Transcript Considerations for the Multi

Multi-activity Model
Reminder Before Beginning:
How do we encourage lifetime activity?
Three general strategies. What are they?
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Introduction to a variety of activities
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I remember that, it was cool
Allow student choice in high school
Develop skill proficiency
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Ya, I’m pretty good at that
Naturally people gravitate to activities they are good at.
Enjoyment
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That was fun
Definition of the Multi-Activity Model
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Teaching one activity unit and then another
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Unit length varies greatly
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Often the weakest curriculum model used in
schools today
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Ranges from 4-10 lessons
Why?
Typically used in middle and high school
Can be used in combination with other models:
elective, fitness, adventure, etc. However, it is
most commonly associated with sports and
activities (lacrosse, soccer…)
Optimizing (getting the most out of)
the Multi-Activity Model
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Important consideration is the first unit taught in
a school year after the day 1 orientation.
Schools of though:
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Start with a cooperative or adventure unit to build
class cohesion and promote group growth
Start with fitness testing to gauge improvement over
the year
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Disadvantage: Not the most captivating way to start, students
are inside during limited warmer weather days
Start with a regular unit
Optimizing the Multi-Activity Model
Organizing units of instruction - 3 methods
1.
Organize the sequence in categories of related activities.
Typical categories include:
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This promotes connections between related sports and helps the
organization of units seem less fragmented
Season – activity units may parallel school interscholastic
sports to promote connections, excitement, and attendance
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3.
Invasion: soccer, basketball…
Net/wall: pickleball, volleyball…
Cooperative/adventure: climbing, nitro crossing…
Dance/group exercise: line, aerobics…
Individual activities/target: golf, archery, fitness, swimming…
Striking/fielding: softball…
Disadvantage: many of the activities you want to teach may not
offered via athletics, promotes concept of PE as just sports
No organization – haphazard presentation of units based
solely on teacher preferences and facility/equipment
considerations
Optimizing the Multi-Activity Model
1.
Organization
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Have a justification or system for offering the units
when you do. Don’t just keep offering random units,
sequence them in a way which helps ascribe
meaning/connections and promote learning.
Other methods – see the textbook if interested:
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Skill themes - like elementary school
Concept oriented
Affective
Optimizing the Multi-Activity Model
2.
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Teach regular units with a minimum of 6 lessons. Why do
some teachers use fewer?
Teachers perceive students get bored and become more
off-task
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The REAL reasons for the boredom and misbehavior are:
Skills are the same year after year
Activities are the same year after year
Lack of assessments which hold students accountable for learning
and engagement
Not enough student choice of activity
Too much competition within the activities
Teachers lack the content knowledge to teach basic skills
or slightly beyond that. Remember, as professionals, you
must be able to teach more than just the basics. If you
cannot, THEN LEARN to do so.
Optimizing the Multi-Activity Model
3. Repetition
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Revisit concepts at least two times throughout the school
year. Learning is a use-it or lose-it proposition. Too often,
physical educators teach skills such as the basketball layup in 6th grade and don’t review the concept again until the
basketball unit in 7th grade one year later. This is a major
reason why student skill levels are not improving!
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Could you imagine trying to remember this lecture one year
later without any review. No, yet we often require our students
to do just that.
Instead – periodically throughout the school year, teach the
same activity (review and new instruction) or have
recreational/elective days where students can practice and
refresh their skills.
Optimizing the Multi-Activity Model
4. General error among teachers is too much
breadth and not enough depth
 Don’t try and cover too much (mile wide and inch deep)
5. Align middle and high school units to reduce
repetition of the same skills and activities
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The middle and high schools should collaborate so
where one leaves off, the other can begin.
6. Assess student skill level (either improvement,
technique, or performance)
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Measures learning, improves accountability, improves
behavior, improves status of profession, many others
Optimizing the Multi-Activity Model
7. Levels of Game Play
Brain Primer
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You are teaching a 6 lesson volleyball unit in the 7th
grade, what would your instructional focus be on each
day?
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Day 1 –
Day 2 –
Day 3 –
Day 4 –
Day 5 –
Day 6 –
Levels of Game Play
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The levels of game play are designed to give students the
requisite skills to successfully participate in a regulation content
of a traditional sport. Too often, physical educators teach level
1 skills followed by the level 5 activity where students do not
have the intermediate competencies to succeed. Instead, USE
ALL LEVELS when teaching a traditional sport.
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Level 1 - Discrete skills such as the bump, set, serve, and spike.
Level two - Combinations of skills such as forearm pass and set, set
and spike, serve and bump, three or more hits
Level three - Strategy concepts such as hitting to open spaces,
serve receive patters, returning to home base, and communication
Level four – Small sided games such as 3 on 3 bumping only, 2 on
2 regulation allowing the ball to bounce, etc
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Appropriate level of challenge for each game or group
Level five - Playing the regulation game (6 on 6 VB)
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Often not necessary b/c reduce opportunities to respond, activity time,
and ultimately learning (prime example, 11 on 11 soccer)
Levels of Game Play
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Designing units around the 5 levels promotes better acquisition
of the range of skills encompasses in activities and is an
absolutely essential part of proper instruction.
 How many times have you seen a volleyball game where one
student serves ten times in a row? Why is this the case
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You should prevent this anyway by having a limit of 3 in a row
Answer: Students do not have the intermediate skills, in this case
a combination of serve and receive (bump/forearm pass)
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To get an advanced score on your BEST portfolio (submitted to state
in 2nd year of teaching), you must use various levels
Your Turn
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Pick an activity
Pick a grade
Create a block plan for grades 6-8
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DO NOT spend five days with
boring discrete drills followed by
the whole game. PE should be
FUN from the first lesson to the
last. Teach discrete skills,
combinations of skills, and
strategy with a mixture of drills
and small-sided games. Then,
if appropriate, play the full
game. Endeavor to make
EVERY lesson engaging and
fun.