WESTERN MICHIGAN UNIVERSITY PHYSICAL EDUCATION TEACHER/COACH PROGRAM Michigan Department of Education Physical Education Framework 10/7/2015 1.

WESTERN MICHIGAN UNIVERSITY

PHYSICAL EDUCATION TEACHER/COACH PROGRAM

Michigan Department of Education

Physical Education Framework

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PLAN OR CHANCE?

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MODULE OUTCOMES MODULE OUTCOMES

Introduce the Mission/Vision for the Michigan Department of Education (MDE) Physical Education Content Standards and Benchmarks

Introduce Michigan’s six Physical Education Content Standards

Introduce the four curricular strands associated with the standards

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• Articulation among vision/standards and strands

• Identify the domains included in the MDE Framework

•Identify the components of the Teaching Games for Understanding (TGFU) System

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PERTINENT DOCUMENTS

Content Standards and Benchmarkshttp://www.michigan.gov/documents/mde/PE_Stnds.Bench_FINAL_2.14.07_246701_7.pdf

Grade Level Content Expectationshttp://www.michigan.gov/mde/0,4615,7-140-28753_38684_29234-162275--,00.html

Michigan Merit Curriculum Expectationshttp://www.michigan.gov/documents/mde/NewMMCPE9-5-2007_213954_7.pdf

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WWW.MICHIGAN.GOV/PHYSED

GLCE By the Grade: Content expectation documents for each grade K-8

• By grade, documents containing what students should know and be able to do at the end of each grade.

GLCE Across the Grades: K-8 Scope and Sequence Documents

• Motor Skills and Movement Patterns• Content Knowledge • Fitness and Physical Activity• Personal and Social Behaviors and Values

MMCE: Guidelines: High School Expectations

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MDE VISION: PHYSICAL EDUCATION

Physical Education is a sequential, developmentally appropriate educational program that provides students with the knowledge, skills, fitness and attitudes necessary to lead a healthy (active) lifestyle.

From Content Standard and Benchmarks

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MISSION

Pursuit of a healthy,

active lifestyle

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TOOLS / SKILLS NEEDED

MOTOR SKILLS

FITNESS SKILLS

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COGNITIVE SKILLS

PERSONAL-SOCIAL SKILLS

THEORY BASE

What will guide the selection of content provided to students?

What does “developmentally appropriate” mean?

Motor Development---- HPHE 240004/21/23

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DEFINITION: MOTOR DEVELOPMENT

STANDARDS & BENCHMARKSSTANDARDS & BENCHMARKS

PE Content Standards and Benchmarks (2007):• Six physical education content standards.• Benchmarks include more detailed learning objectives for:

• Early Elementary K-2• Later Elementary 3-5• Middle School 6-8• High School 9-12

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MICHIGAN PHYSICAL EDUCATIONMICHIGAN PHYSICAL EDUCATIONCONTENT STANDARDSCONTENT STANDARDS

Standard 1: Demonstrate motor competency…

Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics….

Standard 3: Participate regularly in lifelong physical activity.

Standard 4: Achieve and maintain a health-enhancing fitness.

Standard 5: Exhibit responsible personal and social behavior…

Standard 6: Value physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

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STRANDS

Strand 1: Motor Skills and Movement Patterns (M)

Strand 2: Content Knowledge (K)

Strand 3: Fitness and Physical Activity (A)

Strand 4: Personal/Social Behaviors and Values (B)

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ARTICULATING STANDARDS AND STRANDS*

Standard Strand

1 Movement ConceptsMotor Skills

2 Cognitive Concepts

3 & 4 Physical ActivityPhysical Fitness

5 & 6 Personal Social Skills04/21/23

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PE content in standards was organized into strands for use within the GLCEs

REVIEW

Mission?

Tools Needed?

Number of Standards?

Number of Strands?

Relationship: Standards/Strands?

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PHYSICAL EDUCATION DOMAINS

Strands

Motor Skills/Movement Patterns

Content Knowledge

Fitness and Physical Activity

Behaviors/Values

Domains (Content Categories)

Motor Skills

Movement Concepts

Outdoor Pursuits

Target Games

Invasion Games

Net/Wall Games

Striking/Fielding Games

Rhythmic Activities

Aquatics

Fitness04/21/23

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Each strand is broken down into domains

STRAND 1: MOTOR SKILLS & MOVEMENT PATTERNSSTRAND 1: MOTOR SKILLS & MOVEMENT PATTERNS

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Motor Skills (MS)

-Non-locomotor

-Locomotor

-Manipulative

-Aquatic

Movement Concepts (MC)

-Space Awareness

-Effort

-Relationships

Domains (Categories)

STRAND 1: MOTOR SKILLS & MOVEMENT PATTERNS

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Aquatics (AQ)

Outdoor Pursuits (OP)

Rhythmic Activities (RA)

Target Games (TG)

Invasion Games (IG)

Net/Wall Games (NG)

Field/Run Games (FG)

Domains (Categories)

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Strand 1 Motor Skills and Movement

Patterns (M)

Strand 2 Content Knowledge

(K)

Strand 3 Fitness and Physical

Activity (A)

Strand 4 Personal/Social Behaviors

and Values (B)

Domains

- Movement Concepts (MC) Space Awareness Effort Relationships

- Motor Skills (MS) Non-Manipulative Locomotor Manipulative

- Aquatics (AQ) - Outdoor Pursuits (OP) - Target Games (TG) - Invasion Games (IG) - Net/Wall Games (NG) - Striking/Fielding Games (SG) - Rhythmic Activities (RA)

- Feedback (FB) - Movement Concepts (MC)

Space Awareness Effort Relationships

- Motor Skills (MS) Non-Manipulative Locomotor Manipulative

- Aquatics (AQ) - Outdoor Pursuits (OP) - Target Games (TG) - Invasion Games (IG) - Net/Wall Games (NG) - Striking/Fielding Games (SG) - Rhythmic Activities (RA) - Participation Inside/Outside of Physical Education (PA)

- Health-Related Fitness (HR) - Physical Activity and Nutrition (AN)

- Personal/Social Behaviors (PS) - Regular Participation (RP) - Social Benefits (SB) - Individual Differences (ID) - Feelings (FE)

- Participation During Physical Education (PE)

- Participation Outside of Physical Education (PA)

- Health-Related Fitness (HR)

- Physical Activity and Nutrition (AN)

- Feedback (FB) - Personal/Social Behaviors (PS)

- Regular Participation (RP) - Social Benefits (SB) - Individual Differences (ID) - Feelings (FE)

How the GLCEs and

MMCE are

Organized

COMMON CONTENT

Motor Skills

Movement Concepts

Fitness

Rhythmic Activities (Dance)

Aquatics

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GAME CLASSIFICATIONSTEACHING GAMES FOR UNDERSTANDING

Invasion Net/Wall Striking/Fielding Target

Basketball Netball

Team handball Water polo

Soccer Hockey Lacrosse Speedball

Rugby Football

Ultimate Frisbee

NetBadminton

Tennis Table tennis

Pickleball Volleyball

Wall

Racquetball Squash Handball

BaseballSoftball

RoundersCricket

Kickball

GolfCroquetBowling

Lawn BowlingPool

BilliardsSnooker

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INVASION GAMES

INVASION GAMES

Purpose of Game Invade opponent’s (defender’s) area to score a goal while simultaneously protecting own goal

Concepts and Skills Keeping possession/getting possessionpassing, receiving, traveling, dodging, guarding, footwork, changing speed, accuracy

Roles of Players Goalkeeper, defensive and offensive player

Playing Area Shared by all players; rectangular; marked by zones

Offensive Strategies

Creating space, moving ball/puck to designated areas, transition from offense to defense, organization of players

Defensive Strategies

Elimination of space, intercepting ball/puck, guarding/marking opponents, elimination of options

Examples of Games

Basketball, field/ice hockey, football, lacrosse, soccer, team handball, water polo, speedball, ultimate frisbee

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NET/WALL GAME

NET / WALL GAMESPurpose of Game Send ball to opponent’s court so that it cannot be returned

through forced error or failure to defend area. Ball held ONLY during service.

Concepts and Skills Striking, volleying, serving, receiving, footwork, trajectory, force, direction, angles, transition (off/def), opponent position (target area)

Roles of Players All players require the same skills as they rotate positions

Playing Area Area is divided by a net or wall; Net gamers have separate areas/wall gamers share area

Offensive Strategies Place ball away from opponent(s), place ball close to boundaries, volley position at net/wall

Defensive Strategies Return ball keeping inbounds, diverting ball from intended target, anticipating intended target

Examples of Games Badminton, pickleball, tennis, table tennis, volleyball, racquetball, paddleball, squash

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STRIKING/FIELDING

STRIKING / FIELDING GAMES

Purpose of Game Place ball away from fielders in order to run bases and score more runs than opponent

Concepts and Skills Placement of ball in field, striking, catching, throwing, running, footwork, base/area coverage, body positioning, anticipation, placement of pitch

Roles of Players Specific roles for defensive players (pitcher, catcher, infield, outfield)/batting order

Playing Area Area is specifically marked, a “running track “ is designated, common use according to role

Offensive Strategies Placement of ball according to runner position, base-running (tagging up, advancement)

Defensive Strategies Holding players on base, forcing outs at bases through efficient coverage, double-plays, relay throws

Examples of Games Baseball, softball, cricket, kickball, rounders

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TARGET GAMES

TARGET GAMES

Purpose of Game To send an object to make contact with a specific, stationary target using fewer attempts than an opponent

Concepts and Skills Throw with accuracy, strike (drive, chip, putt) with specific implements, force, trajectory, direction, impact surfaces

Roles of Players Same skills required of all players

Playing Area Playing surfaces are shared; Players take turns; Specific areas are marked for use by all participants

Offensive Strategies Throwing or hitting to a target, avoiding obstacles, implement selection, using fewest throws or strokes to reach target

Defensive Strategies No defensive strategies

Examples of Games Archery, bowling, croquet, curling, golf, BAGS, pool, disc golf,

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INCLUSIVE LIST: CONTENT CATEGORIES

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Movement Concepts * undergirds ALL motor skills

Motor Skills

Rhythmic Activities

Aquatics

Outdoor Pursuits

Fitness* undergirds ALL game categories

Invasion Games

Striking/Fielding Games

Net/Wall Games

Target Games

WMU CURRICULUM REVISED COURSES

HPHE 1610- Skills and Instruction: Invasion Games

HPHE 1620- Skills and Instruction: Net/Wall Games

HPHE 1630- Skills and Instruction: Target/Striking/Fielding Games

HPHE 1640- Skills and Instruction: Rhythmic Activities

HPHE 1650- Skills and Instruction: Fitness Activities

HPHE 2480- Skills and Instruction: Aquatics

PEGN 3500- Water Safety Instruction

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Common

Document

for:

GLCE

MMCE

GUIDING DOCUMENTS FOR CONTENT SELECTION

GLCE : K-8 MMCE: HIGH SCHOOL

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5th Grade

Physical Education Grade Level Content

Expectations

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Strands

http://www.michigan.gov/documents/mde/5-PE2_213950_7.pdf

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DOMAIN

STRAND

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READING K-8 MDE GLCE

Strand - Domain - Grade Level - Expectation #

M - Motor Skill/Movement Pattern Strand

MS – Motor Skill

05 - Fifth Grade

5- Fifth Expectation in Motor Skills

READING THE GLCE: SKILL

Teaching the Skill

M.MS.05.05 demonstrate selected elements of the mature form of the manipulative skills of chest pass, bounce pass, hand dribble, volley (e.g., forearm pass, overhead set), and punt in isolated settings.

Teaching Drills and Games

M.NG.05.01 demonstrate selected solutions to tactical problems, such as maintaining a rally, setting up an attack, (e.g., opening up to teammates), and defending space (e.g., returning to base) during modified, cooperative net/wall games.

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READING THE GLCE: KNOWLEDGE

Teaching the Skill

K.MS.05.04 apply knowledge of the critical elements of movement concepts while performing selected manipulative skills: catch, kick, foot dribble, strike with an implement and with the hand, chest pass, bounce pass, hand dribble, volley, overhead pass, and punt in isolated settings.

Teaching Drills and Games

K.NG.05.01 identify tactical problems, such as maintaining a rally, setting up an attack (e.g., opening up to teammates), and defending space (e.g., returning to base) during modified, cooperative net/wall games.

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READING THE GLCE

Movement Preparation/Fitness Skills

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READING THE GLCE

Knowledge of Fitness Activities

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READING THE GLCE

Class Rules

B.PS.05.01 exhibit selected behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion in controlled settings.

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MMC

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Michigan Merit

Curriculum

Physical Education

Credit Guidelines

(9-12)

MICHIGAN MERIT CURRICULUM EXPECTATIONS (MMCE)

Required course for graduation

Organized by module instead of strands

All four strands included in each moduleStrand 1: Motor Skills & Movement Patterns (M)

Strand 2: Content Knowledge (K)

Strand 3: Fitness and Physical Activity (A)

Strand 4: Personal/Social Behaviors and Values (B)

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FITNESS MODULE EXAMPLE

A- Strand

3- Standard

HR- Domain

2- Expectation in this domain

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FITNESS MODULE EXAMPLE

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TARGET GAMES MODULE

M----Which strand?

1- What does this represent?

TG- What term should be used?

2- What does this number represent?

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REVIEWWhat is the common document that serves as basis for physical education

mission, vision and assessment?

How many standards are there?

How many strands?

What does GLCE mean?

On what grade levels do GLCE focus?

What is the difference between GLCE and MMCE?

What does the term domain mean?

TGFU refers to…..

What does M.MS.04.01 mean?

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FINAL THOUGHTS!FINAL THOUGHTS!