Learning and Leading - September/October 2012

K- 12 Instructional Resource Center

K12IRC.ORG

Over 2,100 carefully selected and annotated links will provide you with the tools you need to create exciting, topical lesson plans and curriculum. Like an Instructional Resource Center in the real world, you will find...

 a solid foundation for supporting standards and assessment practices,

 classroom projects, lessons, units, field trips, extended studies, and international databases in almost every subject and across subjects,

 references and projects to challenge your students,

 ideas & resources to integrate the new media tools,

 tips for school, family, industry, and community partnerships,

 tools for planning, using and managing your own environment,

 professional development and publishing opportunities.

Information
and Resources
for the K- 12
community

The nine psychomotor learning activity types focus on practicing and applying motor skills that lead to their automatic performance (see examples in the table “Activity Types for Practicing and Applying Motor Skills for Automatic Performance” on page 35).

In all physical education activity types, affective learning outcomes are linked to explicit cognitive and psychomotor goals. Whether affective learning is a component or the central focus of instruction, we suggest that you employ specific instructional strategies to ensure its inclusion.

the one-mile walk test and how to use the equipment. Then they practice using the equipment by entering sample target heart rates and collecting data by performing a series of movements to elevate their heart rates.

Once the students are ready to apply what they have practiced, they begin gathering data. They complete the one-mile walk, then download the data generated from monitors and organize it for statistical analysis using a spreadsheet. They compare, contrast, and interpret the results using standardized heart-rate criteria and assessment software, such as Fitnessgram.

Based on their findings, each
group determines physical
fitness goals to improve
and/or maintain
cardiovascular en-
durance. Then they
create and record
an exercise routine
to address selected
fitness goals using a
Flip camera and pres-
ent their findings using
slide-show software.

The K- 12 Instructional Resource Center is chockfull of the best-of-breed resources for designing, implementing, and refreshing lesson plans and curriculum.

Your One-Stop Resource For
Curriculum And Professional
Development.

Used as a professional development
resource by the Stanford School of
Education and the Exploratorium,
K12IMC.org is a non-profit resource,
maintained by Dr. Bonnie Tenenbaum.

Share Your Ideas

Given continual changes in curricula and available resources, the range of physical education learning activity types as well as the technologies that can support each will change over time. We invite you to help us to expand, refine, and revise this activity types taxonomy by visiting the Activity Types site and sharing your ideas via the contact link posted there.

http://www.k12irc.org/iste

Join the Conversation!

Combining Activity Types

The following example
illustrates how multiple
physical education
activity types might
be combined and
sequenced in a unit
focused on cardio-
vascular endurance:
The teacher be-
gins by posing a series
of questions (What is
cardiovascular endurance?
How do we measure cardiovas-
cular endurance?) to trigger students’
curiosity. The students then work with
partners to explore the concept of
cardiovascular endurance using elec-
tronic texts, learning how to calculate
heart and target heart rate and mea-
sure cardiovascular endurance. Then
they organize their ideas using concept
mapping software, select the appropri-
ate tool, and test to generate data to
answer fitness-related questions.

The students can decide, for example, to measure heart rate during a one-mile walk using a heart rate monitor as a real-time data collection tool. Prior to collecting the data, the students review a web-based virtual demonstration on how to administer

—Susana Juniu is a professor in exercise science and physical education at Montclair State University in Montclair, New Jersey, USA. Judi Harris and Mark Hofer are faculty members in curriculum and educational technology at the College of William & Mary in Williamsburg, Virginia, USA.