Transcript Organizational Framework Step 5 Top-Down  It is important to start with the number of instructional days in a year and work backwards  There are a.

Organizational Framework
Step 5
Top-Down
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It is important to start with the number of
instructional days in a year and work
backwards
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There are a couple of troublesome tendencies
among PE teachers
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1. Underestimate the amount of time needed to become
competent in an activity
2. The amount of activities that can be realistically
taught during a school year
Avoid ONLY creating a list of standards of
objectives, such curriculums are not useful day
to day
Considerations: Where place a unit
in the school year
1. Schedule,
• Conventional v. Block
• Quarters/Trimesters/Semesters
2.Season/weather conditions
3.Availability of equipment and facilities
4.Holiday/community events
5.Groupings of activities
• Net, invasion, aquatic, etc
Instructional Repetition
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I’ve heard many teachers complain that their
students’ skill levels are not getting any
better.
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Who is at fault?
What may be some of the causes?
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List them below
Instructional Repetition
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Promoting skill improvement
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Assessment (aka accountability)
Repetition
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Learning is a use it or lose it proposition
Avoid teaching an activity (football for example) in the
fall and not teaching it again until next fall. Instead,
periodically revisit activities if you want students to retain
learning. This will mean teaching fewer activities but
teaching them better.
Levels of game play
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Explain later
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 – 3 on 3 bumping only, 2 on 2 regulation allowing the
ball to bounce, etc
Level five - Playing the regulation game (6 on 6 VB)
Using Levels
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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.
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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