Friday, February 10, 2012

Week Four At Tully Elementary


Monday - 2/6/12
Today I got the opportunity to attend a faculty meeting, and I was unsure what to expect. As we entered the cafeteria the room was set up in a circle so everyone could see each other, and I soon got to find out why. A group of teachers had attended training the week prior and they were going to present some of the things they had learned at the “responsive classroom training”.  We did some activities that I honestly felt were a waste of a time, but I can see how they may work much better in a classroom setting than PE.  The highlight of the meeting for me was at the end, when principle Suddaby asked if anyone had comments one of the teachers said “I would like to say the PE dept with their minute to win it unit is great, my students are loving it, and are always excited to come in to check their scores In the halls. They can’t stop talking about it and it’s exactly what this school needs!” Other teachers also chimed in about their classes loving it as well and it made me feel great to know my hard work was working out so well. It was also great to hear the classroom teachers supporting it as well, many of them will stop in the hallway and check the scores with their classes to show some involvement. Today showed me that when you go the extra mile teachers start to talk, and getting the teachers to back you can make your unit even stronger.

Tuesday – 2/7/12
Today was the longest day so far as I put in fourteen hours! It was a long day of classes to begin with as we prepared for our new stations tomorrow and then I had an away game for basketball. Since we travel with the 8th grade team, we have to stay and watch their game after ours is done which adds an extra hour and a half, but on top of that today was the “once a season” stop at McDonalds.  The girls were all excited and brought their money with them to the game, but I couldn’t help but think what are we teaching our athletes by doing this? I understand everyone (for the most part) likes fast food, especially McDonalds, but to add to that McDonalds also offers free meals to the coaches who bring their teams in. Is this the right thing for our athletes? From my exercise physiology class I understand after competition it’s important to get some form of food back into your system to recover but I feel that we shouldn’t be having our athletes eating McDonald’s. We should be encouraging them to go home and eat a healthy variety of food. I guess overall it’s not horrible if they go once a season, but teams that frequently stop should consider the impact it is having on their team.

Wednesday – 2/8/12
Today was the start of our new stations and I was lucky enough to over sleep my first alarm this morning. As I rushed to get ready I did in fact leave late and get to school later than I had hoped to set everything up. I was lucky enough to finish setting up right as the first class walked in to get changed but it has taught me a valuable lesson.  I was smart enough the day before to set the equipment for today aside, which let me quickly pull it all out into the gym instead of having to search through the closet to find it all.  Overall the day went smooth after set up.

Thursday – 2/9/12
Today I am very proud of my 1st grade class. This is my class that has __, my ape student with CP. Our new stations are a little more difficult than the last set and I didn’t even think about modifications for him. As we got started I didn’t even have to modifications because the students in his group assisted him and made things easier so he could also do them. For example we had a station “fish sticks” where you had to get the fish from your boat to house otherwise the fish would swim away. The poly spots I had put out were too far for him, but I had extra poly spots on the side. A student in his group simply took another poly spot and put it closer so he could be successful. It was at the perfect spot as he did miss and also made a few in. It was a great to see how students help him out without even being asked and he was smiling and laughing with them as they took turns. Today showed me students can surprise you with their intelligence. I never thought students would help him out like that today, and it was great to see I can trust his group to help him out in class.

Friday - 2/10/12
Today was only a half day, and it couldn’t have come at a better time. This week has flown by and I needed a day to just catch up and get prepared for next week. Overall the week has gone very well, and I’m pleased with the work my students have been doing. It’s been great to see everyone coming in and working as hard as possible. As I reflect on things that have gone well I can’t help but continue to think why students are so in love with the xavix step counter. From my own observation I think the reason students are so addicted to it is because of the instant feedback. Students are able to track their progress quickly and continue to challenge themselves each and every time they get a turn. I believe the feedback paired with the human beings desire for competition is what is keeping students so attracted to the xavix. If this is correct it’s a great lesson learned. I think finding a way to give students that instant feedback in PE is a great way to keep kids excited for class, but how would to do it is the question.

Week Three At Tully Elementary


Monday – 1/30/2012
As Wednesday approaches with the start of the unit I had a lot of work to do this weekend. Since the plans had been drawn up and I had crazy idea’s to go above the normal for my students by bringing in music and competition, I had my work cut out for me. I had decided I was going to make team posters since a bulletin board wasn’t available but I never realized how much time that would take. For five classes it took me the majority of my afternoon on Sunday, but this didn’t even include the start of my score sheets for each day and each challenge. As I sit here Monday night and reflect on what I still have to do and how much time I have already put into this unit it’s easy to see that work goes beyond the classroom. Teachers are often criticized for having summers off, and vacations, but after this weekend I can only imagine what teachers actually do during these vacations. I would assume they do spend time relaxing but with that they also spend time getting ahead on work, planning lessons and catching up on things that may have been put off. Bottom of the line, teaching is time consuming and without dedication students may not get the education they deserve.

Tuesday – 1/31/2012
In continuation with yesterday’s entry, preparing for the unit today was time consuming. As I prepare to take on a full day of classes and a newly created unit I can feel the pressure beginning set in. I read through my notes and constantly find new things I need to finish or tweak which causes me to go back or scramble to get things together. Mrs. Drumm has been great in helping me out finding equipment, supplies, and coming up with the specifics for each challenge. I know that first year teachers have a mentor and I now understand why! The final strands are beginning to come together and my excitement is peaking with the increased pressure. I really hope the students will enjoy the unit for the amount of time I have put into it.

Wednesday – 2/1/2012
Today was my first day teaching all six classes and the start of our new Minute to Win It, fitness challenge unit. For the last week I was preparing for the unit, and today as it approached I was so nervous if I could pull it off and the students would enjoy it. First period went off with a hit and was a complete success, students were sweating, working hard, cheering on their teammates, captains came out in the groups (which wasn’t even thought of) and after reviewing the results the students that we thought would be weaker, were actually the students doing the best! In the fast feet challenge, I had students breaking records and a Kindergartner get 86 steps in 10 seconds… it was so unbelievable and impressive we decided to submit his name into the morning announcements with the 5th and 6th grade teams. Overall the teams were even and worked out in all my classes today. Behavioral problems were minimal to the point Mrs. Drumm commented, “This is almost scary, how well everyone is working together and actually working hard”. Overall today was amazing, it felt great to know my hard work came together and worked out!

Thursday – 2/2/2012
Day 2, today again everything went very smooth. Students again were working hard and helping each other out. Mrs. Drumm took a half day to go to the doctor, so I was on my own for the last 2 classes, my K and 3rd grade classes. My Kindergarten class made me very nervous because we have turn taking problems and a student who tends to act out. I went into it with a positive mind until the class came, and the classroom teacher said “Mr.P we need to talk for a minute” my gut dropped as she told me ___, a student who acts out a lot is in her moving transition since she is moving to a new district. She told me she had already thrown a chair, and hit another student. She had been in the office for a good amount of time but was going to come down to PE. I just smiled and said, “We will keep an eye on her”. It was great when I got to report back to the teacher that she came into class and was great. She worked well with everyone, tried her best, and helped reset the hockey pucks for other students to have their turn. What this showed me was PE is a great escape for students and with the right environment students attitudes can completely change.

Week Two At Tully Elementary


Monday – 1/23/2012
Today I was able to attend a request for special services meeting. This meeting was called for one of my second grade students by my host teacher and the student’s classroom teacher. In physical education class it’s easily noticeable that this student runs awkwardly and in the classroom the student often complains of back pain and stomach pressure. The student’s parents have also noted the same instances when the child is at home and had also contacted her teachers. Today the teachers gathered to discuss the need to evaluate the student for special services or at least figure out what maybe the underlying causes to these issues. It was great to see how the parents and the teachers could come together to get on board with each other in this request. From my understanding the process can be a long one in order to fight for the extra services but the teachers and parents are in it to seek what is best for the child. It was a great learning experience that has taught me that although parents can sometimes be a pain to deal with they are ultimately looking out for what is best for their child.
Tuesday – 1/24/2012
Today we incorporated new basketball stations for the third and fourth grade students. Since they have been working on their skills rather than game play we decided it would be the appropriate time to add in a small 2v2 or 3v3 game play station with myself as the referee. For the majority of the students this was their first experience playing a “basketball game” and they seemed to pick up on the game pretty quickly. We did have to modify the game, allowing for 1pt if they hit the hoop or backboard, and 2 pts if they actually got it in but either way students enjoyed playing. For the groups that didn’t understand the concept of playing defense as well playing together as a team, I just had to modify the game slightly so they would at least get the opportunity to get the ball back. With the transition to the new stations, I was able to learn today that modification is key. At the beginning of each new unit or activity there is always the possibility that students will not understand or will not enjoy the game. At that point its important to be able to think on your feet and either scratch the idea for later classes or modify to fit their needs.
Wednesday – 1/25/12
Today while doing fire stations with the kindergarten, first grade and second grade classes I realized that students at those levels have dramatically varying ability. I had students in Kindergarten struggling to get onto the cargo net, but also other students who could jump on and quickly maneuver their way up to the top of the net. This varying ability spanned across all three grade levels, as I had some second graders also struggling to move on the net and other flying up to the top and back down the rope with ease. All in all each and every student did try their best each opportunity they had, and I even had one student first struggle to get on the net but then in his last attempt get on and cross the net completely to the rope. Today’s lesson learned is that students skill level will also vary across units, some stronger with other skills and weaker in the new skills. The bottom line is as the educator its best to push a student to try to improve but only to their comfort level. If the student is able to achieve success it will persuade them to try to go further each time.
Thursday – 1/26/2012
Today was the big day, as Mrs. Drumm and I planned out the units ideas for all of February. We have decided to go with a “Minute To Win It” theme for a fitness unit with the goal to have students be assessed, then have some time to work on their fitness skills through mini challenge’s, and then reassess the students before break. The idea came about because no student willingly loves fitness units, so we are hoping they will focus more on the challenges rather than the fact that they are working on their fitness skills for the post-assessment. If this unit can go well, it will be a great learning experience for myself as well as Mrs. Drumm because she finds fitness units to be so hard to motivate her students. If the students enjoy the unit it will be one Mrs. Drumm can use year after year and myself if I find a school of my own.
Friday – 1/27/2012
Today we were asked by the custodial staff to clean out the closet that we currently share with them. Due to the constant moving of our schedule from the “cafeteria-gym” to the playroom we have just bombarded the closet with equipment which has spread all over. Since we had just prepared our Unit yesterday we decided it would be the appropriate time to clean all three closets to round up the equipment we were going to need starting Wednesday of next week. What I took out of today was the fact that as a physical educator it’s a difficult battle to keep equipment organized when you’re forced to constantly change class environments, and class set ups. Mrs. Drumm said “the hardest part is always trying to find the equipment I need, and if I don’t have it in the correct closet then, I’m stranded without if I needed it during a class.” She said the best thing you can do in a situation like this is just over prepare and have all the equipment you think you might need and then some extra stuff just in case.

Week One At Tully Elementary


Wednesday – 1/18/2012
Today was my first day at Tully elementary, and it was a long one. Today we had six classes with alternating grades and units, so we were constantly tearing down the gym equipment and re setting up new equipment. For the month of January we also do not have access to the gymnasium for class so we must utilize the “gym/cafeteria” area as well as a “playroom” (Multi-purpose room).  It’s amazing to see how the physical educators must utilize every space possible in order to insure student learning. My host teacher Ms. Drumm welcomed me right away this morning but we quickly had to prepare for the first class. Today for the majority of the time I just observed how she interacts with the students and how the students interact with each other. Ms. Drumm has shown me that if you give respect, respect will be given back. Students understand that the more they goof around the less time they have to get out into the gym and be active. With that said I also noticed a difference between grades in their respect. The younger students K-2 had to be reminded to sit down and focus, where as the older kids 3-6 had to be reminded to sit, not talk, and to not play with the equipment while directions are being given. The important lesson to take from today is to not let students get away with too much off task behavior during the instructional portion of the lesson, because if it is allowed the amount of behavior will just continually escalate. 

Thursday - 1/19/2012
Today I was approved to assistant coach 7th grade girl’s basketball. Coach V, the school psychologist has been coaching the team for several years and is a basketball expert. Not knowing basketball past the recreational level I was nervous to be assisting the team. Coach V assured me that any knowledge of the game I had would be of help to the girls as only four had ever played basketball before.  Practice went well and I was asked to run a drill, as well as jump in to make even numbers for a passing drill. At the end of the day it made me notice how a teacher or school worker in general can wear many hats during the day. Coach V works with students during the day to help them work out troubles at home, as well as seek out extra assistance for those students who potentially have an impairment or disability. After school Mr. V switches roles to Coach V, and a mentor. Since Mr. V works in the Elementary school the majority of the girls have grown up around him. The girls have become so comfortable with him, they are always asking him for advice with high school questions and other outside school situations. This opportunity to work with Mr. Vis going to be an excellent chance to see how to transition from different roles and still keep that professional and friendly relationship with students.

Friday – 1/20/2012
Today was my first day with ___ in APE. He is a kindergartener with cerebral palsy, who receives one on one APE twice a week. When he rolled into the classroom in his wheelchair and spotted me he got a gigantic smile on his face and said Hello! As he was assisted out of his chair so he could maneuver around the activities I got to talk to him for a few minutes.  Ms. Drumm told me how he is only allowed to participate in PE when he is in APE and that in class he has to sit there for 40 minutes and watch the rest of his classmates participate. He in turn began to talk stating “yea, I don’t understand why I have to sit there and watch class; all I want to do is go out there and have some fun like everyone else!” This in turn made me laugh at how cute he was, but at the same time made me realize how much it really affects him. When students come to PE they look forward to having the chance to get out of the classroom and have some fun learning with their classmates. It gives them the opportunity to express themselves through movement and interaction with their classmates, as well as a chance to show off some of their skills. Although he cannot run or walk as well as most students, his throwing ability is wonderful and I would say up to pare with the other kindergarten classes we have. Today has really shown me how much students look forward to PE but some just take it for granted. There are plenty of students who come in and do anything not to participate, where as He would do anything to come into a general PE class and participate with everyone else.

Friday, January 7, 2011

10 Days Of Observation With A Quality Physical Education Program.

My ten days of observation at the Miller Place School District, is an experience I will never forget. Ms. Jen Rodriguez and Mr. Jeff Johnson have given me an eye opening experience that has left me excited to enter the profession of physical education. The experience I had at Miller Place, was exceptional to see a real physical educators life for 10 days, how they prepare for class, how they keep on top of their equipment, and most importantly how to interact with their students.
The Miller Place School District neighbors my own high school, Rocky Point, and no one would ever imagine the differences in their physical education program.  Now, the program has nothing to do with the age of the physical educators, or the programs of which they have come from. Both school districts have mainly young teachers who have just started their careers in the past five to eight years. Both school districts also have graduates of SUNY Cortland, Hostra, and CW Post, etc., but I’m sad to say that the main difference is passion. My own experiences with physical education at Rocky Point were physically learning skills of soccer, basketball, volleyball, golf, etc, like a quality program, but only in the psychomotor domain. From middle school until I graduated, I was part of a physical education program that simply rolled out the ball, and continues to roll out the ball from I am told.
How can a district four miles apart be so different? When I first met with Miller Place’s athletic Director, Ms. Lisa Lally, I was stunned as she described her program. She began by telling me that their program at Miller Place is unique, and she feels it is the best possible way to physically educate students. After my time observing and assisting, I can’t agree more with her. Each grade level has a curriculum specifically for them, which allow students to learn something completely different each year instead of the typical December Volleyball tournament, that last until Christmas break every year. How does this work? In the middle school PE classes are separated by grade. For example on one day sixth grade would be learning basketball, seventh grade would have introduction/singles badminton, and eight grade would have introduction to doubles badminton. (Miller Place is in the Guinness Book of World Records for their badminton team.) When I asked Mr. Johnson was is the most challenging thing with teaching her with your program he responded, “The biggest challenge I face as a teacher here is with our different units for each grade level, we are constantly changing equipment throughout the day.” Although this is challenging Mr. Johnson and his colleagues make it work, by helping each other set up in between periods.
In the high school things are very different, and this is due to the passion of their young physical educators. When I spoke to Ms. Rodriguez she told me how the majority of the PE staff retired together, which allowed for the new young staff to come in with a lot of energy to make changed. In the time that she has been their they have set up a unique style of physical education, that is challenging to schedule, but very rewarding for students. Freshmen and sophomores has PE class together, but are separated into Girls and Boys because of maturity, and direction of the curriculum. They have a rotating curriculum by year which allows students to learn a unit more in depth, and have different units each year. For example, Girls this year are learning basketball, the entire quarter, but next year the ninth and tenth grade girls will be learning volleyball at this time. Why split the classes by gender? It allows girls to have more opportunity to get a better education, where if they were with boys, most likely boys would dominate in game play, not allowing the girls to really play. The split classes also come in handy, because the freshmen/sophomore curriculum is based around infusing health into the PE class, so girls would learn more health based off their bodies, and boys would learn healthy habits for their bodies.
When you reach your Junior and Senior year at Miller Place you are treated like an adult. Senior students are allowed to leave school for lunch, and the physical education program also puts students in charge of their learning environment. The Junior/Senior curriculum is based off electives, which puts the decision of what the student wants to learn or has interest in back in the students’ hands. Again the curriculum, rotates each year so different electives are available to you when you move from junior to senior year. These electives also vary from the units you have been taught in previous years to allow for a broader knowledge of skills. For example some electives are ultimate Frisbee, yoga, team handball, and project adventure.
The Miller Place physical education department has outstanding program. Everything I have learned in classes at SUNY Cortland has been supported by my experiences during my ten day observation. Students learn a variety of activities, and are definitely close to the recommend regent’s level.  Students are also held accountable for their grades as they are assessed across all three domains. My experiences at the Miller Place School District have solidified my commitment to becoming an effective physical educator. I have seen the demands and job responsibilities that entail a physical educator to also be on their toes, and ready to make a quick change, or offer free time to work with a student who needs a little extra help. With passion, and purpose I can effectively educated students to become healthy, active individuals.
 ( Bulletin board I created while at Miller Place)

Friday, December 17, 2010

Physical Education Professionals Flock to Turning Stone

 November 18th, through the 20th was the New York State Alliance of Health, Physical Education, Recreation, and Dance convention at Turning Stone Casino. The conference had an amazing turn out with educators from all across the state. We sometimes don't realize that our state is so big that from Buffalo to the end of Long Island is almost seven hours, and this convention is a great way for educators within our state to talk, demonstrate, and give idea's that work with their students. Below you can read the notes I have from the sessions. 



Thursday Nov. 18th

  "Aim For The Brain" Action Based Activities That Stimulate Learning
This session was to demonstrate the positive effects of physical activity connected with the cognitive functioning of the brain. Presenters from Adelphi University talked about the effects of getting both sides of the body moving, with simple things that worked on both sides of the brain such as walking but opposite elbow and knee touch every step. They used a variety of activities:
  1. Rock, Paper, Scissors - A quick game of rock, paper, scissors, where if you lose you create a train behind the person who beat you. 
  2. Modified Chuck The Chicken - Two teams battling to get one teammate around their circle the fastest. The team rolls a bowling pin away from the other team. While the team runs to get the bowling pin and pass it back to the end of their team, the team who threw it has one person running around them and for each complete circle they get one point. When the opposing team gets the bowling pin to the end of the line. they roll the pin away from them, and it is their turn to try and get points.
  3. Movement Game - Everyone walks around giving high fives, until the teacher calls out groups of 3. Students have to make groups of three as fast as possible and if anyone is left out they get to say something about them self. Everyone then continues walking but you can add math so "groups of 6-4" etc.
  4. Rock Star- Everyone gets into a group of four, and determine who is their lead singer, guitar player, drummer, and bass player. The teacher can then throw a spin on it, lead singers over here and such. You now have 4 teams, with friends split up.

  "We Will Rock You"...By Tinikling
Jump rope and dancing to a beat! Create a beat by tapping two poles together on the ground and against each other. This activity requires coordination by both tappers and the dancers in the middle; it's a combination of jump roping and dance. This activity can be done with ANY age group.











Shake You Sol: A Learn To Groove, Hip - Hop Journey!
This dance class was journey with no rules, no boundaries hip-hop basics class. It was an upbeat session that helped reconnect with your funky self, fill you with high energy and have you feeling and dancing like a hip-hop dancer at your own pace.


Friday Nov. 19th

What's In Your WALLET? Winning Activities Learners Love Every Time! 

This was an action packed session filled with FUN tried and tested activities that will keep your students moving and grooving to a wide variety of challenging physical skills. We were able to play these activities and put some ideas into our WALLET, with some neat, innovative games and activities that learners will love every time.



Let's Play! Physical And Lifelong Activities For Youth
 This session provided us with activities that will help to motivate students  to get physically active for more then just a physical education period! While integrating other subject area's into physical education and better understanding of their bodies, students can set goals they can obtain. We had the opportunity to play, have fun and learn how to lead students to a more active, healthy lifestyle.

Floor Tennis
Floor tennis is an exciting way to teach tennis skills in a small space. All you need is some ping pong paddles, ping pong balls, duck tape, a blue tarp, some traffic cones, and some conduit. Sounds like  your a contractor? No just a resourceful PE teacher!


Saturday Nov. 20th

Saturday was the conclusion of the conference, with only a few sessions offered. We took the time wander around the exhibition looking at different Colleges booths, and outside contractors booths for new equipment. Overall the session was very informational and fun.What other profession can say that their profession development is fun while being informational?

Thursday, December 16, 2010

Exercise To Increase Knowledge

Ben Paquette - Final Part 1

PART B - Brian Gains

i. The website is from Toronto, ON Canada. The school is located in South Saskatoon, Canada. Saskatchewan .Also Naperville Ohio

ii. This news piece was very interesting, and eye opening. I knew physical activity was good for the brain, but never saw definite evidence of it used in a school setting. The piece has set in my mind what I would like to see as a physical educator, which statistics like this, why do more schools not offer this type of opportunity? Although schools may not be able to afford the equipment, why not get kids active in other forms of cardio that don’t require much. Students spend the majority of their day sitting in class attempting to learn the material, but if we got them active with their heart rates up to 65-75% for 20 minutes every morning, not only would student’s grades improve, but we would not have to cover the same material over again. It would allow us new time to teach other lessons, that we typically wouldn’t have time for.


iii. They didn’t mention the PE Teacher being involved with the City Park Collegiate experiment at all. Based off the description of the class where students stood around the majority of the time waiting their turn, I get the feeling the PE teacher is that “old school” style of P.E. The teacher doesn’t take into effect how much they should be offering students with physical activity, and how much the students would benefit. I would ensure that my PE program would benefit my students as well as my faculty by getting students as active as possible for the entire class. For example, if the class was testing, students would not be standing around waiting for their turn, but in fact out working on perfecting their skills, or working on a fitness skill. If it was picture day, where in most case’s the gymnasium is used, I would not have my students sitting around, instead we would use whatever facility is open to us, or go outside if the weather permitted. Along with that, I would try to offer more than just physical activity, students could work on their math skills, science and history knowledge as well through tasks that a tweaked for the grade level’s curriculum.


iv. The main outcomes and benefits to this program is that students are becoming healthier, but more importantly their ability to learn is increasing. Students after their 20 minutes of vigorous activity are concentrated, with no one being defiant, or running around the classroom. Student’s attention spans improved from 10- 15 minutes to roughly 3 hours. Students began coming to school every day, and because they were now coming and exercising, most of grade 8 had improved by a full grade level. These outcomes are similar to our New York State PE Standards. Students are meeting standard 1a. By their teacher challenging them to try new movements on the treadmills. Students are meeting Standard 1b because they now know how to use a treadmill or stationary bike to meet the 65-75% heart range for themselves. Students meet standard 2 because they are responsible for their own fitness, and understand the how physical activity provided them with an opportunity for enjoyment. Students would be able to meet standard 3 if their teacher explained to them the opportunities they had to access equipment outside of the school.


v. BDNF is brain derived neurotrophic factor. BDNF is developed in the hippocampus of the brain, and acts as a brain fertilizer. It helps to develop new brain cells which are vital to learning. The creation of BDNF should be a goal of physical education class, because it would help students learn skills, and cognitive aspects of our units. It would also help students in classes following P.E. to learn their material better. BDNF is created when aerobic activity is presented and the heart is working at 65% - 75 %. The two “key” books that currently outline the benefits of exercise and learning/academics are, Spark written by John J. Ratey, and The Kinesthetic Classroom by Traci Lengel and Mike Kuczala.


PART C 1 - Regents Levels

vi. As future physical educators we need to know how to make our profession credible before it becomes on the chopping block from schools. One way is to implement a Regents level for LS #1a. I believe 95% of the senior class should be recreationally competent in 6 activities and proficient in 3 different activity categories. This will make students responsible for the curriculum covered in our P.E. class, just like any other class. This also put pressure on all physical educators to give students as many options as possible in their program. If 95% of the senior class is able to pass this, then we know the P.E. program is credible.
vii. For LS #1b, I think 95% of the senior class should reach competency in their personal fitness plan. Students need to have every tool possible in order to fight obesity, which is an increasing battle every day. Students should be competent in their fitness plan, so that they have the knowledge to continue their physical fitness plan after they graduate. These students should also have the knowledge to alter their plan as they grow older.

PART C 2
Daily Burn


i. I think Daily Burn is a awesome tool for anyone to use. It’s very simple to use and they give you workouts for what you want to work on. For anyone who isn’t sure how to work out those tools could definitely help. I don’t use an online exercise and nutrition tracker, Daily Burn is the first one I have looked at and used. I haven’t used one before because it’s hard for me to remember to get online and post the things I ate, what I did for the day etc. I definitely will consider staying about of the group because I have a month of vacation now where I can use the tracker, and become more familiar with it.



ii. Daily Burn would be a great tool for accomplishing the recommended regent’s level for LS #1B. Daily Burn would allow students to take some responsibility in their eating habits, and their fitness levels outside of the school system. Students could use Daily burn to help develop their own personal fitness plans and goals. By inputting what they would like to work on, how much time they have, what foods they should try and stay away from, our students could become much healthier, and active. A modification I would use is, for class has a goal for the week for my students as a whole. The goal would be for a week that students would have to work on inside and outside of class. Students would then report to me on Friday using daily burn how they met this goal.


iii.An electronic tool that could be useful for capturing data and reporting for the recommended Regent’s Level for LS #1A, would be Dartfish. Dartfish is a great tool that uses video analysis to break down basic motor and manipulative skills. Dartfish in a high school setting could be used as the end of a unit assessment. Students would be videotaped as they performed the skill in a game like situation. The teacher would make their way around the gymnasium taping students as they performed. For analysis, students could then be given their videos to break down and send back to the teacher using Dartfish. This would allow students to see what they need to improve on and learn the skill better by visually seeing themselves perform the skill. Teachers would then assess them based on their video. This would allow us as teachers to see if a student really did perform a cue, instead of just assuming they did because they performed too fast for us to see.