[0:02] Hi everyone, today on the PE Express podcast we're going to explore the last of four different sessions related to the movement education model in elementary physical education. Let's go.
[0:33] For those of you who haven't already checked it out, be sure to listen to the 1st, 2nd and 3rd podcast in this series to give you a better understanding of the foundation, concepts and elements of the movement education model, as well as what typical lesson from the movement education model might look likeand how it is different from the one that uses a traditional skills theme approach.
[0:55] Today we are going to discuss the importance of assessment in the movement education model and what it might look like. As the movement education model focuses more on students' ability to understand and apply concepts rather than what the performance of a skill particularly looks like, The assessment in this model may look a little different than what you use if you have generally used the traditional skills approach. To keep things consistent to illustrate this point, let's continue to use the example from the last podcast, which focused on the educational content of balancing. So, for a peak of balance assessment in the traditional approach to the topic of skills, you, as the teacher, can ask a student to hold a few specific balance positions while observing how well they are doing. is still able to maintain each balance for a period of five. -second account. This can be recorded using a checklist tool and using a rubric. A student can be awarded a grave based on their performance of their balance skill.
Example of formative evaluation
[1:52] In the context of the movement education model and in particular the example lesson I gave in the last podcast in this series, the balance skill was the vehicle through which students explore specific concepts, which were body parts and body shapes. So, for a formative assessment aligned with the conceptual nature of the movement education model, I could ask my students to create a few particular balances of their choice and identify which body parts are used in each, either by listing them. , or by having them draw them.
Summative evaluation example
[2:23] For a summative assessment in line with the movement education model, I can have students create a balance routine, with each balance using a specific body shape. For example wide, narrow, round or twisted. And then during my observation of the routine, instead of looking to see how still there by holding each balance pose as I would if I had taught this unit using a traditional thematic approach, I would look to see if they can actually apply these bodies. shapes in the context. So, is the stance they're supposed to use for a wide shape actually wide? The same goes for narrow and round and twisted and so on. Their application of these concepts can be recorded using a simple yes or no checklist, which is linked to a rubric, and it can be scored if necessary.
[3:09] Assessment within the movement education model may seem a little intimidating at first, but after some hands-on experience trying it out, it may make more students feel successful, as their application of a particular concept may have many different correct options instead of having to. fits in a very rigid box.
[3:28] Thank you very much for taking the time to listen to this podcast series and if you have any questions regarding the use of the movement education model in your teaching, please do not hesitate to contact me at Twitter. Thanks again and see you next time.
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Stand on any gymnasium floor and look up – way up. At first glance, it doesn’t take much to imagine the level of sophistication in some of the equipment located overhead, not to mention the process of safely installing it. But with today’s technology and automation being built into so many of these products that are used on a daily basis, the question that often comes up is how to manage it all.
Many choose to have manual systems and equipment in place for reasons such as simplicity or with budget in mind. While there is nothing wrong with this type of operation and equipment, in terms of operational optimization, many are trending in the opposite direction.
With everything from BASKETBALL BACKSTOPS that fold up into the ceiling or off to the side, to gym divider curtains, scoreboards and even volleyball systems, the modern gymnasium is becoming a connected one. With most of these products coming with independent electric controls, innovative solutions to manage them are now on the forefront.
Located along the Rideau Canal, one of our most recent projects brought us into Canada’s national capital to work on another gym partition that needed replacing.
Originally founded as an all-girls school in 1928, IMMACULATA HIGH SCHOOL opened with an principal enrollment of just 85 at the site of the former Christie mansion. The following year, enrollment nearly doubled, and a new building was quickly constructed, and the school’s first commencement followed.
It wasn’t until 1978 that male students were enrolled at the school as enrollment swelled to nearly 1, 000 students towards the end of the 1980s. After 65 years of education, the school officially moved to its current location along the canal and currently serves as home to the school’s sports team, the Immaculata Saints.
In search of a new set of rugby goals for one of their biggest athletic parks, the City of Toronto once again came knocking at our door. Having done a few projects together in the past, they are a group that we truly always enjoy working closely with. When the time comes to outfit an outdoor visite, we are always flattered to make the short list of potential partners. In early 2020, the city was in search of a new set of rugby goals for EGLINGTON FLATS, located in the York region. Constructed on the Humber River Floodplain in 1954, today the park is heavily focused on sports, with six soccer fields, four field hockey pitches, a football field, winterized la petite balle jaune courts and oui, the rugby field.
While we all certainly enjoy watching something come to fruition, there is something extra special about being involved in the revitalization of something as well. Over the years, we’ve been blessed to be involved in a number of these types of projects ranging from local community centres and schools all the way to nationally recognized institutions such as Queen’s University.
We’ve been granted access to stripped out gymnasiums and open athletic fields to design and eventually install state-of-the-art athletic equipment and infrastructure. From simple bleachers, to basketball systems to complete grandstands designed to accommodate tens of thousands of fans, these projects have and always will hold a special place in our hearts.