Annual
Assessment
Report
Physical Education BS, Secondary Education
Certification
Timothy Hanrahan, PhD Assistant Professor, Physical Education
Program Mission: The physical education major is designed to prepare students for the
role of teaching physical education in the elementary and/or secondary school setting.
Students take courses in the physical education major, as well as courses in the education
department. Students must complete their student teaching requirements, as well as pass
the State of Missouri’s teacher certification tests

Annual Assessment Report
Program Profile
2012-2013
Majors (on campus)
Majors (off campus)
Concentrations (Add Rows
if needed)
Full Time Faculty
28
NA
2013-2014
31
NA
1
Part Time Faculty
Combine all major students. If your discipline has a secondary education certification component, you
will need to indicate that in the title of this report unless you are submitting a separate report for the
education component.
*If your discipline is a major with one or multiple concentrations, that information needs to be
included as separate content. Report the number of declared students by concentration and each
concentration will need a separate assessment section.
Program Delivery (HLC 3A3)
Traditional on-campus: Yes
Online Program 2 classes
Evening Cohort 1 class
Analysis:
Goals are always to increase numbers, but we are satisfied with making sure that we do not lose
numbers. Most students know from the time they are freshmen that they want to become
teachers. Right now, it is difficult to track the Secondary Education majors from Freshman year
onward because students need to declare only one major, and Secondary students see
themselves as subject area majors first. In general, our numbers in Secondary Education have
stayed the same for the last 3 years. We lose a couple of students from Freshman year to Senior
year because they are unable to pass the general education and/or culminating pedagogy
assessment required by the Missouri Department of Elementary and Secondary Education. The
actual time to degree fits and are reflects the program’s expected and advertised time although
expert advising is needed in the case of transfer students. Beginning next academic year, new

certification requirements as required by Missouri DESE will go into place. This will require
expert advising of all Secondary certification students.
Outside Accreditation:
All Education certification programs are accredited by the Missouri Department of Elementary
and Secondary Education. Data uploads are required yearly.
Program Objectives:
Objective 1. Content knowledge and perspectives aligned with appropriate instruction.
Objective 2. Understanding and encouraging student learning, growth, and development.
Objective 3. Implementing the curriculum.
Objective 4. Teach critical thinking.
Objective 5. Creating a positive classroom learning environment.
Objective 6. Utilizing effective communication.
Objective 7. Use of student assessment data to analyze and modify instruction.
Objective 8. Professional practice.
Objective 9. Professional collaboration.

Program Objectives Matrix (from most recent Assessment Plan)
Obj. 1
Obj. 2
Obj. 3
EDU201
Obj. 4
Obj. 5
Obj. 6
Obj. 7
Obj. 8
IR
EDU211
IRMA
EDU231
R
EDU250
R
I
EDU291
I
I
EDU292
I
I
EDU392
IR
EDU422
IRMA
EDU453
IR
MA
EDU492
EDU499
IRMA
PSY316
IRM
PSY221
I
PED418
IA
ATR100
I
ATR230
IRM
PED104
IRMA
PED205
IA
RM
RMA
R
PED207
IA
RM
R
RMA
R
PED208
IA
RM
R
RMA
R
R
R
PED215
IRMA
PED220
I
PED221
RMA
PED308
I
IR
Obj. 9

PED309
I
PED321
RMA
PED350
IR
IA
PED405
IRM
PSY401
IRMA
I=Introduced
RM
R
RMA
IRMA
RMA
R= Reinforced
R
RMA
M=Mastered
A=Assessed

Assessment of Program Objectives
Objective 1
Content knowledge and perspectives aligned with appropriate instruction.
Methods

Methods Portfolio
Benchmark

70% or higher.
Data Collected
Students were asked to create 8 portfolio assignments for each methods
(course specific)
class (elementary, secondary, and adapted physical education). These tasks
encompass all physical education content and education content and asks
students to take cognitive knowledge and apply it to real world experiences.
This final lesson plan encompassed all eight of the portfolio pieces that
address this objective.
Data Collected
Praxis: 4 passed, 1 failed
(Assessment Day)
Results/Outcomes
Students were asked to use all eight of these components that you see here
in this document, and answer questions that were physical education
specific. 25/27 scored an average of 70% or higher in the Adapted Physical
Education class, Secondary Methods class, and Elementary Methods class.
Proposed changes
With the new MEGA assessments, I have determined that one assignment,
to the assessment
the culminating teacher lesson plan, will suffice instead of collecting data on
process
all 8 pieces, although students will have access to it.
N/A
Budget needs
related to the
objective?

Understanding and Encouraging Student Learning, Growth and
Objective 2
Development.
Methods

PED 350 – Portfolio 8 Unit Plan Assignment
Benchmark

70% or above on rubric
Data Collected
In Adapted Physical Education, students create a 5 lesson plan unit on a
(course specific)
targeted activity that was designed to help students with specific
disabilities. Using content from the entire course, they put together all
this information into this culminating project. 10/12 scored 70% or higher
on this assignment.
Data Collected
(Assessment Day,
external tests,
Explain the activities used out of class for assessment of the objective.
Identify the total number of students in the assessment and how the
information is collected.
Senior
Achievement)
Results/Outcomes
Some of the students did not do well on previous pieces, causing them to
score low on this one as well. Overall, students did a very nice job of
learning the components. When I took over the program, it was clear that
we did not have the basic motor learning components to help make this
process work. We have added new matrixes and new components to PED
215 to make this not happen again.
Proposed changes No. The process is good, just need to get it on TK 20.
to the assessment
process
Budget needs
related to the
objective?
N/A

Objective 3
Implementing the curriculum.
Methods

Task portfolio during student teaching
Benchmark

Pass external review of Task portfolio after student teaching
Data Collected
During the spring semester, students were asked to turn in Task 1-4 to
(course specific)
me for grading during their student teaching. The grades were given then
to Shari Means and logged as part of her grade for Seminar class. All
students averaged a 2 or higher on every component for all 4 tasks. 6
students completed these tasks from the PE department.
Data Collected
(Assessment Day,
Students presented these tasks as part of Senior Achievement day. This
grade was linked to Shari Mean’s Seminar class.
external tests,
Senior
Achievement)
Results/Outcomes
In my estimate and for this being the first time that this had been done, I
thought the student’s did very well and had many activities and
experiences to talk about.
Proposed changes None at this time. The process was solid, just needs to be done over and
to the assessment
over again so we are used to it.
process
Budget needs
Money to receive training for these components and professional
related to the
development from DESE on what and how to grade these more
objective?
effectively.

Objective 4
Teaching for critical thinking.
Methods

4 part portfolio in Sport Psychology
Benchmark

70 % average on all four assignments
Data Collected
There were 2 PE majors this semester. Both scored above a 70% average
(course specific)
on these assignments, as indicated on Appendix C.
In this assessment, students were asked to create an annotated
bibliography on current topics in Sport Psychology, conduct a qualitative
study, a quantitative study, and research and present on a current topic
in Sport Psychology. These projects are part of the regular class load.
Data Collected
(Assessment Day,
Praxis Exam: Passed by 4 students and failed by 1. Competency in Sport
Psychology was high.
external tests,
Senior
Achievement)
Results/Outcomes
Students gained both practical experience in the ways of learning how to
do research, collect data, and provide an evaluation of how the program
is doing. Students spoke very highly of how this helped them apply
theory in practical ways and enjoyed the activities. Their grades were
very good and this was a very practical way to collect data.
Proposed changes In order to help the process of collecting data for TK20 next semester, I
to the assessment
process
am choosing only one of the portfolio pieces in order to make the
submission process easier. PED students will submit only portfolio
assignment 3 to TK20 and it will be graded using TK20 rubric.
Budget needs
If you are giving money, I will take it! I would love to be able to have
related to the
them run a real study in which we could give gift cards to students for
objective?
taking the online survey.

Objective 5
Creating a positive classroom learning environment.
Methods



PED 350: Portfolio 4 assignment (used this spring)
PED 207: Portfolio 5 assignment
PED 418: Portfolio 4 assignment
Benchmark

70% on rubric
Data Collected
Students are asked in each class to create an Applied Behavior Analysis
(course specific)
(ABA) to the specific age range of the class in order to create classroom
rules, theory of reinforcement, and then use this in their final unit plans
during mock teaching. This assignment forces them to achieve Objective
five. 10/12 students scored 70% or above. Shown as Appendix B
Data Collected
(Assessment Day,
external tests,
Explain the activities used out of class for assessment of the objective.
Identify the total number of students in the assessment and how the
information is collected.
Senior
Achievement)
Results/Outcomes Students were able to really focus on the incorporating both the
psychological and educational theories of a child’s behavior and how
they would then make this practical in the real classroom. It was a good
assignment.
Proposed changes None, just put on TK 20 for each class.
to the assessment
process
Budget needs
related to the
objective?
No

Objective 6
Utilizing effective communication.
Methods

Benchmark

Data Collected
(course specific)
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Results/Outcomes
Proposed changes
to the assessment
process
Budget needs
related to the
objective?
Commented [HTR1]: Waiting on Ed. Data.

Objective 7
Use of student assessment data to analyze and modify instruction.
Methods

Creation of Subjective Test
Benchmark

70% on Rubric
Data Collected
Students were asked to create a subjective test that contained 30
(course specific)
questions using various question methods that were linked to multiple
deconstructed objectives. Activity Rubric in Appendix D.
Data Collected
4 out of 5 students passed the PRAXIS Exam covering this component
(Assessment Day,
external tests,
Senior
Achievement)
Results/Outcomes
2/3 students were successful in reaching a 70% on the assignment.
Proposed changes None
to the assessment
process
Budget needs
related to the
objective?
N/A

Objective 8
Professional Practice.
Methods

Benchmark

Data Collected
(course specific)
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Results/Outcomes
Proposed changes
to the assessment
process
Budget needs
related to the
objective?
Commented [HTR2]: Waiting on Ed. Data

Objective 9
Professional collaboration.
Methods

Benchmark

Data Collected
(course specific)
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Results/Outcomes
Proposed changes
to the assessment
process
Budget needs
related to the
objective?
Attach Rubrics and or other explanatory documents pertaining to program assessment discussed in the
chart to the report (portfolio guidelines, assignment sheet)
Commented [HTR3]: Waiting on Ed. Data.

Analysis of Assessment:
I did not understand the process at the beginning of this year or who was in charge of this process when I
first was hired. Mr. Lungstrum had told me that the education department had always done it and my
predecessor Dr. Friedrich had left nothing on the topics.
In my haste to do this during Christmas, I was not able to set up the portfolio pieces on TK20 yet because I
had not been trained or shown how to do this, and I still haven’t been. After looking at the test results from
my four students that passed the Praxis on their first tries, I was able to see what we are teaching well and
what needs to be increased from the one that failed.
The real data I received was in the field this semester. Prior to hiring, students had been taught their
methods classes in a classroom setting and had not been asked to actually learn procedures for gyms,
practice on young people prior to student teaching, or create portfolio pieces that were related to the Tasks
they would be asked to do in the PE department. They were exposed in their student teaching because they
could not bring anything new to the classroom and did not know how to actually develop activities, link
objectives, etc. It has been hard playing catch up. I am hoping using these new portfolio pieces will allow for
this to happen better now and that I can keep track of each student as they go throughout the entire
program.
Analysis of the Assessment Process (Empirical & Non-Empirical) (HLC4B3)
Data was empirical and collected from rubrics that were created by myself and students were graded
by those rubrics (Appendix A-D). Final data collection was based on whether or not students were over
70%. Data on the other objectives were collected by the Education Department. The outside assessment
was a non-biased assessment which is the PRAXIS II Content Knowledge test. Students must pass this
is order to gain entry into student teaching and be hired as a teacher.
Program Changes Based on Assessment:
Since taking over the program at the beginning of the year, I have employed many changes to our
assessment protocols as well as how we collect data on our program in the coming years. Because of
the many changing aspects of DESE, I have employed a new assessment window internally in order to
meet the need for the changing MEGA assessment that will replace the Praxis.
During the two year cycle, data will be collected on all PED classes that are assessed under the new 13
competencies of the MEGA assessment. During each class that is given in the PED program that has
physical education majors in it, an artifact from each course will be uploaded to myself and graded
using a rubric. This will be used in order to gauge whether the competency for that class has been
achieved. In all, a student will submit 13 portfolio tasks to myself. This will be then given to students
and they will keep this digital portfolio. During Senior Assessment Days, they will present this
portfolio and demonstrate whether or not they are ready to take the MEGA content assessment.

At the end of the students’ career, they will also take the MEGA assessment and that data will be sent
directly to the University and used to compare the effectiveness of our portfolio assignments and
whether or not on a yearly basis these areas are being covered effectively.
Through the education department, students will also be collecting information on the Four Tasks
during student teaching for that portfolio. In essence, students are being assessed throughout both their
content and student teaching experience.
****I also think that this should become a project linked directly to the new MEGA content
standards and not the MSIP standards for the basis of this report and that all students in each of the
secondary fields should be separated from the education department for the basis of this report.
They can measure students based on the 9 MSIP standards like we are now using only education
classes and then the PE report can comprise the 13 MEGA content standards. This way we have two
places to collect classroom data and then an outside review of the new Pierson test.
General Education Assessment:
Communication- Students will transmit information effectively in written or spoken form.
The communication GE requirement serves as the foundation for all of my physical education
majors. Written and verbal communication skills are necessary for the practice of being a
teacher, and therefor are used on a daily basis. Students enhance written communication skills
in each course through reflective writing and research papers specifically using APA format.
Students also deliver numerous teaching and presentation pieces throughout the curriculum.
Finally, students practice interviewing skills and techniques and videotape their lessons in the
methods classes.
Mathematics, - Students will solve problems through an analysis of quantitative
relationships.
The GE requirement of math serves as a foundation for our research sequence specifically
understanding statistics. In being an educator in the 21st century, you must validate what you
teach, what the students are learning, and how well they are learning it. In all three methods
classes as well as the two measurement and evaluation classes that student’s take, they must
learn how to collect, analyze, and evaluate data.
Meaning –Students will analyze texts (broadly defined) in order to identify central themes
and interpret underlying meaning.
The meaning GE is supported throughout our curriculum by students using current topics and
journal articles to write annotated bibliographies that help them sort and quickly retrieve
information that can help them collect and analyze research quickly and effectively in order to
prove points they make.
Commented [HTR4]: What do you think about this in the
future? Have a separate secondary ed. Portfolio and PE
portfolio that evaluates teaching and content and then the
outside review would be the new Pierson test?

Historical Perspective – Students will think historically, meaning that they will understand
both how the present is shaped by the past and how the past informs our understanding of
the present.
The History GE is supported throughout the Physical Education curriculum in that students
learn of the history of physical education in the US and worldwide in all courses.
Critical Thinking-Students will use the principles of logic to develop analytical and
reasoning skills.
Critical thinking and analytical reasoning is another necessary skill for a teacher. Critical
thinking is expected in each course and is assessed throughout all the courses, especially in the
methods course to determine if students are using upper level Bloom’s Taxonomy components
to engage students at a higher level.
Diversity – Students will analyze the traditions and values of a variety of cultures.
Diversity is a key foundation for physical education teachers because of the numerous cultures
they will experience in their field. Students analyze how physical education is viewed in
different cultures as well how they can handle differences in opinion with parents of students
that view this differently because of cultural differences.
Creative and Aesthetic Sensibility –Student will examine the products of human creativity in
such endeavors as painting, sculpture, theatre and music.
Creativity is a foundation for expression and is reinforced in the assignments students do in
their methods classes that create ways for students to interact with parents and other staff
members through websites, Twitter, etc.
Natural Science-Students will understand the natural world through systematic observation,
by analyzing data and by forming, testing and revising hypotheses.
Biology serves as a foundation for understanding human development and biological processes
of motor learning and basic anatomy. The GE requirement for biology specifically for PE
students serves as a pre-requisite for our Anatomy and Kinesiology components.
Social Science- Students will study the behavior of people and employ the principles of
science to explain both group and individual behavior.
Students are expected in teaching to have a wide variety of knowledge in social sciences, taking
multiple psychology classes that will help students to understand the minds of students better
each year they develop.
Program Activities:
Student Performance Day Activities (Assessment Day):
These activities are typically done through the education department. Next year, I request that the PE
majors spend one day there, and one day with me. We did a PE praxis review day and signed up for
tests online to help with this.
Senior Achievement Day Presentations:
Task presentations at the end of student teaching and done through the education department.

Service Learning Activities:
We were fortunate to be out in the community for much of our methods classes this semester. In PED
207 (Elementary Methods), our final was teaching our culminating lesson plan to the Fulton Pre-School
students. In Adapted and Secondary Methods, we helped with the Missouri School for the Deaf and
Columbia Public Schools Paralympic track meet, observed their Adapted Physical Education classes
and reflected on the experience, and helped with the Bartley Elementary Bike Riding through Fulton
event. Sport Psychology students helped the YMCA coach teams as well as provide psych profiling to
current teams.
This is a big area of emphasis for me and next semester we will be involved with both the Columbia
and Fulton Community Health Coalition to help address real world health problems with our methods
students.
Program Sponsored LEAD Events:
This year, 5 lead events were sponsored. Ms. Alicia Ozenberger, LEA community activist and veteran
community health expert, came and discussed current drug problems in both the community and state
of Missouri. Dr. Lynn Hanrahan, JBHM and Generation Ready employee, discussed deconstruction of
state standards and the process of lesson plan writing. Dr. Helen Porter, Ms. Amy Watkins, and Mr.
Jacob Sirna, administrators in Columbia Public Schools, came to discuss current education topics and
how to apply for teaching jobs in all three areas (elementary, middle and high school)
Student Accomplishments:
My first student passed the PRAXIS. Two students are helping to promote a new program MoPEAP to
help middle schools in assessment. Together with the students, we created the Physical Owl Club,
which will serve as the basis for a Physical Education Organization that will be trying to engage not
only the William Woods Community, but also experience outside opportunities in order to
Faculty Accomplishments:
Working with Dr. Melisa Chapman of the University of Central Florida to create a new Physical
Education Cognitive assessment called MOPEAP. This project will hopefully be finished next year and
ready for trial testing and publishing in two years.
Working with Jefferson City Public Schools to rework their entire fitness assessment program,
including professional development in May and presentation to principals in June.
Was nominated for Distinguished Professor Award but was not accepted because it is my first year
teaching.
Alumni (Recent Graduates) Accomplishments (past year graduating class):
4 of 6 recent PED graduates have found jobs in the physical education/teaching field.

Appendix A
Portfolio Assignment 8 – Unit Plan
Content and Organization
Points
Earned:
Comments:
Percent
Earned
Comments:
15/25 Points possible
Name:
All key elements of the assignment are covered in
a substantive way.
Develop a comprehensive and detailed lesson plan of an
instant activity from the content that was given.
The content is comprehensive, accurate, and/or
persuasive.
The paper develops a central theme or idea,
directed toward the appropriate audience.
The paper links theory to relevant examples of
current experience and industry practice and uses
the vocabulary of the theory correctly.
Major points are stated clearly; are supported by
specific details, examples, or analysis; and are
organized logically:
1. Unit plan contains all elements of 5 lessons and a
summary page of what is contained.
2. All lessons adhere to the previous rubric
The introduction provides sufficient background on
the topic and previews major points.
The conclusion is logical, flows from the body of
the paper, and reviews the major points.
Readability and Style
5/25
Paragraph transitions are present and logical and
maintain the flow throughout the paper.
The tone is appropriate to the content and
assignment.
Sentences are complete, clear, and concise.

Sentences are well-constructed, with consistently
strong, varied sentences.
Sentence transitions are present and maintain the
flow of thought.
Mechanics
5/25
Points
Earned
Comments:
Points
Earned
Comments:
The paper, including the title page, reference
page, tables, and appendices, follow APA
guidelines for format.
Citations of original works within the body of the
paper follow APA guidelines.
The paper is laid out with effective use of
headings, font styles, and white space.
Rules of grammar, usage, and punctuation are
followed.
Spelling is correct.
Total Points possible out of 25

Physical Education Lesson Plan Template
Teacher:
Date:
School:
Lesson Time:
Grade:
Location:
Lesson Focus:
Number of Students:
Equipment needs (amount and type):
Teaching Style(s) used:
Lesson Adaptations/Modifications for Students with Special Needs:
Objectives (linked to state standards and deconstructed):
NASPE National Standards for Physical Education (mark an X beside all that apply)
___ 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.
___ Standard 3: Participates regularly in physical activity.
___ Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
___ 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/or
social interaction.
Assessment of objectives (How will I know they accomplished the objectives):
Class Rules:
Safety Measures Used For:
Warm-up Activity-
Lesson Focus–

Introduction activity (Who long will it take, what objective will it cover, and how will it be
exciting?):
Warm up activity (Who long will it take, what exercises/objective will it cover, and how will it
discuss learning from the last time?):
Lesson Focus (What objective(s) will we cover today, how will the learning be demonstrated, how
will the objective be assessed?)
Closing activity (What assessment will be used, how will you collect data, how will you link this to
future classes?)

Appendix B
Portfolio Assignment 5 –Applied Behavior Analysis in
Physical Education
Content and Organization
15/25 Points possible
Name:
All key elements of the assignment are covered in
a substantive way.
Develop a comprehensive and detailed Applied Behavior
Analysis Plan (ABAP) that meets the need of the following
student:
Your scenario is a student in your class continually
does not follow directions and has become a distraction
to others. Your goal is to develop an ABAP that will
focus on how to shape this students behavior and help
not only them but the class be more successful.
The content is comprehensive, accurate, and/or
persuasive.
The paper develops a central theme or idea,
directed toward the appropriate audience.
The paper links theory to relevant examples of
current experience and industry practice and uses
the vocabulary of the theory correctly.
Major points are stated clearly; are supported by
specific details, examples, or analysis; and are
organized logically:
Your ABAP should include:
1. An introduction to what ABA is and the research
behind it.
2. Your description of class rules that are developed to
make the group successful.
3. A description of positive reinforcers that you will use
for helping the class be successful.
4. A description of punishments that you will use when
rules are not followed (time/severity)
5. A description of the procedure(s) you will use to
increase behavior/decrease behavior.
Points
Earned:
Comments:

6. A description of one approach that you believe most
relates to you.
7. A conclusion that ties all pieces together and what
you will do if behavior continues.
The introduction provides sufficient background on
the topic and previews major points.
The conclusion is logical, flows from the body of
the paper, and reviews the major points.
Readability and Style
5/25
Percent
Earned
Comments:
Points
Earned
Comments:
Points
Earned
Comments:
Paragraph transitions are present and logical and
maintain the flow throughout the paper.
The tone is appropriate to the content and
assignment.
Sentences are complete, clear, and concise.
Sentences are well-constructed, with consistently
strong, varied sentences.
Sentence transitions are present and maintain the
flow of thought.
Mechanics
5/25
The paper, including the title page, reference
page, tables, and appendices, follow APA
guidelines for format.
Citations of original works within the body of the
paper follow APA guidelines.
The paper is laid out with effective use of
headings, font styles, and white space.
Rules of grammar, usage, and punctuation are
followed.
Spelling is correct.
Total Points possible out of 25

Appendix C
Project 1: Motivation and Stress Management
Situation:
Greg [or Beth] plays third base on your baseball [softball] team and seldom makes an error or
mistake in practice. Unfortunately, he [she] constantly performs poorly in game situations, despite
giving 100% effort. This is especially true in critical situations (e.g., bases loaded, two outs, bottom of
last inning, and Greg [Beth] is up to bat).
Questions
1. Based on your understanding of sport psychology, what is Greg's [Beth's] problem?
2. How would you describe Greg [or Beth’s] personality based on their work ethic described? What
personality viewpoint best describes Greg [or Beth]?
3. As Greg's [Beth's] coach, how can you use your knowledge of achievement motivation theory to
help him [her] solve this problem?
4. Describe how stress and anxiety plays a role in this scenario. How would you recommend to the
player to help eliminate this stress?
5. Be specific, citing material related to motivation from class lectures, your text, and 1 journal
article using APA citations.
6. Submit this paper with a Turnitin.com report. How to access:
Go to www.turnitin.com. Click on join account/class. Our class user code is 7614278 and the
password is hanrahan. Follow the online guide to submit your paper. Call the 800 number if there
is problems.
7. Due date: Friday, February 14th, 11:55 PM. Please submit through Owlnet.

Sport Psychology Assignment 1 – Motivation and
Stress
Content and Organization
70/100 Points possible
Name:
All key elements of the assignment are covered in
a substantive way: Develop a comprehensive and
detailed paper related to personality and motivation
related to a sport scenario. In order to gain full points
for this project, you will construct a 4-6 page paper on
the topics listed below.
The content is comprehensive, accurate, and/or
persuasive.
The paper develops a central theme or idea,
directed toward the appropriate audience.
The paper links theory to relevant examples of
current experience and industry practice and uses
the vocabulary of the theory correctly.
Major points are stated clearly; are supported by
specific details, examples, or analysis; and are
organized logically:
Using the situation presented in class, answer
these questions based on your knowledge of the
following:
1. Based on your understanding of sport
psychology, what is Greg's [Beth's] problem?
2. How would you describe Greg [or Beth’s]
personality based on their work ethic described?
What personality viewpoint best describes Greg
[or Beth]?
3. As Greg's [Beth's] coach, how can you use your
knowledge of achievement motivation theory to
help him [her] solve this problem?
Points
Earned:
Comments:

4. Describe how stress and anxiety plays a role in
this scenario. How would you recommend to
the player to help eliminate this stress?
5. Be specific, citing material related to motivation
from class lectures, your text, and 1 journal
article using APA citations.
The introduction provides sufficient background on
the topic and previews major points.
The conclusion is logical, flows from the body of
the paper, and reviews the major points.
Readability and Style
15/100
Percent
Earned
Comments:
Points
Earned
Comments:
Points
Earned
Comments:
Paragraph transitions are present and logical and
maintain the flow throughout the paper.
The tone is appropriate to the content and
assignment.
Sentences are complete, clear, and concise.
Sentences are well-constructed, with consistently
strong, varied sentences.
Sentence transitions are present and maintain the
flow of thought.
Mechanics
15/100
The paper, including the title page, reference
page, tables, and appendices, follow APA
guidelines for format.
Citations of original works within the body of the
paper (in text citations) follow APA guidelines.
The paper is laid out with effective use of
headings, font styles, and white space.
Rules of grammar, usage, and punctuation are
followed.
Spelling is correct.
Total Points possible out of 100

Project 2: Analysis of Flow
Instructions
You will be conducting a mini-study of a qualitative nature. In this project, you will be
interviewing three athletes or former athletes about the concept of flow and their experiences with flow.
Each interview should last approximately 15 minutes. Be sure to arrange a quiet place to meet. Either
tape record the interviews or take notes during the interviews so that you can write up your summary.
Tape recording the interviews is a good idea so that you can refer to the tape afterward. Have the
athletes or former athletes sign the agreement to participate form linked to the end of this assignment.
Turn this in with your lab report.
Lab report format:

1-inch margins on all sides

Double-spaced

Times New Roman, 12-point font

Page numbers in upper right corner (except on cover page)

Staple in upper left corner

Include an APA cover page with your name, course number and name, and the due date.

Proofread final lab report—including spelling and grammar.

Submit this paper with a Turnitin.com report. How to access:
o Go to www.turnitin.com. Click on join account. Our class user code is 7614279 and the
password is hanrahan.

Interview Guide
Before the interview, take this section and create your own interview form so that you
can document the data. To start the interview, ask the athlete to think of a time when she or he was
totally involved or absorbed in an athletic experience (or when she or he felt "in the zone"), when
everything came together to allow the athlete to have an optimal performance. During the interview, it
may help to explain flow as being "in the zone."
The interview should include the following questions or probes (you can put these in your own words
on your interview sheet if you like):

Describe one of your best athletic experiences, when you felt in flow or "in the zone." (Try to get
specific details about the experience—what the situation was, when it was, where it occurred,
etc.)

How do you feel when you are in flow? (Try to find out what characteristics of flow the person
has experienced.)

Are any characteristics more prevalent than others? (Put this question in your own words.)

When experiencing flow, how do you feel physically?

What are you thinking about?

How often do you experience flow?

Are there certain situations or factors that make it easier to get into flow?

Are there situations or factors that disrupt your flow?

Do you feel like you can control getting into flow? Why or why not?

Project Format
Introduction. This should include a description of the phenomenon of flow, a summary of
previous research on flow, and a rationale and purpose for your project. Use information from the
textbook, research articles, or both; use at least two references, with one being your textbook. (1–1.5
pages)
Method. Indicate how you chose your participants and arranged the interviews. Report the descriptive
characteristics for each athlete (e.g., age, gender, sport, competitive experience, where they come from,
background, etc.) and the length of the interviews. Use pseudonyms (not real names) for your
participants—this is to protect the participants' privacy. (.5 - 1 page)
Results. After completing the three interviews, you need to analyze your results. Closely examine the
data you collected from each of the athletes in order to compare and contrast their responses (a) between
one another and (b) to the characteristics of flow reported in the literature. Your goal is to present a
summary of each athlete's responses in a way that highlights for the reader how these athletes view the
flow experience. It is a good idea to include several quotes from the athletes to support your findings.
(2.5–3 pages)
Discussion. In this section, you will interpret your results and explain your findings. Highlight
interesting or surprising findings, as well as presenting implications of the results (e.g., Why is this
important and does this information match what you found in the literature?). (1.5–2 pages)
References. Include a reference page using APA format and in text citations.

PSY 401 Assignment 2 Rubric
Content and Organization
60/100 Points possible
Name:
All key elements of the assignment are covered
in a substantive way.
You will be conducting a mini-study of a qualitative
nature. In this project, you will be interviewing three
athletes or former athletes about the concept of flow
and their experiences with flow.
The content is comprehensive, accurate, and/or
persuasive.
The paper develops a central theme or idea,
directed toward the appropriate audience.
The paper links theory to relevant examples of
current experience and industry practice and
uses the vocabulary of the theory correctly.
Major points are stated clearly; are supported
by specific details, examples, or analysis; and
are organized logically:
Using the situation presented in class, answer
these questions based on your knowledge of
the following:
8. Introduction. This should include a
description of the phenomenon of flow, a
summary of previous research on flow, and a
rationale and purpose for your project. Use
information from the textbook, research
articles, or both; use at least two references,
with one being your textbook. (1–1.5 pages)
9. Method. Indicate how you chose your
participants and arranged the interviews.
Report the descriptive characteristics for
each athlete (e.g., age, gender, sport,
competitive experience) and the length of the
interviews. Use pseudonyms (not real
names) for your participants—this is to
protect the participants' privacy. (.5 - 1 page)
Points
Earned:
Comments:

10. Results. After completing the three
interviews, you need to analyze your results.
Closely examine the data you collected from
each of the athletes in order to compare and
contrast their responses (a) between one
another and (b) to the characteristics of flow
reported in the literature. Your goal is to
present a summary of each athlete's
responses in a way that highlights for the
reader how these athletes view the flow
experience. It is a good idea to include
several quotes from the athletes to support
your findings. (2.5–3 pages)
11. Discussion. In this section, you will interpret
your results and explain your findings.
Highlight interesting or surprising findings,
as well as presenting implications of the
results (e.g., Why is this important and does
this information match what you found in the
literature?). (1.5–2 pages)
12. References. Include a reference page using
APA format and in text citations.
The introduction provides sufficient background
on the topic and previews major points.
The conclusion is logical, flows from the body
of the paper, and reviews the major points.
Readability and Style
20/100
Paragraph transitions are present and logical
and maintain the flow throughout the paper.
The tone is appropriate to the content and
assignment.
Sentences are complete, clear, and concise.
Sentences are well-constructed, with
consistently strong, varied sentences.
Sentence transitions are present and maintain
the flow of thought.
Percent
Earned
Comments:

Mechanics
20/100
Points
Earned
Comments:
Points
Earned
Comments:
The paper, including the title page, reference
page, tables, and appendices, follow APA
guidelines for format.
Citations of original works within the body of the
paper follow APA guidelines.
The paper is laid out with effective use of
headings, font styles, and white space.
Rules of grammar, usage, and punctuation are
followed.
Spelling is correct.
Total Points possible out of 100

PSY 401 – Psychology of Sport
Project 3 Information Sheet
Social-Reinforcement Field Observation
Project 3 provides experience in these areas: (a) observing instruction of a group's physical activity and
then coding an instructor's behavior using the Coaching Behavior Assessment System (CBAS); (b) describing and
evaluating the instructor's behavior; and (c) integrating and applying your knowledge of sport and exercise
psychology to a practical setting. Specifically, this project consists of an observation-coding session and a written
paper, as follows.
Field Observation and Coding Session
Select a physical activity instructor (teacher, coach, fitness leader, or athletic trainer) to observe working
in a group setting (the instructor should be working with four or more individuals during your observation
period). Explain to the instructor that you must observe a group or a team for a university class you're taking.
Arrange with the instructor a date and time to observe an entire activity session. During this session you'll code
the instructor’s behavior for at least 25 minutes.
Become very familiar with the CBAS before attending your observation session! At the session, review
the categories before you attempt to code behavior. Try to get a feel for the behaviors before you begin your
coding. Position yourself so you can both see and hear the instructor. Use the CBAS coding sheet provided (also
see p. 211 of the textbook) to record the instructor's behavior toward the individuals she or he is working with.
For each behavior, place a mark next to the appropriate category.
Behavioral Categories
Become familiar with each category so that you recognize the behavior and immediately code it. If you
deliberate too long, you may lose track of other behaviors. Code these categories:





Specific positive reinforcement: when an instructor positively reinforces a single player or student
General positive reinforcement: when an instructor positively reinforces the team or class
Specific negative reinforcement: when an instructor negatively reinforces a single player or student
General negative reinforcement: when an instructor negatively reinforces a team or class
Specific technical instruction: when an instructor instructs a player or student



General technical instruction: when an instructor instructs the team or class
Keeping control: when an instructor has to correct misbehavior or other breaches of discipline, other than
class- or game-related behaviors
 Organization: when an instructor instructs players or students concerning organizational chores (e.g., pick
up bats or take a particular formation)
After you have completed your observation session, tally the totals in each of the categories. Record each
category total as well as the grand total. Use these totals to determine the percentages for each behavioral
category. Turn in your recording sheet with your paper.
The Paper
Based on your observation and what you have learned about reinforcement principles, write a three- to
five-page paper, typing double-spaced pages with 1-inch margins. Also provide headers for each section, just like
you see in this review sheet. Include the following four sections in your paper:
1. An introductory paragraph describing the situation, activity, age group, skill or ability level, and any other
pertinent circumstances of the instructional environment you observed.
2. Discussion of the types and frequencies of responses given by the instructor toward the participants'
behaviors; use your discretion in organizing this portion, but the discussion should be clear and should be based
on the data you obtained (i.e., I should know what the instructor was like without looking at the coding sheet). In
writing up your discussion, consider these questions:
 What behaviors did you observe most frequently? Why?
 What were the least frequent behaviors? Why?
 Based on the activity-level index, was this instructor effective?
 What was the ratio of positive to negative reinforcements?
 What was the ratio of specific to general reinforcements?
 You might choose to add many other comparisons and questions. Be sure to support all of your points
with data from your observations (in percentages).
3. Recommendations regarding the instructor's reinforcement behaviors; given your knowledge of sport and
exercise psychology and your professional knowledge, what would you tell this instructor about his or her style of
offering feedback?
4. A summary paragraph that ties the whole paper together.
Evaluation
This project will be evaluated according to the following criteria:

Criteria
Weight
Content and Organization
60 points
Readability and Style
20 points
Mechanics
20 point
Total
100 points
Use the Social-Reinforcement Field Observation Data Sheet.pdf.
Determine the following ratios:





Total number of behaviors: total number of minutes observed =
Number of positive reinforcements: number of negative reinforcements =
Number of specific positive reinforcements: number of specific negative reinforcements =
Number of specific positive reinforcements: number of general negative reinforcements =
Number of specific technical reinforcements: number of general technical reinforcements =
The scale you'll be using is loosely based on the Smith and Smoll CBAS, but instead of 12 categories, it has only
8 categories.

Project 3 – Social Reinforcement Field Observation
Content and Organization
60/100 Points possible
Name:
All key elements of the assignment are covered in a substantive
way.
Project 3 provides experience in these areas: (a) observing
instruction of a group's physical activity and then coding an instructor's
behavior using the Coaching Behavior Assessment System (CBAS); (b)
describing and evaluating the instructor's behavior; and (c) integrating
and applying your knowledge of sport and exercise psychology to a
practical setting. Specifically, this project consists of an observationcoding session and a written paper, as follows.
The content is comprehensive, accurate, and/or persuasive.
The paper develops a central theme or idea, directed toward the
appropriate audience.
The paper links theory to relevant examples of current experience
and industry practice and uses the vocabulary of the theory
correctly.
Major points are stated clearly; are supported by specific details,
examples, or analysis; and are organized logically:
5. An introductory paragraph describing the situation, activity, age
group, skill or ability level, and any other pertinent circumstances of the
instructional environment you observed.
6. Discussion of the types and frequencies of responses given by the
instructor toward the participants' behaviors; use your discretion in
organizing this portion, but the discussion should be clear and should be
Points Earned:
Comments:

based on the data you obtained (i.e., I should know what the instructor
was like without looking at the coding sheet). In writing up your
discussion, consider these questions:
 What behaviors did you observe most frequently? Why?
 What were the least frequent behaviors? Why?
 Based on the activity-level index, was this instructor effective?
 What was the ratio of positive to negative reinforcements?
 What was the ratio of specific to general reinforcements?
 You might choose to add many other comparisons and questions.
Be sure to support all of your points with data from your
observations (in percentages).
7. Recommendations regarding the instructor's reinforcement behaviors;
given your knowledge of sport and exercise psychology and your
professional knowledge, what would you tell this instructor about his or
her style of offering feedback?
8. A summary paragraph that ties the whole paper together.
9. Turn in your coding sheet with the paper.
10. Turn in to Turnitin.com
The introduction provides sufficient background on the topic and
previews major points.
The conclusion is logical, flows from the body of the paper, and
reviews the major points.
Readability and Style
20/100
Percent Earned
Comments:
Points Earned
Comments:
Paragraph transitions are present and logical and maintain the
flow throughout the paper.
The tone is appropriate to the content and assignment.
Sentences are complete, clear, and concise.
Sentences are well-constructed, with consistently strong, varied
sentences.
Sentence transitions are present and maintain the flow of thought.
Mechanics
20/100

The paper, including the title page, reference page, tables, and
appendices, follow APA guidelines for format.
Citations of original works within the body of the paper follow APA
guidelines.
The paper is laid out with effective use of headings, font styles,
and white space.
Rules of grammar, usage, and punctuation are followed.
Spelling is correct.
Total Points possible out of 100
Points Earned
Comments:

Appendix D
Measurement and Evaluation Homework
Chapter 8 – Creating an Objective Test
Steps for a creating an objective test:
1. Select one of the following goals:
 The students will understand the principles of pickleball.
 The students will comprehend the causes of poor fitness.
 The students will understand the principles of an overhand throw.
 The students will understand the eight components of the SCAT 2 test.
2. Locate an appropriate national guideline (NATA website) or State standard (GLE)
that discusses your topic.
3. Write measurable objectives based on content related to that standard. For
example, I will be able to define what the SCAT2 is; I will identify and describe
the symptoms of a concussion; I will summarize the rules of pickleball.
4. Create an objective test related to the standard and objectives that includes a key
for scoring. The test must adhere to the following requirements:
 Include a minimum of 15 questions.
 Change the format option every 3 questions. Use all format options, including
multiple-choice, fill-in-the-blank, true–false, short-answer, and matching.
 Make sure to include a key with the correct answers or highlight them in your
word processor.
 This assignment is due via upload to Owlnet by Wednesday, November 13th.
Content and Organization
30/50 Points possible
Points
Earned:
Comments:

Name:
All key elements of the assignment are covered in
a substantive way.
Select one of the following goals:




The students will understand the principles of the YMCA
dance.
The students will comprehend the causes of poor
fitness.
The students will understand the principles of an
overhand throw.
The students will understand the eight components of
the SCAT 2 test.
Locate an appropriate state standard, using the goal to
guide you.
Write measurable objectives based on content related to
that standard.
Create an objective test related to the standard and
objective that includes a key for scoring. The test must
adhere to the following requirements:
 Include a minimum of 15 questions.
 Change the format option every 3 questions.
Use all format options, including multiple-choice, fill-in-theblank, true–false, short-answer, and matching.
The content is comprehensive, accurate, and/or
persuasive.
The paper develops a central theme or idea,
directed toward the appropriate audience.
The paper links theory to relevant examples of
current experience and industry practice and uses
the vocabulary of the theory correctly.
Major points are stated clearly; are supported by
specific details, examples, or analysis; and are
organized logically.
The introduction provides sufficient background on
the topic and previews major points.
The conclusion is logical, flows from the body of
the paper, and reviews the major points.
Readability and Style
10/50
Percent
Earned
Comments:

Paragraph transitions are present and logical and
maintain the flow throughout the paper.
The tone is appropriate to the content and
assignment.
Sentences are complete, clear, and concise.
Sentences are well-constructed, with consistently
strong, varied sentences.
Sentence transitions are present and maintain the
flow of thought.
Mechanics
10/50
Points
Earned
Comments:
Points
Earned
Comments:
The paper, including the title page, reference
page, tables, and appendices, follow APA
guidelines for format.
Citations of original works within the body of the
paper follow APA guidelines.
The paper is laid out with effective use of
headings, font styles, and white space.
Rules of grammar, usage, and punctuation are
followed.
Spelling is correct.
Total Points possible out of 30

Assessment Rubric
Annual Assessment Report
Assessment
Component
Assessment
Reflects Best
Practices
Assessment Meets
the Expectations
of the University
Learning
Outcomes
 Posted
measurable
program
learning
outcomes
(objectives)
 All outcomes
are developed
and include a
mix of
assessment
measures.
 Multiple
measures are
used to assess
a studentlearning
outcomes.
 Rubrics or
guides used
are provided.
 All
measurements
are clearly
described.
 Measurable
 Program
program learning
learning
outcomes.
outcomes have
 Learning
been identified
outcomes are
and are
clearly
somewhat
articulated.
measurable
Assessment
Measures
Assessment
Needs
Development
Assessment is Comments:
Inadequate
 Program
Does Obj 9 ever
learning
get assessed?
outcomes
are not clear
or
measurable
 Specific measures  Some
 Assessment
are clearly
measurements
measures do
identified
are described,
not connect
 Measures relate
but need further
to learning
to program
description.
outcomes
learning
(objectives).
outcomes.
 Assessment
 Measures can
measures
provide useful
are not clear.
information
 No
about student
assessment
learning.
measures
are
established.
objectives
(6,7,8,9) don’t
have measures,
Objective 1-5
are well
documented
and data
provided.

Assessment
Results
 All learning
outcomes are
assessed
annually; or a
rotation
schedule is
provided.
 Data are
collected and
analyzed to
evaluate prior
actions to
improve
student
learning.
 Standards for
performance
and gaps in
student
learning are
clearly
identified.
 A majority of
learning
outcomes
assessed
annually.
 Data collected
and aggregated
are linked to
specific learning
outcome(s).
 Data are
aggregated in a
meaningful way
that the average
reader can
understand.
 Standards for
student
performance and
gaps in student
learning are
recognized.
Assessment
Component
Assessment
Reflects Best
Practices
Assessment meets Assessment
the expectations of needs
the University
Development
 All faculty
Faculty
within the
Analysis and
program
Conclusions
synthesize the
results from
various
assessment
measures to
form
conclusions
about each
learning
outcome.
 Program faculty
receive annual
assessment
results and meet
to discuss
assessment
results.
 Specific
conclusions
about student
learning are
made based on
the available
assessment
 Data collected
 Learning
and aggregated
outcomes
for at least one
are not
learning
routinely
outcome
assessed.
(objectives).
 Routine data
 Data collection
is not
is incomplete
collected.
 Standards for
 N/A
student
Program is
performance
too new to
and gaps in
have
student learning
collected
are not
assessment
identified.
data.
 Some program
faculty receive
annual
assessment
results
 Faculty input
about results is
sought
Objectives 1-5
have strong
results.
Objectives 6-9
have no results.
Assessment is Comments:
Inadequate
 Faculty
Only one
input is not faculty member
sought.
working on the
 Conclusions report.
about
student
learning are
not
identified.
 N/A
Program
recently
started or
too few

Actions to
Improve
Learning
and
Assessment
 Includes input
results. For Obj.
graduates to
from adjunct
1-5
suggest any
faculty.
changes.
 Includes input
from outside
consultant.
 A
 Description of the  At least one
 No actions
comprehensive
action to improve
action to
are taken to
understanding
learning or
improve
improve
of the
assessment is
learning or
student
program’s
specific and
improve
learning.
assessment
relates directly to
assessment is
 Actions
plan and
faculty
identified.
discussed
suggestions for
conclusions
 Adjustments to
are not
improvement.
about areas for
the assessment
connected to
 Clearly stated
improvement.
plan are
data results
adjustments in  Description of
proposed but
or analysis.
curriculum as
action includes a
not clearly
 N/A
a result of
timetable for
connected to
Program
assessment
implementation
data
recently
data.
and identifies
 Minimal
started or
who is
discussion of the
too few
responsible for
effectiveness of
graduates to
action
the assessment
suggest any
 Actions are
plan; minimal
changes.
realistic, with a
discussion of
good probability
changes, if
of improving
needed.
learning or
assessment.
Changes are in
progress;
faculty was in
first year at
university and
state revising
the program.
Additional
changes
forthcoming.
Additional Comments:
Thank you for the discussion on future enrollment, retention trends for the program.
Make sure that you list all methods of assessment in the chart. Several places additional methods are
mentioned in the data section, but not mentioned in the methods.

Are there benchmarks for the Praxis? Or the new exam. I assume it is 100% but we need to state it.
Objective 5: just wondering if the 12 total students reported in the data represent all 3 classes? That
seems like a small number for 3 classes?
Objective 6,7,8, & 9 are blank…
Tim: $ for assistance with research for students cant come from my budget, but there are creative grants
and places where you can ask for the money to do it. it would also be a good mentor/mentee project
for a student. That would not get the full class involved, but…
The portfolio stuff in the past was built by Roger’s GA’s.. I don’t know if Priscilla is doing that or not. I
will try to find out but you want to get that in tk20 a.s.a.p. if possible. I will talk to Priscilla and see and
if needed I can try and see how to build a portfolio. I don’t really know how, have never done it but am
willing to work with you on it.
For the portfolio and students uploading artifacts to you, you might ask for a file on the share drive
and you can make file for each student? Might save your email and the responsibility of organization of
it all?
My opinion is that this is an Education Program decision, I don’t know enough about the DESE
requirements to see if this would be appropriate. If the Education faculty determine this is an
appropriate approach then that works for me. The 9 MSIP standards are awkward to work with so it
might be a better approach…

****I also think that this should become a project linked directly to the new MEGA content
standards and not the MSIP standards for the basis of this report and that all students in each of the
secondary fields should be separated from the education department for the basis of this report.
They can measure students based on the 9 MSIP standards like we are now using only education
classes and then the PE report can comprise the 13 MEGA content standards. This way we have two
places to collect classroom data and then an outside review of the new Pierson test.