Diversifying Assessment in a Physical Education Class

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

Every single human being that exists is different. We are inherently unique and distinguishable between every other person in the world. We are a diverse and unique population and we vary from one another in regards to race, gender, ethnicity, socioeconomic background and so much more. This means that as a professional, we will have to work with people from all different backgrounds and experiences. The key to overcoming this obstacle is to recognize that every individual is distinctive and understand that although everyone is different, everyone has the same equal opportunity to learn and grow despite these differences.

Biomechanical knowledge in Health and Physical Education provides students with the ability to critically analyse their own and others’ performance and also allow the teacher to assess a

As a Physical Education teacher of Year 9 and 10 students, it is important to take steps to achieve prolonged participation in sport. The experience that a student has in HPE is likely to determine whether that student continues to participate in sport both at school and once they graduate (Penney, 2006). Wahl-Alexander (2011) found that students’ strongest memories from physical education were from authentic and rich sport experiences resulting from Sport Education (Siedentop & Tannehill, 2006). Sport Education aims to ensure the unit is delivered in a way that mimics an actual sport season, which has many

The accurate assessment of physical activity is necessary to identify current levels of activity and assess the effectiveness of intervention programs. When measuring physical activity, gold standards of assessment include observation, doubly labeled water and indirect calorimetry (Sirard & Pate, 2001). However, pedometers became an increasingly popular measurement device because they are easy to use and do not require specific training, can be used to monitor large groups of people and they provide an objective measurement (Sirard & Pate, 2001). Traditionally, physical activity was measured with surveys that required participants to recall their activity over a period of time. This posed difficulties, especially with children and adolescents,

I assessed mainly skill practices with my students being a physical education teacher. I also only taught physical education my first year.

Assessment strategies: The educator will identify the children’s progress through observing their engagement and interactions with the set activities. The educator will

Assessments and evaluations play a key role in providing developmentally appropriate activities and learning opportunities. Lesson plans should be well thought out and based on the particular group of children in your care. In order for lesson plans to be effective, teachers must use observe and assess their students. The information gained from observations and assessments can be used to plan for the class as a whole and for children individually. Once activities are implemented, teachers should evaluate the outcome and success through observations. Evaluating children’s learning is a great way to determine whether an activity should be used again or changed in any way.

For this assignment, I was required to interview three individuals and ask them about their past and present physical activity, sport, and physical education experiences. While conducting these interviews, I gained a great deal of insight into the lives of several family members. The first interview I conducted was with my younger brother. He is sixteen years of age and is a sophomore at Elizabethton High School. During the interview he spoke with me about his past and present physical activity, sport, and physical education experiences. He explained to me how during elementary and middle school, some of his physical activities included riding bikes, throwing baseball with friends, and swimming. All of these activities occurred

As a middle school physical education instructor we are required to teach an inclusion physical education course, which is a combination of regular education students and exceptional education students. In our school there is a serious shortage of space and a lack of accommodations made for the inclusion students, reason being there is simply not enough time for instructing students with special needs and a shortage of equipment on hand. It is especially difficult to accommodate our wheelchair bound students. During instructional time I find myself simply forgetting to work with any exceptional education students because of the large class sizes of regular education students. I feel that I am culturally blinded to the fact that I am unable

5 years ago I started a physical education class Adaptive PE. In that class you do PE with children that have disabilities. When I first started I saw it as an easy PE credit, I didn’t do any work and slacked off almost every single day. After 9 weeks in that class I was told that if I didn’t start taking it seriously then I was going to get kicked out. I didn’t want to get kicked out but I also had no idea what to do or how to work with the kids.

Fitness tests in elementary physical education is unnecessary I believe unless it is ultimately benefiting the student. I don’t recall getting anything out of my fitness test in 7th grade when I ran the mile it was more of an embarrassing thing for me to finish last than anything. All students are different and by having one set fitness test is setting students up for failure I

The workplace culture has direct impact on developing the physical assessment skill. A study by Edmunds, Ward and Barnes (2010, pp.285) reveals that the colleague support and workplace

Immediately after turning 21 years of age in March of 1992 I submitted my application to be a Cobb County Police Officer. Additional background, medical and physical assessments, and interviews were part of the process. Keep in mind, I am not a physically fit person; never have been. At the time, as a smoker, I knew the physical fitness assessment test would be my nemesis. The dreaded day arrived to complete the physical agility assessment test. Whether it was the standard for sit-ups, bench press, or the timed mile and a half run, several applicants seemed to struggle with one aspect or another during the testing. Accordingly, for me, it was definitely the timed mile and a half run. In order to successfully pass the run I had to complete

Physical education is defined nowadays as a “systematic instruction in sports, exercises, and hygiene given as part of a school or college program” (Park). When most people think of the term “physical education” they think of it as “a broad, inclusive term comprising the fields of physical education, health education, safety education, athletics, recreation, dance education, kinesiology and so on” (Zeigler 1). It may sometimes be referred to as physical training or gym class and mainly is taught in grades kindergarten all to the way up to your senior year in high-school in the United States. The history of physical education dates way back to the Greek and Roman times and has slowly evolved into what it is now today. There is a