Michigan Department of Education Physical Education Grade Level Content Expectations Tier II

Michigan Department of Education
Physical Education
Grade Level Content Expectations
Tier II
Roll-Out
Presenters
Names
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Timeline
February 2007
• New Physical Education Content Standards and
Benchmarks approved by the State Board of Education.
• Physical Education MMC approved by State Board of
Education.
2007- 2008
• Physical Education GLCEs developed in accordance
with newly adopted Content Standards and
Benchmarks.
• New version of the physical education MMC Guidelines
developed.
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Timeline
April 2008
• Physical Education GLCEs approved by State Board of
Education
• Revised Physical Education MMC Guidelines approved by
State Board of Education
May 2008 - 2009
• Physical Education Companion Documents:
Alignment
Clarification
Planning
Frequently Asked Questions
• Roll-Outs/Trainings
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Physical Education
• Six physical education content standards.
• Benchmarks include more detailed learning objectives:
– Early Elementary K-2
– Later Elementary 3-5
– Middle School 6-8
– High School 9-12
• Grade Level Content Expectations (GLCE).
– Expectations of what students should know and be
able to do at the end of each grade.
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Physical Education GLCE Documents
Grade Level Content Expectations (GLCE)
• Content expectation documents for each grade K -8.
• (4) K-8 Across The Grades Documents:
- Motor Skills and Movement Patterns
- Content Knowledge
- Fitness and Physical Activity
- Personal and Social Behaviors and Values
• High School Expectations – MMC Credit Guidelines
- 7 Activities
- 1 Core Activity
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New Physical Education Content Standards
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
learning and performance of physical
activities.
Standard 3
Participates regularly in lifelong
physical activity.
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New Physical Education Content Standards
Standard 4
Achieves and maintains a healthenhancing 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.
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Physical Education 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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Alignment
Standard
1
2
3,4
5,6
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Strand
Motor Skills &
Movement Patterns
Content Knowledge
Fitness & Physical
Activity
Personal and Social
Behaviors & Values
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Physical Education Domains
Each Strand is
broken down into domains
specific to that strand.
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Domains
Strands
Movement Concepts
Motor Skills & Movement Patterns
Content Knowledge
Fitness& Physical Activity
Personal & Social Behaviors/values
Motor Skills
Aquatics
Outdoor Pursuits
Target Games
Invasion Games
Net/Wall Games
Striking/Fielding Games
Rhythmic Activities
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Exploring the Handouts
Physical Education
Individual
Grade Level Documents
K -8th Grade
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PE Organization = GLCE Coding
M.TG.05.01
Sample Coding for PE GLCE:
M:
TG:
05:
01:
Content Strand of motor skills and movement patterns.
Target Games
Grade level
First expectation
M.TG.05.01 Demonstrate selected use of tactical
problems, such as accuracy in distance and direction
during modified, unopposed target games.
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Across The Grades
(4) Across the Grades Documents:
1.
2.
3.
4.
Motor Skills and Movement Patterns
Content Knowledge
Fitness and Physical Activity
Personal and Social Behaviors and Values
Includes all expectations for Kindergarten
through 8th grade.
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Michigan Merit Curriculum
Credit Guidelines
High School PE Requirement
1. Health-Related Fitness.
2. Advanced skills & tactics
in three activities for
three categories.
3. Basic skills & tactics in
five additional activities
from three categories.
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Physical Education Categories
Health-Related Fitness
Aquatics
Net/Wall Games
Target Games
Invasion Games
Striking/Fielding Games
Outdoor Pursuits
Rhythmic Activities
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Invasion
Net/Wall
Striking/
Fielding
Target
Basketball
Badminton
Baseball
Golf
Netball
Water Polo
Soccer
Hockey
Speedball
Football
Ultimate
Frisbee
Tennis
Table Tennis
Volleyball
Racquetball
Squash
Handball
Softball
Cricket
Croquet
Bowling
Bocce Ball
“Bags”
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Sample Activities Within Categories
Health-Related Aerobic Activities: basic, power, & race walking
Strength Activities: basic lifting skills, spotting,
Fitness
safety
Flexibility Exercise: bands, tubing, focused
stretching
Nutrition Concepts
Aquatics
Fitness, Swimming, Racing, Water Polo,
Synchronized Swimming, Diving, Water Aerobics,
Snorkeling, SCUBA Diving, Canoeing, Kayaking,
Sailing, Lifeguard/Guard Start
Net/Wall
Tennis, Volleyball, Racquet Ball, Badminton,
Pickleball
Target
Golf, Bowling, Archery, Bocce Ball, Disc Golf
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Sample Activities Within Categories
Invasion
Football, Soccer, Basketball, Lacrosse,
Field Hockey, Team Handball, Speedball,
Ultimate Frisbee
Striking/Fielding
Softball, Baseball, Cricket
Outdoor Pursuits Hiking, Backpacking, Orienteering,
Geocacheing, Wall/Rock Climbing, Ropes
Course, Cross-Country Skiing,
Snowshoeing, Mountain Biking,
Rollerblading
Rhythmic
Jump Rope, Social Dance, Aerobics,
Activities
Tumbling, Step Aerobics, Dance, Dance
Revolution 22
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Physical Education MMC Coding
4.A.HR.2 Meet the criterion-referenced
cardiorespiratory health-related fitness standards
for age and gender (e.g., Curl-up, Push-up, Pullup, Modified Pull-up, Flexed Arm Hang, etc.).
4: Standard
A: Strand
HR: Domain
2: Expectation Number
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Graduation
Requirements
Overview of Michigan Merit Curriculum
2011 Requirements (2006 8th grade class)
Course/Credit Content Expectations:
• 4 English Language Arts, 4 Mathematics (1 in senior year),
3 Science, 3 Social Studies
Content Area/Learning Experience Guidelines:
• 1 Physical Education/Health, 1 Visual, Performing, and
Applied Arts, On-line course/experience
2016 Requirements (2006 3rd grade class)
Content Area/Learning Experience Guidelines for:
• 2 credits/experience in Languages other than English
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Graduation Requirement
One credit in Physical Education and Health
Separate courses or
Integrated into one course
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Integrated Course
• Teachers must hold the proper
endorsements
– Health: MA, MX, KH
– Physical Education: MB, MX, SP
• Course content must focus on
Standards and Guidelines for each
discipline
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Modification for Health and PE Credit
Additional credit(s) are taken beyond
the required credits in:
 English Language Arts
 Math
 Science
 World Languages
Personal Curriculum
Testing Out
“Opt Out” – PE Only
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Q &A Document
www.michigan.gov/highschool
ASSESSMENT
Assessment
Strand: Motor Skills & Movement
Patterns
Level 1
Level 2
Level 3
Level 4
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Limited performance of
mature form in isolation.
Mature form in isolation.
Mature form and function in
controlled settings.
Demonstrates proficiency in
dynamic settings.
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Assessment
Strand: Content Knowledge
Level 1
Level 2
Level 3
Level 4
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Limited knowledge of
concepts in isolation.
Comprehends concepts in
isolation.
Applies knowledge in
controlled settings.
Applies knowledge to solve
problems in dynamic settings.
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Assessment
Strand: Personal and Social Behaviors
and Values
Level 1
Limited appropriate personal &
social behaviors in isolation.
Level 2
Appropriate personal & social
behaviors in isolation.
Level 3
Appropriate personal & social
behaviors in controlled settings.
Level 4
Appropriate personal & social
behaviors
in
33dynamic settings.
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Curriculum Planning
The Structure of Curriculum
Standards – Broad Content Learning Statements
Benchmarks – More Discrete Grade Span Learning Expectations
GLCE – Grade Level Content Performance Expectations
Locally-Based Curricular Alignment
Classroom-Based Instructional Design
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Utilizing the GLCE’s
Philosophy/Conceptual Framework
Initial Alignment
 Unfamiliar expectations
 Unit’s reflect new terminology
Develop instructional objectives
Develop assessment plan
Task Analysis
Block Plan
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Instructional Objectives
• Action- Movement sequence
• Condition- Environment task complexity
• Criterion- Skill task complexity
– quality
– quantity
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Using GLCE- Strand 1
Expectation
M.MS.02.02
demonstrate
mature form of
locomotor skills of
walk, run, leap,
jump, slide,
gallop, hop, skip,
flee, and dodge in
isolated settings.
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Content
Hi-Low
Freeze Tag
Follow the
Leader
Obstacle
Course
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Instructional
Objective
Student will demonstrate
walk, run, hop and leap
using the form listed in the
task analysis during
Follow the Leader.
Using GLCE- Strand 2
Expectation
K.MS.02.02
describe the
critical elements
of the following
locomotor skills:
walk, run, leap,
jump, skip, hop,
gallop, slide,
chase, flee, and
dodge.
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Content
Hi-Low
Freeze Tag
Follow the
Leader
Obstacle
Course
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Instructional
Objective
The students will
describe the critical
elements of locomotor
skills by verbally
identifying three of four
cues for the slide,
gallop and skip, when
randomly called upon
by the instructor.
Using GLCE- Strand 3
Expectation
A.HR.02.02
Meet the
health-related
fitness
standards for
age and
gender.
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Content
PACER
One-mile
run/walk
Handcycle
Test
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Instructional
Objective
Students will
demonstrate
cardiorespiratory
endurance during
PACER by meeting the
health-related fitness
standards for age and
gender.
Using GLCE- Strand 4
Expectation
B.PS.02.01 Exhibit
selected behaviors
which exemplify each
of the following
personal-social
character traits of
responsibility, best
effort, cooperation,
and compassion in
isolation.
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Content
Hi-Low
Freeze Tag
Follow the
Leader
Obstacle
Course
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Instructional
Objective
The student will
demonstrate
responsibility after
participating in a
Obstacle Course by
putting the
equipment away.
Resource Links
American Red Cross:
http://www.redcross.org/services/hss/aquatics/
http://www.redcross.org/services/hss/aquatics/
sfp.html
Leave No Trace:
http://www.lnt.org/
http://www.leavenotrace.ca/programs/principles
.html
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Trina Boyle-Holmes
Michigan Department of Education
[email protected]
www.michigan.gov/physed
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