m. Content is linked for transfer of learning within physical education units and among other subject area content Teacher connects skills to relevant activities. For example, the teacher may connect the overhand throwing motion to baseball, football, volleyball, etc. The teacher connects content to prior and future learning within physical education and across disciplines. For example, the teacher relates the scientific principle of Newton’s Laws of Motion with rotation in gymnastics. The mathematical concept of elapsed time is connected to timekeeping and place performance in games and sports. n. Student performance is continually evaluated to guide instruction Teacher actively monitors during the lesson to assess understanding of the skill or concept. This is done during guided practice, questioning, independent practices (drills, lead-ups, games, etc.) consistently. Student learning and performance guides the planning and instruction for teaching. For example, if “opposition” for the overhand throw is not demonstrated, the teacher reinforces the concept of opposition in cues, demonstrations, explanations, lead-ups, and possible future lessons. Teacher adapts activities, drills, lead-ups, etc. according to student success. o. Lesson presentation is changed in response to observation of student performance and/or information from formative assessment Teacher actively monitors student progress throughout the lesson, (through observation of student performance, questioning for understanding, student worksheets, etc.), and changes lesson presentation based on current levels of performance and content understanding. The teacher may choose to refocus instruction on a single component of the skill, such as opposition. p. Independent learning is promoted, encouraged and reinforced through daily assessments The students use resources within and outside the school to increase their knowledge and skills. For example, a bulletin board is created using pictures, activity logs, and/or reflections of students applying skills and content outside of class.
c. High expectations for learning and behavior are evident Expectations and activities challenge students. Students work hard and remain motivated. Students do not become bored at the lack of challenge or frustrated by too much challenge. The teacher acknowledges the work of all students, not only those who are talented or need remediation. d. Climate of courtesy and respect is established All interactions (teacher to student, student to teacher, student to student, teacher to teacher) are respectful and courteous. e. Students demonstrate respect and appreciation for individual differences Teacher adjusts teaching and expectations based on individual differences and needs. Accommodations and modifications are made for students with disabilities or varied learning styles. All students are included. Teacher is respectful and appreciative of cultural differences and backgrounds. Commonly, teachers will incorporate cues and frequently used commands (e.g., “stop,” “go,” etc) in different languages and will teach activities/dances from different cultures. f. Students accept responsibility for their learning and actions Teacher teaches good manner and self discipline by example. The teacher creates a feeling of trust and openness with students. Students exhibit responsibility for the safety of self and others. Students have high expectations of their own behavior. Students give maximum effort. g. Students support the learning of others Students are accepting of others. Students celebrate others. Students foster others’ self esteem. Students regularly encourage others and refrain from bullying and put-downs. Students use maximum effort when working with others. h. Students are recognized and praised for efforts and positive contributions Students are positively reinforced consistently for efforts and skill performance, correct responses, and appropriate behavior. Good sportsmanship and cooperative behaviors are promoted. Inappropriate comments and behaviors are corrected.