepts, principles, strategies,
and tactics as they apply to the learning and
performance of physical activities.
*From Moving into the Future: National Physical Education
Standards (2nd ed.) (2004) published by National Association for
Sport and Physical Education.
NASPE Standards* (con.)
Standard 3: Participates regularly in physical
activity.
Standard 4: Achieves and maintains a healthenhancing level of physical fitness.
*From Moving into the Future: National Physical Education
Standards (2nd ed.) (2004) published by National Association for
Sport and Physical Education.
NASPE Standards* (con.)
Standard 5: Exhibits responsible personal and
social behavior that respects self and others
in physical activity settings.
Standard 6: Values physical activity for
health, enjoyment, challenge, self-expression,
and and/or social interaction.
*From Moving into the Future: National Physical Education
Standards (2nd ed.) (2004) published by National Association for
Sport and Physical Education.
Promoting Physical Activity in
Each Learning Domain
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PSYCHOMOTOR
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COGNITIVE
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Standard 2
HEALTH-RELATED PHYSICAL FITNESS
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Standard 1
Standards 3 and 4
AFFECTIVE
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Standards 5 and 6
Working the Plan
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Effectively deliver the program.
Teach to the standards.
Promote activity in every domain.
Use appropriate assessments.
Psychomotor Domain (1)
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Teach skills to encourage “approach
tendency” to physical activity.
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Offer curricular offerings in which students
can feel successful.
Utilize variety of assessments to provide
feedback and motivation.
Avoid overemphasis on competition.
Health-Related Physical
Fitness Domain (3, 4)
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Emphasis on Process of Activity
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Use criterion-referenced standards
Avoid concluding low fitness scores mean
that a student is inactive.
Work with students assess and encourage
activity patterns outside of school
Employ self-testing procedures in addition
to more formal testing
Cognitive Domain (2)
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Encourage clear understanding of
relationship of health fitness and
physical activity.
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Concepts of health fitness
Personal workout plans
Rules and strategies of sports
Techniques of various activities
Affective Domain (5, 6)
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Create appropriate atmosphere for
learning and enjoyment in class.
Consider student input on activities.
Encourage students to express feelings
about various activities.
Recognize linkage of meeting affective
goals with success in other domains.
Assessment Guidelines
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Base evaluation on clearly defined
educational objectives.
Integrate assessment activities into the
instructional process
Use fitness scores to help students set
personal goals and check progress.
Assessment Guidelines (con.)
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Use results of assessment to inform
curricular and pedagogical decisions.
Base grading on student achievement
of objectives.
Employ continuous, formative
assessment.
Use wide variety of assessment
techniques.
Wide Variety of Assessments
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Skills tests
Homework
Written tests
Fitnessgram
Activitygram
HR monitors
Pedometers
Activity logs
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Peer evaluations
Teacher observation
Self evaluations
Interest inventories
Attitudinal surveys
Journals
Group projects
Video Analysis
Case Study – Middle School*
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Daily 55-minute classes
35 coed students
Curriculum has 3-week units
Small weight room, gym, ample field space
4 physical education instructors
*From Lacy, Alan. (2011) Measurement and Evaluation
in Physical Education and Exercise Science. Sixth
Edition. San Francisco: Benjamin Cummings.
Conclusion
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The overarching goal of promoting physically
active lifestyles should permeate everything
that is taught in physical education.
Aligning program standards, curricular plans,
pedagogical decisions, and assessment
activities is crucial to meeting this goal.