TEACHING INSTRUCTIONAL
MODELS IN STANDARDS BASED
PHYSICAL EDUCATION
Don Cain, Ph.D
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WELCOME!
Program Improvement in Physical
Education (PIPEline) Workshop
 NASPE
Overview
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Introductions and Expectations,
pg. 7
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How would you describe your current physical
education program?
What do you know about the following Instructional
Models?
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Sport Education
Tactical Approach to Teaching Games
Teaching Personal and Social Responsibility
What previous experience have you had (if any) using
the following Instructional Models?
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Sport Education
Tactical Approach to Teaching Games
Teaching Personal and Social Responsibility
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Workshop Agenda
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Describe Your Current Program
Introduction to the Models
TPSR Demonstration Lessons
Tactical Approach Demonstration Lessons
A Mini Sport Education Season
Plan for the Future
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WORKSHOP OUTCOMES
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This workshop will provide:
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Information to teach instructional models in
standards-based education
An overview of three instructional models
Opportunities to examine three instructional
models that are part of best practices in K-12
physical education
A variety of teaching and organizational tips to
help you implement the instructional models in
your PE curriculum
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WORKSHOP OUTCOMES
contd.
5)
6)
Sample assessment tools and ideas
about infusing assessment into
instruction
Offer ideas for initiating effective and
meaningful change.
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New NASPE National Standards for Physical Education pg. 9
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Standard 1 The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.
Standard 2 The physically literate individual applies knowledge
of concepts, principles, strategies and tactics related to
movement and performance.
Standard 3 The physically literate individual demonstrates the
knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness.
Standard 4 The physically literate individual exhibits responsible
personal and social behavior that respects self and others.
Standard 5 The physically literate individual recognizes the value
of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
http://www.aahperd.org/about/announcements/new-national-standards.cfm
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AAHPERD
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New Vision: Healthy People – Physically
Educated and Physically Active!"
Our New Mission is: "To advance professional
practice and promote research related to health
and physical education, physical activity, dance
and sport."
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National Association for Sport and Physical
Education (NASPE)
recommends that schools provide
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150 minutes per week of instructional physical
education for elementary school students, and
225 minutes per week for middle and high
school students for the entire school year.
NASPE is an association of the American
Alliance for Health, Physical Education,
Recreation and Dance.
http://www.aahperd.org/naspe/publications/S
hapeofthenation.cfm
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Standards Based Curriculum
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Quick read pg. 10-13 the definitions of
curriculum and instructional models.
We will be working with these instructional
models in today’s workshop.
Personal and Social Responsibility
 Teaching Games for Understanding
 Sport Education
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Models Featured, pg. 14-15
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TPSR
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TGFU
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Teaching tactics and strategies to be successful
during game play
Sport Ed.
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Ability to take responsibility for their actions and
behaviors both in and outside of class
Provide authentic, educationally rich sport
experiences.
Pg. 16-models for grades 3-5
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The Personal and
Social Responsibility
Model
Origins
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Created by Don Hellison
Rooted in practical work with troubled youth
Over 30 years of curriculum development
Widely practiced in US and abroad
Considered exemplary model for working with
troubled youth in PE, sport camps, extended
day programs, etc.
Values
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Respect students strengths and struggles
Create a physically and psychologically safe
learning environment
Recognize students’ capacity for making
decisions and taking on responsibility
Empower students
Levels of Responsibility
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Respect the rights and feelings of others
Effort and participation
Self direction
Leadership
Transfer “outside the gym”
Class format
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Awareness talk
Activity
Group meeting
Reflection time
Practical Inquiry, Examples of my
own curriculum development
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Implemented in Elementary, Middle, and High
School
At risk students in high school
Applied to children with disabilities
10 years of application
Developed applications throughout lessons
Results of Research Studies
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Positive attitudes and motivation among
students
Caring environment and connection to real life
is valuable to students
Improvement in responsible behavior in
programs
Students can see relevance to other settings
Limited changes in other settings
Next Steps
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Compare impact to ‘business as usual’
Behavior in program
 Caring learning environment
 Attitudes and motivation
 Responsible behavior in the program
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Transfer to school setting
positive conduct
 Attentance/tardiness
 GPA?
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TPSR
Student Qualities
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All students have strengths
Each student is an individual
Each student knows things the teacher does not
and each student has a voice
All students have the capacity to make good
decisions
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TPSR - What Does it Look Like?
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Awareness
Goal Setting and Practice
Reflection
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Personal and Social
Responsibility
LEVELS AND EXPECTATIONS
Level 5
OUTSIDE THE GYM (THE ULTIMATE
GOAL)
Level 4
CARING
Level 3
SELF DIRECTED
Level 2
PARTICIPATION
Level 1
RESPECT
Level O
IRRESPONSIBILITY
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LESSON FORMAT
GENERAL STRATEGIES
SAMPLE
STRATEGIES
1. AWARENESS
TALK
Awareness
Teach the levels
2. LESSON
Direct Instruction
All-touch rule (I)
Reciprocal teaching (IV)
Individual decision-making “No plan no play (IV)
Teacher-directed option (I)
Task difficulty choices (II)
Level III time (III)
Coaching roles (IV)
Group decision-making
NBA time out (I, V)
Emergency plan (I)
Talking bench (I)
3. GROUP MEETING
Group decision-making
Program evaluation
Problem-solving
4. REFLECTION
TIME
Individual decisionmaking
Self-evaluation
(COUNSELING TIME: One to one check in, negotiation, personal plans)
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Dividing the Class
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Three separate playing areas
Professional players: Serious about outcome
 Semi Pro: competitive but not serious
 Recreation players: Just want to have fun and don’t
care about outcome
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Lesson #1
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Lesson Objectives:
Students will understand the object and basic rules of the game.
Students will participate in a modified version of Ultimate for assessment of
entry skills.
Students will understand the goals of the different levels in TPSR.
Learning Activities:
Teacher introduces the goals and levels of TPSR with a poster and/or
handout as visual aid.
Teacher and students brainstorm examples of behaviors at each of the levels.
Students play 3 v 3 games of ‘keep away’ (with a specific number of passes
completed counting as a ‘goal’). Teacher stops play periodically to discuss the
strategies that seem to be working.
Closure & Reflection:
Teacher and students discuss the levels experienced and observed during
game play and the impact of those levels on the students’ playing experiences.
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Teacher and students discuss the goals of the lesson and students set individual
TPSR goals.
Students practice throwing and catching the disc using the following techniques:
Backhand throw
Sandwich or Pancake catch.
Students practice in groups of 4 – two students throwing, two students observing.
Students play a 4 v 4 keep away game (with a specific number of passes completed
counting as a ‘goal’).
Closure & Reflection:
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and catching a disc using the ‘Sandwich’ catch.
Students will understand the impact their levels of responsibility can have on their
and their classmates’ learning.
Students will be successful at throwing and catching a disc.
Learning Activities:
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Lesson
#2
Students will understand the techniques for throwing a disc (frisbee) backhand
Lesson Objectives:
Students describe strategies that helped them throw and catch the disc
successfully.
Students reflect on the TPSR goals achieved during the lesson.
Using observation checklist puts observers at level 4
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Lesson #3
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Play Ultimate games of 3v3 within your teams
using foam ball instead of the discs
Four consecutive throws and catches without
dropping scores one point.
Cannot take any steps with ball
Stay within playing area
No touching
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Debrief the 3 Lessons
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Everyone complete page 29 and 21
Talk about the levels that were accessible during
each of the lessons.
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For example the peer observation lesson put
students at level 4 by virtue of the activities in the
lesson
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Complete on pg. 21
Level
Traditional Physical
Education Cla ss
1
Respect
May or may not participate
in class activities but does
not interfere with othersÕ
rights to participate and
learn.
2
Participation
Participates willingly in
class activities Š essentially,
does what is expected
without complaining.
3
Is able to wo rk without
Self-direction direct supervision,
identifies what he/she
needs to do to improve, sets
personal goals that go
beyond what is minimally
expected.
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Caring
This Workshop
Participants evaluate the
information presented
during the workshop and
plan to apply to their
teaching situationsÉ
asking questions as
appropriate.
Shows concern for and
encourages others, helps
classmates without
prompting.
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TPSR Resource
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Tactical Lesson Format
Initial Game
(situation-based)
Question/ Answer
(tactical problem, decision-making, & rules)
Practice Task
(on-the-ball skills & off-the-ball movements)
Final Game
(put it all together)
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Tactical Games
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Speed Ball, pg. 34: an invasion game that combines the
skills used in basketball, football, and soccer.
Traditionally played outdoors but can be modified for
indoors on a basketball court.
11 players on a team move the ball down field and
score a goal by kicking into soccer goal, drop kick
through goal posts or passed into the end zone. Basket
is replaced indoors. Or taken out.
Our purpose today is sticking with basketball/football
passing skills and soccer skills with dribbling and
passing with feet with endline or modified soccer goal.
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Tactical Games
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Team Handball is another invasion game played
indoors
Combination of basketball, football, soccer
Two steps with ball must dribble or pass
Goals are scored by throwing into net similar to
soccer
Refer to handout
Assessment on pg. 50-51
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By Stephen A. Mitchell, Judith L. Oslin, & Linda L. Griffin
Published 2006, Human Kinetics
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Sport Education
Pickleball
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Sport Education Objectives, pg.55
1. “Develop sport specific
techniques and fitness.”
2. “ Appreciate & be able to
execute sport-specific play.”
3. “ Participate at developmentally
appropriate level.”
4. “Share planning &
administration of sport
experiences.”
5. “Work effectively within a
group toward a common
goal.”
6. “Appreciate the rituals &
conventions that give sports
their unique meanings.”
7. “Develop the capacity to make
reasoned decisions about sport
concerns.”
8. “Develop & apply knowledge
about umpiring, refereeing, and
training.”
9. “Become involved in sport after
school.”
(Siedentop et al., 2004, p.8-12)
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Features of SE Model, pg. 57
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Seasons: - we will have a __ minute pre-season, __ minute regular
season, and a __ minute, post-season culminating event
Team Affiliation and Differentiated roles – You have been working
with your team all morning, time to select a Captain, Manager,
Statistician… (see role descriptions)
Formal Competition – will occur during the ‘regular season’ and
‘culminating event’
Record Keeping – Statistician will keep the total points awarded their
team (see score sheets)
Festivity – Each team should select a motto/cheer – Captain’s
Responsibility
Culminating event – by the last games of the play-offs, each team
should select who will receive the following awards: Best Sport, Hustle,
MVP (need awards- from manual)
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Roles, Season, and Selection, pg. 59
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Teacher Roles
Student Roles, pg. 61-62
Season Length
Selection of Coaches and Teams, pg. 60, 64
Contracts, pg. 64, 65, 66
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What is the most effective way to
organize teams?
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Preseason allocation of students to teams by the
teacher
Preseason allocation of students to teams by the
teacher and students
Skill challenges (volleyball)
Small tournaments (racket sports)
Student selection committee using a rating scale
Draft system
* Coaches conduct a blind a draft
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Differentiated Roles for Today’s
Workshop, pg. 62
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Captain
Coach
Manager
Statistician
Publicist
Sport Board Representative
Teams of 6 and complete page 61
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Point Earning System, pg. 82
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Head Festival Officials will collect points from
teams’ statisticians.
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Team:
Ready for Day: 1 point, entire team ready to warm-up on
whistle blast
 Fair Play: 2 points fair play, support, encouragement
 Competition: Winning team receives 2 points, tying 1
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Individual:
Performance: earn points for skill performance
 Role Responsibility: 0-3 for members performing roles
 Team player: 0-3 for displaying appropriate team behavior
 On Task: 0-3 for being on Task.
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Assessments
(earning additional points)
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Assessment #1, Ball Handling, Conduct lesson
and assessment on page 98
Assessment #2, Game performance, pg. 101
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SE Pickleball Season
Awards & Recognition
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Refer to page 104
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Getting Started
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Refer to page 58 and complete.
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How do I implement a new model in
my program? Pg.145
1. Start Small
2. Keep a Goal in Mind
3. Go with your best class… or your worst
4. Expect Resistance
5. Go with Your Strengths
6. Emphasize 2 or 3 Features at the Outset
7. Find a Colleague who is Interested
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Develop an Action Plan, pg.146
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Review what you’ve learned at this workshop
about:
Teaching Personal & Social Responsibility
 Tactical Approach to Teaching Games
 Sport Education
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Identify where you will try one or more of these
models (specific class and unit of instruction)
List the preparations needed before
implementing
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Conclusion
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Questions, comments, and complete
evaluation
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