physical_and_health_education

=Health and Physical Education Cases=

Case 1
Mrs. Kuster teaches a grade 6 physical education class. She's teaching her students the techniques for throwing a basketball free throw but unfortunately recently hurt her hand anchoring her team in a tug of war tournament and won't be able to model the skill. Many of the students are huge fans of basketball and she wants to show how the NBA stars use the same free throw techniques. Mrs. Kuster has several posters that show the steps to throwing a free throw on the walls in the gym but she would like to connect the somewhat boring posters to the NBA stars that the students idolize and avoid having to use herself as a model.

Standard
6.2.1 Identify basic concepts that apply to the movement and sports skills being practiced.

Learners

 * 18 senior high-school students (15 girls and 3 boys)

Environment

 * Class takes place in school gym with no computers
 * School has a mobile laptop cart with 5 laptops and a projector that can be reserved
 * School has a computer lab that can be reserved by teachers or visited by students during specific hours
 * All computers have access to the internet, Microsoft Office, and are connected to school printers

Objective
Given a video of a basketball player throwing a free throw, students will identify each of the steps of the free throw and if the player in the video used proper technique or not.

Case 2
In a senior physical education class, Mr. Akers has an assignment where students need to explore how physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. In this assignment students are grouped into pairs and are given one class period to find examples of how physical activities have promoted fun, challenging, expressive, and social activities in their school. During this activity students explore the high-school and document different examples that they see in the high-school. Mr. Akers has been doing this activity for a while and has noticed the same examples coming up frequently in submissions. He would like to broaden the scope of the assignment from just the high-school to the entire community. Mr. Akers can't let students leave school property during class time to find examples so he wants students to communicate with various members of the community to find these examples. He has been able to gather contact information for various community members (e.g. community center director, local sports team, etc.) but isn't sure how he will organize this assignment to ensure that these community members aren't swamped with students.

Standard
9.7.1 Identify positive aspects of participation in several different physical activities.

Learners

 * 22 senior high-school students (12 girls and 10 boys)

Environment

 * Class takes place in a room where every student has access to an Apple computer with an Internet connection, the iWorks office suite, and connections to printers and scanners. The class also has a phone from which local calls can be made.
 * School has an equipment room where students can checkout digital cameras, video recorders, and audio recorders.
 * Many students have cell phones with built in cameras.

Objective
Given contact information for individuals involved in organizing physical activities in the high-school and community, pairs of students will select a few names from the list and gather information from these people regarding the positive aspects of participation in the physical activities that the person is involved with organizing.

Case 1
Mrs. Bullard teaches a grade 11 physical education class. She wants to her students to create a portfolio that shows what they have done during the class to move towards a physically active lifestyle. In the past she has required students to hand in binders that contain various materials that show their active lifestyle progress. Examples of materials often included pictures of them playing sports, photocopies of schedules from teams they are part of, and calendars showing their scheduled workout routines and when they actually did the workouts. Previous students often have the most difficulty figuring out how to organize all the materials they gather into a logical structure that gives a good picture of their physical activity lifestyle. Mrs. Bullard would like to have students share structures of their portfolio structures with her and each other early in the term so that they have a chance to get feedback on the structures and improve their final products. The structure of the portfolio will become even more important in the future since Mrs. Bullard is considering moving away from physical binders to electronic versions.

Standard
9.3.2 Identify physical activities that contribute to the improvement of specific fitness components (i.e. cardiovascular, strength, body composition, flexibility). Example: List jogging, swimming, skipping rope, martial arts and aerobic dance as physical activities that enhance cardiovascular fitness.

Learners

 * 23 11th grade students (13 girls and 10 boys)
 * One student has a visual impairment and cannot read standard sized text from a screen

Environment

 * Class takes place in school gym with no computers
 * School has a mobile laptop cart with 10 laptops and a projector that can be reserved
 * School has a computer lab that can be reserved by teachers or visited by students during specific hours
 * All computers have access to the internet, Microsoft Office, and are connected to school printers

Objective
Given a list of possible components to include in a portfolio, the student will produce an outline of the structure of their proposed physical education portfolio that clearly provides evidence of progress towards an actively lifestyle