Positive Youth Development in the Physical Education Classroom: A Beginners Perspective

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Positive Youth Development in the Physical
Education Classroom A Beginners Perspective
Jeanette Easter, Carla Sassano, Scott
Ronspies University of Northern Colorado
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How it Started

• Elementary methods class
• Local elementary 5th grade class
• Volleying skill theme
• Personal/Social Responsibility
• 4 mini-lessons

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National Association for Sport and Physical
Education (NASPE) Standards

• Guidelines of what a physically educated
  individual needs to know and be able to do
• A framework for developing realistic and
  achievable expectations for student performance
  at every grade level (NASPE, 2004)

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Six NASPE Standards for Physical Education
Refer to Handout
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NASPE Standard 5

• A physically educated person exhibits
  responsible personal and social behavior that
  respects self and others in physical activity
  settings.

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PYD Goals

• For every student to display
• Respect - Listens to others, encourages others,
  willingly works with anyone in the class
• Self-direction - Returns equipment, stays on task
  (even when the teacher isnt looking)
• Participation - Maintains a positive attitude
  throughout all activities, tries new things
  without complaining and saying I cant

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Teaching Strategies
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Lesson Goals

• Every student will be able to
• Lesson 1 work together with their teammates when
  choosing roles and work cooperatively while on
  their own by respecting others, using
  self-direction, and participating with effort
  striving to reach the top level of social
  responsibility.
• Lesson 2 respect others, self-direct, and
  participate with effort throughout the volleying
  lesson.
• Lesson 3 respect each other by not disrupting
  students space during tasks throughout the
  volleying lesson
• Lesson 4 listen to and acknowledge other
  teammates ideas while designing their game

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Communicated Goals

• Teachers introduced to students their
  expectations of students personal and social
  behavior
• 4Outstanding
• Always demonstrates respect, self-direction, and
  participation
• 3Acceptable
• Mostly demonstrates respect, self-direction, and
  participation
• 2Needs Improvement
• Sometimes demonstrates respect, self-direction,
  and participation
• 1Unacceptable
• Rarely demonstrates respect, self-direction, and
  participation

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Poster

• Personal/Social Responsibility Poster

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Team Folders

• Description of student roles
• Contracts for students to sign agreeing to their
  role duties
• Definition of social responsibility and the
  behavior levels
• Daily task sheets
• Additional information that may be needed for the
  days lesson

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Feedback

• Task sheets
• Cognitive
• Affective

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Task Sheet for Volleying Lesson 1 Team Name
__________________________________________________
_________ Your Name _____________________________
_______________________________ Your Role
__________________________________________________
___________ Volleying Activities_________________
______________________________________ Learning
Cues We learned four cues today for the
underhand volleying pattern, name as many as you
can remember Group Processing____________________
_____________________________________ How well
did each team member achieve social
responsibility today (refer to social
responsibility sheet for level descriptions)?
Answer honestly! Coach Level 4 Level 3 Level
2 Level 1 Why? Captain
Level 4 Level 3 Level 2 Level 1
Why? Equipment Manager Level 4 Level
3 Level 2 Level 1 Why? Score Keeper
Level 4 Level 3 Level 2 Level 1
Why? Encourager
Level 4 Level 3 Level 2 Level 1
Why?
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Teacher Checklist Pre/Post Assessment
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Student Learning Results

• Average Overall Rating for the 3 Main TPSR Cues
• Respect
• Self-Direction
• Participation

• Average Rating for Each Cue
• Respect
• Self-Direction
• Participation

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Questions???