New York State Physical Education Profile Trainer

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New York State Physical Education Profile
Trainers Manual2007-2008 developed byThe
New York State Education Departmentin
partnership with The New York State Association
for Health, Physical Education, Recreation
Dance
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Goals of the Day

• Introduce the NYS Physical Education Profile
• Provide staff development experiences that may be
  used by school district training teams and
  teachers in their local school districts
• Provide participants with the opportunity to
  learn how to use the CD ROM as a resource
• Provide NYS physical education professionals with
  a network to help each other learn about and
  implement the PE Profile

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The Workshop Agenda

• 800 830 Registration
• 830 1145 Morning Session
• Welcome Introduction
• Tour of the CD ROM
• Standard 1A Introduction
• Standard 1A Table Work (CD-ROM Browse Mode)
• Standard 1A Table Work (CD-ROM Test Mode)
• Standard 1A Debrief
• 1030 1045 Break
• Standard 1B Introduction
• Standard 1B Table Work
  Debrief
• 1145 1230 LUNCH
• 1230 215 Afternoon Session
• NYS AHPERD
• Standard 2 Introduction
• Standard 2 Table Work Debrief
• Standard 3 Introduction Overview
• Why implement the PE Profile?
• Wrap-up

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The PE Profile

• What it is
• a State developed assessment program designed for
  instructional use with curriculum to help
  students, teachers, and administrators focus on
  learning.
• a source for systematically providing evidence
  that students are learning and subsequently
  achieving the NYS Learning Standards.
• a source for evaluation of the quality of a
  school districts physical education program.
• What it isnt
• a mandated curriculum (curriculum is a local
  district decision).
• a grading system (criteria for grading is a local
  district decision).
• a graduation requirement (criteria for graduation
  is a Commissioners Regulation and has not
  changed).
• a mandated test (the assessment is available for
  schools to use to provide evidence that students
  are achieving the Standards).
• Bottom line today, a lot of information will be
  presented keep in mind the quote
• inch by inch, this is a cinch yard by yard,
  this is way too hard

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The CD-ROM

• What it is
• a resource that introduces assessments to use
  with curriculum to help students, teachers, and
  administrators focus on learning.
• a resource that provides the means to
  systematically provide evidence that programs are
  effective and reflect the achievement of the NYS
  Learning Standards.
• a resource to familiarize teachers,
  administrators, school board members, parents,
  and students with the New York State Learning
  Standards and commencement level assessments for
  physical education.
• a resource to help teachers and administrators
  use assessments in physical education program
  evaluation and development.
• an interactive opportunity to learn how to assess
  performance.
• What it isnt
• a magic bullet for curriculum development this
  will take time.
• a magic bullet for enabling teachers to
  immediately score student performance in a
  reliable way reliable assessing will take
  practice.
• Teachers will need staff development and practice
  to use the assessments effectively.

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NYSED Website (www.emsc.nysed.gov/ciai/pe/profile.
htm)

• What it is
• a resource that is available for up-to-date
  information
• for Standard 1A new assessments / updates for
  existing assessments
• for Standards 1B, 2, 3 the assessment package
  for the present school year.
• a resource for Printed Materials (PDFs) for all
  text and forms in the PE Profile. This is
  important because it allows teachers and
  administrators to print only pertinent
  information needed at the moment.
  Note In the case of text, it is usually easier
  to read printed text as opposed to reading it in
  scrolled form on the CD ROM.
• a forum for announcements of Best Practices,
  etc.
• Unlike the CD ROM, the Website will keep the PE
  Profile alive.

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The NYS Physical Education Profile What is it
?Why is it ?

• A NYS AHPERD Story

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Staying Ahead of the Wave

• This is a story about NYS AHPERD in the era of
• Standards-Based Education (the past two
  decades)
• Physical Education has been vulnerable time and
  again, NYS AHPERD leadership and membership have
  been pressed into action to address some very
  critical issues and legislation that would impact
  the future of physical education (e.g. the
  elimination of time mandates, erosion of class
  time, loss of programs).
• NYS AHPERD has continually engaged in immediate
  reactive initiatives (lobbying, advocating, etc.)
  to stem the possible impact generated by policy
  proposals.
• BUT at the same time
• NYS AHPERD has also continually engaged in
  long-term proactive initiatives to address the
  actual vulnerability issues at their core.

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Staying Ahead of the Wave

• Is Physical Education really still vulnerable !
• If the national scene is an indicator
  observation tells us that most States have
  experienced the loss or a substantial erosion of
  their States Physical Education Requirements
• many are convinced that PE continues as an
  endangered species
• many say it is only a matter of time!
• Why is Physical Education still vulnerable ?
• Historically, there has been almost a total lack
  of expectations for significant learning outcomes
  in PE Programs!
• Historically, there has been almost a total lack
  of accountability for learning in PE Programs!

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Staying Ahead of the Wave

• What are the learning expectations ?
• Fundamental question what do students learn ?
• The Learning Standards clearly tell us what needs
  to be learned
• Fundamental question how can PE be accountable
• School Districts need to provide evidence using a
  tool that is practical, reliable, valid The PE
  Profile is a tool for this task
• Facts are
• In the past 20 years, PE has become more eroded
  minutes/week, class sizes, pull-outs for
  remediation
• Core subjects need more time and resources for
  proficiency and remediation
• Where do you get the time and resources what
  can still be eliminated physical education is
  vulnerable.

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Staying Ahead of the Wave

• NYS AHPERD has taken on the challenge from
  Commissioner Mills
• In 1999 and again in 2004, he asked NYS AHPERD
  leaders
• How can you show me PE is meaningful relevant ?
• How can I see the NYS Learning Standards come
  alive in physical education classes ?
• What is the evidence that students are learning ?
• What is the evidence that students are achieving
  the Learning Standards ?
• NYS AHPERD has been addressing this challenge in
  a pro-active way for the past decade a key for
  showing evidence is the PE Profile

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Standard 1 The Key Idea

• Students will perform basic motor and
  manipulative skills. They will attain competency
  in a variety of physical activities and
  proficiency in a few complex motor and sports
  activities. Students will design personal
  fitness programs to improve cardio respiratory
  endurance, flexibility, muscular strength,
  endurance, and body composition
• Clearly, there are learning expectations
• Now, the PE Profile provides a way for your
  school district to provide evidence of student
  learning

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Who says Standard 1 is Important?

• The Issue
• Physical inactivity and lack of knowledge
  regarding fitness and health-enhancing lifestyles
  have resulted in a startling rise in childhood
  and adult obesity, cardio-respiratory risk, type
  II diabetes, and other lifestyle-related
  diseases.
• The Question
• What is physical education doing about issues of
  physical inactivity and lack of fitness
  knowledge?
• The Challenge
• The Centers of Disease Control and Prevention
  (CDC) and the Surgeon General have specifically
  challenged physical education to be an important
  part of the solution to the nations obesity
  epidemic by providing
• 1) opportunities for physical activity, and
• 2) knowledge for establishing and maintaining
  health fitness through an active,
  health-enhancing lifestyle.
• If your school can provide evidence that your
  students can successfully complete of the PE
  Profile Assessments for Standard 1, it will show
  they are prepared with the knowledge and skills
  needed for these adult responsibilities
  identified in the Standard.

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Standard 2 The Key Idea

• Students will demonstrate responsible personal
  and social behavior while engaged in physical
  activity. They will understand that physical
  activity provides the opportunity for enjoyment,
  challenge, self-expression, and communication.
  Students will be able to identify safety hazards
  and react effectively to ensure a safe and
  positive experience for all participants.
• Clearly, there are learning expectations
• Now, the PE Profile provides a way for your
  school district to provide evidence of student
  learning

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Who says Standard 2 is important

• The Issues
• Lack of respect for others
• Lack of respect for difference
• Violence in schools, neighborhoods, and
  communities
• Bullying
• The Question
• What is physical education doing about these
  issues ?
• The Challenge
• Project SAVE (Safe Schools Against Violence in
  Education Act) legislation requires schools to
  provide K-12 instruction inn civility,
  citizenship and character education. Learning
  Standard 2 calls for students to demonstrate
  responsible personal and social behavior, to care
  and respect themselves and others, and to
  recognize threats to the environment when engaged
  in physical activity. The Standard addresses
  character, civility, and citizenship
• Essential Skills and Dispositions (NYSED, 1995)
  identified the skills and dispositions that
  prepared students to live well as individuals,
  family and community members, and be productive
  in the workplace. Learning Standard 2 calls for
  students to demonstrate and understand many of
  these skills and dispositions.
• If your school can provide evidence that your
  students can successfully complete of the PE
  Profile Assessments for Standard 2, it will show
  they are prepared with the knowledge and skills
  needed for these adult responsibilities
  identified in the Standard.

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Standard 3 The Key Idea

• Students will be aware of and able to access
  opportunities available to them within their
  community to engage in physical activity. They
  will be informed consumers and able to evaluate
  facilities and programs. Students will also be
  award of some career options in the field of
  physical fitness and sports.
• Clearly, there are learning expectations
• Now, the PE Profile provides a way for your
  school district to provide evidence of student
  learning

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Who says Standard 3 is Important?

• The Issues
• Knowledge of the interaction of factors that
  influence the physically active lifestyles of
  adults
• The enabling factors including environmental
  variables such as access to facilities,
  equipment, and programs.
• Knowledge as a consumer
• Knowledge as a participant in a physically active
  lifestyle
• Adherence factors why people are not physically
  active
• The Question
• What is physical education doing about the issue
  enabling people to be physically active ?
• The Challenge
• Do graduates know what they need to know to live
  a physically active lifestyle?
• Do graduates have the confidence and skill to be
  physically active?

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It is all about ACCOUNTABILITY

• School districts have the responsibility to
  provide evidence that their students have
  achieved the NYS Learning Standards
• The PE Profile provides student and program
  accountability that is
• Practical
• Standardized
• Reliable
• Valid
• Authentic

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New York State Learning Standards for Health,
Physical Education, and Family and Consumer
Sciences

• Learning Standard 1 (Physical Activity Fitness)
• Students will have the necessary knowledge and
  skills to establish and maintain physical
  fitness, participate in physical activity, and
  maintain personal health.
• Learning Standard 2 (Personal and Social
  Responsibility)
• Students will acquire the knowledge and ability
  necessary to create and maintain a safe and
  healthy environment.
• Learning Standard 3 (Resource Management)
• Students will understand and be able to manage
  their personal and community resources.

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NASPE Content Standards

• Comparing New York State Learning Standards with
  NASPE Content Standards
• NASPE 1995
• General descriptions 1995
• NASPE revised 2004
• General descriptions 2004
• Summary charts

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About the NYS Physical Education Profile

• What is the NYS Physical Education Profile?
• Why physical education needs to be accountable
• How the results will be used for student and
  program accountability.
• How does the Physical Education Profile work?
• Sport and physical activity performance
  assessments
• Cognitive performance assessments
• Why do we need the PE Profile?
• Physical education needs a clearly defined focus
• Assessments should be incorporated within the
  physical education program
• Standardized assessments will provide an
  evaluation tool that is consistent for students
  and programs throughout the State.
• Who is responsible for the PE Profile?
• The stakeholders NYSED, School Districts,
  Administrators
• Teachers, Students, Parents

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Using the NYS Physical Education Profile

• Impact on Curriculum
• The NYS Learning Standards and PE Profile may
  affect curriculum
• Impact on Instruction
• The NYS Learning Standards and PE Profile may
  affect instruction
• Student Achievement and Grading
• The PE Profile addresses both program
  effectiveness and student achievement and may
  affect grading
• Program Accountability
• The PE Profile can be used to determine program
  accountability

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Including Students with Disabilities

• Assessment Accommodations
• Instructional Modifications

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Frequently Asked Questions

• This section answers questions related to the
  Physical Education Profile
• What is the Profile
• Student exemptions
• Student accountability
• Implications for programs

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Competency and Proficiency(how rubrics work in
sports and physical activities)

• Proficient A student has the skill and
  knowledge to be an advanced performer and
  contributor in an organized adult recreational
  setting.
• 3 Competent A student has the skill and
  knowledge to be comfortable participant and
  contributor in an organized adult recreational
  setting.
• 2 Advanced Beginner A student needs more
  practice to develop the skill and knowledge
  necessary to become a comfortable participant and
  contributor in an organized adult recreational
  setting.
• 1 Beginner A student is just beginning to
  acquire the
• knowledge and skills necessary to
  participate.

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Traditional Sport Categories

• Team Passing Sports
• Net/Wall Sports
• Target Sports
• Striking Fielding Sports
• Assessment components are similar
• Application of Skills
• Application of Strategies
• Application of Rules Conventions
• Personal and Social Responsibility

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Application of Skills (how rubrics work
example team passing sports)

• Students
• 4. apply effective skills with few, if any,
  observable errors in technique. Students
  consistently and effectively defend and use
  offensive skills in the presence of defensive
  pressure.
• 3. apply effective skills with errors in
  technique. Students are inconsistent in
  defending and in using offensive skills in the
  presence of defensive pressure.
• 2. perform skills showing some elements of
  correct technique but application is ineffective
  and inconsistent.
• 1. attempt skills but technique is not yet
  sufficient resulting in consistently ineffective
  performance.

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Application of Strategy(how rubrics work
example team passing sports)

• Students
• 4. consistently apply effective strategic play,
  maintain proper spacing, and make decisions to
  appropriately adjust to game situations.
  Students transition smoothly between offensive
  and defensive roles.
• 3. apply appropriate offensive and defensive
  strategies in relation to other players but seem
  hesitant or indecisive when reacting to game
  situations.
• 2. use some offensive and defensive skills
  appropriately but show little evidence of
  effective contribution to team offense or
  defense.
• 1. use movements that are unrelated to basic
  game strategy. Students do not contribute to
  offense or defense.
•  

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Application of Rules Conventions(how rubrics
work example team passing sports)

• Students
• 4. apply rules interpretation, conventions of
  play, and terminology with no observable errors.
  Students announce the score correctly before
  re-starting play after a score or when asked.
• 3. apply major rules, conventions of play and
  terminology correctly, but make minor errors or
  may seek confirmation from others. Students
  announce the score correctly before re-starting
  play or when asked.
• 2. demonstrate a general understanding of the
  activity but need assistance to correctly apply
  rules, conventions, terminology and/or scoring.
• 1. consistently demonstrate incorrect
  application of rules, conventions of play, and/or
  terminology. Students rely on others to play
  correctly.

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Personal and Social Responsibility Safety(how
rubrics work example team passing sports)

• Students
• 4. demonstrate fair play and appropriate
  competitive behaviorparticipate energetically
  and safely demonstrating self-control and respect
  for the positive and safe experience of others
  prevent or resolve conflicts without teacher
  intervention and/or appropriately challenge
  themselves and others to high levels of
  performance.
• participate energetically and safely
  demonstrating self-control, fair play, and
  respect for others.
• 2. participate safely and maintain
  self-control but are inconsistent in energy.
• 1. lack self-control at times and/or need
  reminders and encouragement from others to
  participate in a safe, fair, energetic, or
  respectful manner.

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Physical Activity Categories

• Dance Aesthetics Activities
• Outdoor Activities
• Personal Performance Activities
• Fitness Activities
• Components (and their rubrics vary by category)

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Dance and Aesthetic Activities

• Recreational Dance Components
• (Ballroom Dance, Line Dance, Square Dance, etc.)
• Application of skills
• Performance
• Personal and Social Responsibility
• Performance Dance/Aesthetic Activities Components
  (Creative Dance, Gymnastics.)
• Application of skills
• Performance
• Choreography
• Personal and Social Responsibility

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Outdoor Activities(Camping, Canoeing,
Orienteering, Skiing, etc.)

• Components
• Application of skills
• Personal challenge, decision-making, and
  preparation
• Application of Safety, Etiquette, and conventions
• Personal/Social Responsibility Safety

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Personal Performance Activities

• Challenge/Risk Activities
• (Wall climbing, Skate boarding, etc.)
• Recreational Activities
• (Ice skating, In-line Skating, Lap Swim, etc.)
• Martial Arts/Combative Activities
• (Fencing, Judo, Wrestling, etc.)
• Personal Best Activities
• (Competitive Swimming, Track Field, etc.)

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Fitness Activities(Step Aerobics, Weight
training, Cardio Kickboxing, Aerobic Activities,
Pilates, Tae Bo, etc.)

• Application of Fitness Principles
• Application of Skill
• Personal/Social Responsibility Safety

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The Standard 1A 1B Connection

• Sport Physical Activity Assessments
• Fitness Category
• Aerobic Performance Activities
• Cardio-kickboxing
• Pilates
• Step Aerobics
• Tai Bo
• Water Aerobics
• Weight Training

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Browse Mode
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TEST MODE
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Simply Click on the blinking Play button and test
your assessment skill
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Physical Activity Content K-12 Progression
Elementary K-2 Fundamental motor and manipulative skills
Elementary 3-5 Motor skills in combination
Intermediate 6-8 Sport Specific Skills
Commencement 9-12 Competency and proficiency in complex motor and sport activities
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Physical Activity Assessment K-12 Progression
Elementary K-2 Checklist of Fundamental Skills
Elementary 3-5 Checklist of skills in combination (routines, sequences, etc.)
Intermediate 6-8 Tasks and rubrics for sport skills in game-like situations
Commencement 9-12 Complex, authentic games and physical activity performances
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Standard 1A in review

• Standard 1A is achieved when students demonstrate
  competency in 6 activities and proficiency in 3
  activities found in 3 different categories
• What teachers have found
• Student Accountability When students understand
  that they are accountable for specific knowledge
  and physical performance levels, their
  attentional focus and energy increases and
  learning improves.
• Impact on Curriculum Instruction When
  students reach the 9th grade and demonstrate
  competency or proficiency particularly in the
  traditional sports found in the team passing
  category, there is not a pressing need to repeat
  those activities over the next three years
  because for those who did not demonstrate
  competency or proficiency, it is highly unlikely
  that they will take an interest to practice on
  their own or will have enough practice during
  class time to ever become proficient or competent
  in that activity. This fact immediately creates
  opportunities to enrich programs by shifting
  toward the types of activities that students have
  not yet experienced and might choose to do as
  adults.
• Program Accountability When a climate is
  established where physical education programs
  reflect a seriousness for student learning and
  achievement of the Standards (physical activity,
  fitness, character/civility/citizenship,
  resources), there is more respect from other
  teachers, more resources are available from
  administrators, and fewer pull-outs take place.

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The Cognitive AssessmentsStandard 1B
FitnessStandard 2 Personal Social
ResponsibilityStandard 3 Resource
ManagementFor up-to-date information for the
NYS PE Profile see www.emsc.nysed.gov/ciai/pe/pro
file.htm
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Learning Standard 1B

• Learning Standard
• Students will have the necessary knowledge
  and skills to establish and maintain physical
  fitness, participate in physical activity, and
  maintain personal health.
• Key Idea B for Physical Education
• Students will perform basic motor and
  manipulative skills. They will attain competency
  in a variety of physical activities and
  proficiency in a few select complex motor and
  sports activities. Students will design personal
  fitness programs to improve cardio-respiratory
  endurance, flexibility, muscular strength,
  endurance, and body composition.

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Who says Standard 1B is Important?

• The Issue
• Physical inactivity and lack of knowledge
  regarding fitness and health-enhancing lifestyles
  have resulted in a startling rise in childhood
  and adult obesity, cardio-respiratory risk, type
  II diabetes, and other lifestyle-related
  diseases.
• The Question
• What is physical education doing about these
  fitness and health
• issues?
• The Challenge
• The Centers of Disease Control and Prevention
  (CDC) and the Surgeon General have specifically
  challenged physical education to be an important
  part of the solution to the nations obesity
  epidemic by providing
• 1) opportunities for physical activity, and
• 2) knowledge for establishing and maintaining
  health fitness through an active,
  health-enhancing lifestyle.
• The successful completion of the assessment for
  Standard 1B shows students are prepared for this
  adult responsibility.

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Standard 1BIntroduction

• assessments are designed to be part of a
  comprehensive instructional unit
• assessments are structured as a task comprised
  of stimulus-based questions based on a scenario
  that represents a real world or authentic
  situation
• assessments will require short answer responses
  in graphic organizers and narratives
• the assessments are scored using a 4-point rubric
• student work will show the application of skill
  and knowledge that is personally useful at
  present and will be useful during their adult
  lives
• answers will show that students can
  analyze/synthesize/interpret information using
  charts, graphs, tables, and other visuals
• answers will show that students can make
  recommendations or plans based on that
  information
• the assessments are designed to be part of a
  comprehensive instructional unit where students
  will be held accountable for content knowledge
• the assessments are not secure.

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Comparison to NASPE Standards

• New York State Learning Standard Key Idea B
  states that students will design fitness
  programs
• NASPE Standards state that the physically
  educated person exhibits a physically active
  lifestyle (1995) or participates regularly in
  physical activity (2004) and that the
  physically educated person achieves and
  maintains a health-enhancing level of physical
  fitness (1995, 2004).
• The NASPE outcomes imply the need for physical
  activity records and physical fitness test
  scores. In contrast, New York State Learning
  Standard 1 Key Idea B implies the need for a
  cognitive assessment where students demonstrate
  the knowledge and skills necessary to design
  personal fitness programs.
• Teachers need to be aware that State and
  National Standards sometimes differ. Such is the
  case with the Fitness Standards of NYS and NASPE

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Developmentally Appropriate Practices (NASPE)

• Appropriate Practices for Health-Related Fitness
  and Fitness Testing
• To set a context for the fitness education
  component of a commencement level program and
  fitness testing, it is helpful to review what is
  considered appropriate professional practice.
  NASPE has authored publications for high school,
  middle school, and elementary school levels that
  explain appropriate and inappropriate practices
  on a variety of topics including health-related
  fitness and fitness testing. These identify key
  aspects of professional practice for curricula,
  instruction, and assessment and are presented to
  provide specific guidelines for instructional
  practices that support maximum opportunities for
  developmentally appropriate student achievement.
  Inappropriate practices identify common practices
  that are counterproductive or even harmful to the
  physical, mental, social, and emotional
  development of children and adolescents, and they
  should be avoided or changed.
• Teachers need to be aware of this information
  (Standards 1A,1B,2)

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Standard 1B -- Content

• Curriculum drives instruction
• Health-Related Components of Fitness
• Health Risk Factors
• Basic Principles of Fitness
• Overload, Progression, Specificity
• FITT Formula
• Frequency, Intensity, Time, Type

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Standard 1B Content Progression K-12
 
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Standard 1B Assessment K-12 Progression
Elementary K-2 Awareness - Portfolio/worksheets
Elementary 3-5 Definitions - Portfolio/worksheets
Intermediate 6-8 Comprehension/goal setting - SBQs applied to themselves
Commencement 9-12 Application/Evaluation - SBQs applied to others
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Practice Assessment Standard 1B

• Groupings for the working session
• Small groups 2s, 3s, but no more than 4
• Materials needed (participant packet)
• Task Scoring Rubric
• Scenario
• Graphic Organizers
• Health/Fitness Profile
• Exercise/Activity Worksheets
• Personal Fitness Program
• Fitness Reference Booklet
• Class Assessment Record
• Other forms will be helpful for teachers when
  they prepare for practice assessments for
  students

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Task Standard 1B

• Directions Read the Scenario and then complete
  the 3 parts of the assessment
• Part 1. Complete the Health/Fitness Profile.
• a. In the Risk Factor section place a check in
  the appropriate box to identify the risk factor
  type.
• b. In the Fitness Interpretations section,
  interpret each result using the tables/charts
  found in the Fitness
• Reference Booklet and then identify
  the persons health/fitness status.
• c. In the summary box that follows the
  Health/Fitness Profile, write a paragraph that
  summarizes the
• interpretations found in the persons
  Health/Fitness Profile.
• Part 2. Complete the Exercise/Activity
  Worksheets using your knowledge and the
  information identified in the Scenario and
  Health/Fitness Profile for the following
  health-related components of fitness
• a. State the individuals short-term goal for
  the first month.
• b. Recommend specific types of
  exercises/activities that addresses the goals.
• c. Determine the intensity of the first day
  workout for each exercise/activity type based on
  the FITT Formula.
• d. Recommend time and frequency for each
  exercise/activity type based on the FITT Formula
• e. Explain the progression for exercise
  specificity and overload (Principles of Fitness)
  that would lead to
• achieving the individuals
  short-term goal for the first month.
• Part 3. Complete the Personal Fitness Program
  using the information from the Exercise/Activity
  Worksheets.
• a. Identify the physical activities (type) and
  duration (time) for each day of the first week of
  the program.

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Scoring Rubric for 1B

• Responses for the graphic organizers and
  summaries
• 4 will build on essential information by
  demonstrating a level of detail and/or a depth
  and breadth of knowledge that exceeds
  expectations. Responses will include a thorough
  understanding of the components of fitness and
  the ability to create an individualized fitness
  program to improve fitness levels and accomplish
  set goals.
• (see rubric for specific expectations for
  4-level responses in Parts 1,2,3)
• 3 provide essential information that
  demonstrates an understanding of the components
  of fitness and the ability to create an
  individualized fitness program designed to
  improve fitness levels and accomplish set goals.
  (see specific for expectations for 3-level
  responses in Parts 1,2,3)
• 2 address most parts of the task but
  demonstrate limited knowledge and include notable
  errors, omissions, or misconceptions about
  components of fitness programs.
• 1 fail to address required parts of the task,
  show major errors, omissions, and/or
  misconceptions.
• Keep in mind that all three parts of the
  assessment are scored as a whole
• Part 1 Health/Fitness Profile
• Part 2 Exercise/Activity Worksheets
• Part 3 Personal Fitness Program

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Task Standard 1BPart 1 (a,b,c)

• Part 1. Complete the Health/Fitness Profile.
• a. In the Risk Factor section check the
  appropriate box to identify the risk factor
  type.
• b. In the Fitness Interpretations section, use
  the tables/charts found in the Fitness Reference
  Booklet and identify the persons health/fitness
  status.
• c. In the Summary box, write a paragraph that
  summarizes your interpretations from the
  Health/Fitness Profile.

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Example Scenario 1

• Norm, a 17-year old high school senior, was
  considered an all-round kid. He did well in his
  studies, was elected to the student government,
  and was active in intramurals and recreation
  during all three seasons. His favorite activity
  is basketball. Norm believed in keeping fit, as
  he believed that his physical condition would
  affect the rest of his life. But Norm had been
  diagnosed with mononucleosis (mono), and after a
  week in bed he did not participate in any
  exercise for the next four weeks. Norm was sure
  that his inactivity had had a negative effect on
  his fitness. With his recovery complete, Norm is
  once again ready to participate in recreational
  sports and to pursue his long time objective to
  be able to bench press his body weight. Before
  allowing Norm to push himself, his doctor
  referred to his medical data, had him fill out a
  Risk Factor History questionnaire, and evaluated
  his status for the four health related components
  of fitness. The doctor gave Norm clearance to
  begin exercising.

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x
Normal BMI 23.0 (Body Composition)
x
x
x
Normal fitness level
x
x
Normal fitness level
Desirable level
x x
Desirable level
x x
Desirable level
x x
Good fitness level (Cardiorespiratory
fitness)
Marginal fitness level (Muscle strength)
(Bench press 120 lbs x 9 reps 154 lb predicted
1-Rep Max // 1-RM/Weight 0.96)
Marginal fitness level (Muscle endurance)
High performance (Flexibility)
Good fitness level (Body composition)
Needs to be wary of implications
x
Needs to be wary of implications
x
Needs to be wary of implications
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Part 1 (c) Health/Fitness Profile Interpretation

• 3 Level responses would provide correct
  essential information in a summary review of the
  health and fitness strengths, weaknesses, and
  concerns of the individual.

For example, a response might include For
Norm, his doctors report shows no problems as he
scored in the normal range for each item. His
fitness test results all can be interpreted as
good to marginal, and his risk factors indicate
that he should be aware of his family history of
cancer and hypertension.
4 Level responses would build on the correct
essential information (3-Level expectation) by
adding a higher level of detail or further
information that may be relevant for analysis of
health and fitness status and the development of
a subsequent fitness plan.
For example, a response might include For
Norm, his two strength tests indicate marginal
results. That fact, coupled with his goal to
improve his upper body strength and eventually
bench press his body weight should be kept in
mind when developing the muscle strength and
endurance component of his fitness plan.
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1B Task Part 2 (a,b,c,d,e)

• Complete the Exercise/Activity Worksheets using
  your knowledge and the information identified in
  the Scenario and Health/Fitness Profile
• a. State the individuals short-term goal for
  the first month.
• b. Recommend specific types of
  exercises/activities that addresses the goals.
• c. Determine the intensity of the first day
  workout for each exercise/activity type based on
  the FITT Formula.
• d. Recommend time and frequency for each
  exercise/activity type based on the FITT Formula
• e. Explain the progression for exercise
  specificity and overload (Principles of Fitness)
  that would lead to achieving the individuals
  short-term goal for the first month.

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Cardiorespiratory Fitness (Part 2.a)

• 3 Level responses would provide evidence of
  correct essential information and a
  recommendation for a cardiorespiratory fitness
  goal for the first month.

For example, a response might include
Information in the Scenario and Health/Fitness
Profile suggests that even though Norms
cardiorespiratory fitness is in the healthy zone,
he states he wants to regain the overall fitness
levels he had prior to getting mono. Based on
this information, his goal for the first month is
to improve his cardiorespiratory fitness by
improving his score on the Pacer test.
Progression toward his goal would be evidenced by
periodic journal entries showing change in his
performance and/or through retesting.
4 Level responses would build on the correct
essential information (3-Level expectation) by
adding a higher level of detail or further
information.
For example, a response might include
Encouraging Norm to identify specific cardio
activity preferences may help him adhere to his
plan. Good cardio activities (walking, jogging,
step aerobics, swimming, cardio-kick boxing,
treadmill) and/or active sports and recreation
(biking, soccer, skating, tennis) could increase
cardiorespiratory fitness in ways that are fun
and interesting to Norm. To determine if
progression toward the first month goal has taken
place, Norm should be able to exceed the 61
lengths run during his initial Pacer test.
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Cardiorespiratory Fitness
A 3-Level response might include For Norm,
because it is one of his activity preferences,
basketball is recommended.
A 3-Level response might includeFor Norm, as
his cardiorespiratory fitness level improves, he
may wish to continue the progression by
establishing a higher HR target zone (60-80) by
changing the intensity of his workout.
A 3-Level response might include For Norm,
participating for 30 minutes is recommended.
A 3-Level response might include For Norm, a
minimum of 3x/week is recommended.
A 4-Level response might include For Norm, he
revealed that basketball is a favorite activity,
so he could be encouraged to look for informal
(playground) or formal (Y leagues) opportunities
to play. If he plays regularly and with enough
intensity, basketball would be an appropriate
recommendation.
A 4-Level response might include For Norm, his
fitness test results (HRrest and Pacer test)
indicate good cardiorespiratory fitness
suggesting that, although Norm has not exercised
in the past five weeks, an initial exercise
target zone of 60-80 is recommended. The
recommendation for Norm would include a reminder
that he should periodically check his HR during
his workout, and he needs to keep his HR in the
target zone (122-142 bpm) throughout.
A 4-Level response might include For Norm, the
recommended work-out sessions (basketball) should
last at least 30 minutes per session but, given
the continuous starts and stops of play, playing
longer might be to his advantage. Also, he might
be reminded that time needs to be allotted for
warm-up and cool-down routines.
A 4-Level response might include For Norm, the
recommended frequency of cardiorespiratory
exercise to reach his goal would be at least 3x
per week but he does not have to limit himself.
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Muscle Strength and Endurance (Part 2.a)

• 3 Level responses would provide evidence of
  correct essential information when making a
  recommendation for muscle strength and endurance
  fitness goals for the first month.

For example, a response might include
Information in the Scenario and Health/Fitness
Profile suggests that Norms muscle strength and
endurance fitness test scores are in the marginal
zone. He states that he has a specific personal
goal of being able to bench press his body
weight. Based on this information, his goal for
the first month is to improve his muscle strength
and endurance, specifically for the upper body.
Progression toward his goal would be evidenced by
periodic journal entries showing change in his
performance and/or through retesting.
4 Level responses would build on the correct
essential information (3- Level
expectation) by adding a higher level of detail
or further information.
For example, a response might include In order
to achieve his overall goal to bench press his
body weight, he needs first to improve his
overall muscle strength and endurance to
establish a high level of muscle fitness. Then
he can revise his program to specifically improve
his upper body strength and thereby reach his
goal of bench pressing 160 lbs.
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Muscle Strength and Endurance
A 3-Level response might include For Norm, a
circuit on resistance machines that address total
body strength and would prepare him to pursue his
goal of bench pressing his body weight is
recommended.
A 3-Level response might include For Norm, his
first day workout on resistance machines would
involve lifts at a weight producing exhaustion
after 8-12 repetitions in each of his 3 sets. A
10-lift circuit using resistance machines is
recommended.
A 3-Level might include For Norm, a total body
circuit program of approximately 45-60 minutes is
recommended.
A 3-Level response might include For Norm,
participation in muscle fitness activities
3x/week is recommended.
A 4-Level response might include For Norm, a
circuit of 10 lifts on resistance machines would
attend to his needs and goals. A circuit (bench
press, knee extension, hamstring curl, biceps
curl, heel raise, lat pull-down, triceps press,
seated row, back extension, abdominal curl) is
recommended.
A 4-Level response might include For Norm, as
endurance improves, strength improves (and
vice-versa). Over time, Norm could reach his
goal of bench pressing his body weight, but he
should first concentrate on improving his overall
muscle strength and endurance.
A 4-Level response might include For Norm, the
standard time allotment of approximately a 60-
minutes is recommended. Norm should be reminded
that exercise time also needs to be allotted for
muscle warm-up and cool-down routines.
A 4-Level response might include For Norm,
participation in muscle fitness activities
3x/week on the days he does not play basketball
is recommended.
78
Flexibility (Part 2.a)
3 Level responses would provide evidence of
correct essential information when making a
recommendation for flexibility fitness goals for
the first month.
For example, a response might include
Information in the Scenario and Health/Fitness
Profile shows that Norms flexibility fitness
test score indicates high performance. Norms
goal for the first month is to maintain his
current flexibility level. Progression (or
maintenance) toward his goal would be evidenced
by periodic journal entries showing change in
his performance and/or through
retesting.
4 Level responses would build on the correct
essential information (3-Level expectation) by
adding a higher level of detail or further
information.

• For example, a response might include In
  order for Norm to realize his goal to maintain
  his high flexibility, he cannot assume that his
  basketball and weight training program will
  suffice. He should include specific flexibility
  exercises in his daily exercise routine.
  Maintenance would be evidenced by Norm being able
  to continue to record a Sit Reach score of at
  least 11 inches.

79
1B Task Part 3

• Part 3. Complete the Personal Fitness Program
  using the information from the Exercise/Activity
  Worksheets.
• a. Identify the physical activities (type) and
  duration (time) for each day of the first week of
  the program.

80
Designing a Personal Fitness Program
81
Wrap Up - Standard 1B

• So, what happened to BODY COMPOSITION ?
• Body Composition is recognized as one of the
  four Health-Related Components of Fitness and
  data related to it is included in the all three
  subsections of the Health/Fitness Profile
  (Doctors Report, Fitness Test Results, and Risk
  Factor History). Students are expected to be
  able to identify poor fitness as it relates to
  body composition through their interpretation of
  the data provided in the Fitness Test Results
  section of the Health/Fitness Profile. Since
  nutrition, as related to body composition is
  often taught through other subject areas, body
  composition is not addressed specifically as part
  of fitness planning for this assessment.
• What is on the Website www.emsc.nysed.gov/ciai/pe
  /profile.htm
• Standard 1B Practice Assessment Package
• Assessment Task Scoring Rubric
• Example Scenario 1 Graph Organizer (plus
  answer parameters)
• Example Scenario 2 Graphic Organizer (plus
  answer parameters
• Example Scenario 3 Graphic Organizer
• Example Scenario 4 Graphic Organizer
• Fitness Reference Booklet
• Standard 1B Assessment Package
• Assessment Task Scoring Rubric
• 10 Scenarios (from which one is randomly drawn
  immediately prior to the Assessment) Graphic
  Organizer
• Class Assessment Record Form
• Wrap up

82
New York State Association for Health, Physical
Education, Recreation, and Dance

• 1924 2007
• CELEBRATING 83 YEARS OF
• LEADERSHIP AND QUALITY SERVICE TO OUR MEMBERS
• The high road to service is traveled with
  integrity, compassion and understandingpeople
  dont care how much you know until they know how
  much you care

83
Today's Focus

• Why Join NYS AHPERD?
• NYS AHPERD Member Services
• Opportunities for Leadership

84
The Value of NYS AHPERD Membership
85
NYS AHPERD Our Goals

• Quality Services to Members
• Serve as Compelling Advocates
• Facilitate Teacher Expertise Through Quality
  Professional Development Opportunities

86
NYS AHPERD Our Goals

• Provide Technical Assistance
• Increase Membership
• Insure Financial Stability

87
NYS AHPERD Member Services

• Full Time Executive Director
• Full Time Staff Focused on Member Services
• Permanent Central Office

88
NYS AHPERD Member Services

• Three Statewide Newsletters
• Physical Best Specialist Workshops
• Individual Professional Development Portfolio
  (175 Hours)
• Intensive PE Program Evaluations
• Jump Rope and Hoops for Heart

89
Website WWW.NYSAHPERD.ORG

• Members Only
• Various Cutting-edge Newsletters (8)
• Links to Affiliate Sites (SED, CDC)
• Grants Job Opportunities
• Articles of Interest
• 113,750 Hits to Date

90
NYS AHPERD Member Services

• Physical Education Profile
• Zone Conferences Workshops
• Annual Statewide Conference
• Awards

91
NYS AHPERD Leadership Opportunities

• President (3Ps)
• Board of Directors Member
• Executive Council Member
• State Level Committee Member

92
NYS AHPERD Zone Services

• Newsletters
• Workshops
• Conferences
• Social Outings

93
NYS AHPERD Sections

• Adapted Physical Education Sport
• Aquatics
• Coaches
• Council of Administrators
• Dance
• Elementary

94
NYS AHPERD Sections

• Elementary/Middle PE
• Exercise Science/Sports Medicine
• Health Education
• Higher Ed. Professional Prep
• Leisure/Adventure
• Secondary PE

95
Leadership Opportunities At The Zone Section
Levels

• Presidents (3Ps)
• Local Board Member
• Zone Level Committee Member
• Conference Program Planner
• Treasurer

96
Advocacy

• NYS AHPERD is the Only
• Voice that Communicates that Quality Health and
  Physical Education Programs
• are an Integral Part of
• Every Childs Education

97
A Quotable Quote

• True Leadership is
• Doing Whatever It Takes
• to Honor Your Word
• Make a Difference Through Your Work
• And Give Hope
• to the People Around You

98
On The Importance of our Profession

• When Health Is AbsentWisdom Cannot Exert
  ItselfArt Cannot Become ManifestStrength Cannot
  Be ExertedWealth Becomes Useless and Reason Is
  Powerless Herophilus

99
Thank You . . . Sincerely, Your PE
Profile Training Team
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(No Transcript)
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(No Transcript)
102
Learning Standard 2

• Learning Standard
• Students will acquire the knowledge and ability
  necessary to create and maintain a safe and
  healthy environment.
• Key Idea for Physical Education
• Students will demonstrate responsible personal
  and social behavior while engaged in physical
  activity. They will understand that physical
  activity provides the opportunity for enjoyment,
  challenge, self-expression, and communication.
  Students will be able to identify safety hazards
  and react effectively to ensure a safe and
  positive experience for all participants.

103
Who says Standard 2 is important

• The Issues
• Lack of respect for others
• Lack of respect for difference
• Violence in schools, neighborhoods, and
  communities
• Bullying
• The Question
• What is physical education doing about these
  issues ?
• The Challenge
• Project SAVE (Safe Schools Against Violence in
  Education Act) legislation requires schools to
  provide K-12 instruction inn civility,
  citizenship and character education. Learning
  Standard 2 for Physical Education calls for
  students to demonstrate responsible personal and
  social behavior, to care and respect themselves
  and others, and to recognize threats to the
  environment when engaged in physical activity.
• Essential Skills and Dispositions (NYSED, 1995)
  identified the skills and dispositions that
  prepared students to live well as individuals,
  family and community members, and be productive
  in the workplace. It served as a guide for the
  development of the Learning Standards by
  acknowledging that these skills and dispositions
  need to be taught in all subject areas across the
  curriculum. Many of these skills and
  dispositions fit into Standard 2 for Physical
  Education.

104
Standard 2 assessed as behavior in Sport
Physical Activity (1A)

• Examples
• Demonstrating appropriate PSR
• Participate energetically and safely showing
  self-control and respect for others
• Demonstrating personal challenge,
  decision-making, and preparation
• Show willingness to challenge self and others to
  higher levels of performance
• Make timely decisions and adjust to the
  unexpected
• Perform without need for direction or supervision
  
• Safety
• Apply safety procedures consistently and
  effectively

105
Assessment of Personal Social Responsibility
Safety (sample rubric)

• Students
• 4. demonstrate fair play and appropriate
  competitive behavior. Students participate
  energetically and safely demonstrating
  self-control and respect for the positive and
  safe experience of others. Students prevent or
  resolve conflicts without teacher intervention
  and/or appropriately challenge themselves and
  others to high levels of performance.
• participate energetically and safely
  demonstrating self-control, fair play, and
  respect for others.
• 2. participate safely and maintain
  self-control but are inconsistent in energy.
• 1. lack self-control at times and/or need
  reminders and encouragement from others to
  participate in a safe, fair, energetic, or
  respectful manner.

106
Standard 2 (cognitive assessment)Introduction

• assessments are designed to be part of a
  comprehensive instructional unit
• assessments are structured as a task comprised
  of stimulus-based questions based on a scenario
  that represents a real world or authentic
  situation
• assessments will require short answer responses
  in graphic organizers and narratives
• the assessments are scored using a 4-point rubric
• student work will show the application of skill
  and knowledge that is personally useful at
  present and will be useful during their adult
  lives
• answers will show that students can
  analyze/synthesize/interpret information using
  charts, graphs, tables, and other visuals
• answers will show that students can make
  recommendations or plans based on that
  information
• the assessments are designed to be part of a
  comprehensive instructional unit where students
  will be held accountable for content knowledge
• the assessments are not secure.

107
Content Standard 2Knowledge to create and
maintain a safe and healthy environment.Identify
safety hazards and react effectively to ensure a
safe and positive experience for all
participants.

• Character
• Individual who acts consistently in a just and
  caring manner. In the physical activity setting
  shows personal restraint and initiative.
• Civility
• Interpersonal settings requiring the
  demonstrating of mutual respect, tolerance, and
  cooperation with another person. In the physical
  activity setting, refrains from put-downs
  regardless of differences, and treats others as
  they wish to be treated.
• Citizenship
• In group settings where success is dependant on
  effective group membership, shows a w