Exertion Interfaces

PE teaches kinesthetic literacy: exertion interfaces might facilitate that with a good design.

Here are a few pointers:

http://www.ccea.org.uk/ks3/pdf/teacher_pack/p.e.pdf
is from the “Council for the Curriculum, Examinations and Assessment” for Nothern Ireland:
has a nic PDF: 2nd page: learning outcomes all over the place!
Explore the positive effects of exercise on their physical and
emotional well-being, for example, use electronic and digital
recording, measuring and timing devices to measure and review
performance; develop positive self image and feelings of
enjoyment.
(Key Element: Personal Health)
Develop sportsmanship, a sense of fair play, tolerance, respect
for others and take responsibility for their decisions and
actions, for example, respond sensitively to the physical
movement contribution of others when developing group/team
sequences/games/performances.
(Key Element: Moral Character)
Explore the aesthetic quality of movement, dedication,
perseverance and strength of human spirit, for example identify
and explore a personally meaningful sporting moment or
performance.
(Key Element: Spiritual Awareness)


Participation in Physical Education enables young people to learn through movement so that they
develop, extend and refine their skills in a range of movement contexts. Physical Education should
also help young people to develop positive attitudes towards participation in physical activities in their
pursuit of a healthy lifestyle. Active, enjoyable and challenging learning experiences in this Area aim to
develop in young people:

http://www.afpe.org.uk/public/downloads/Final_Manifesto.doc:
is from Association for Physical Education:
The outcome, physical literacy, along with numeracy and literacy, is the essential basis for learners to access the whole range of competences and experiences.
[See moen’s movement literacy!]

“Learning to move” - learning the skills, techniques and understanding required for participation in physical activities, knowledge and control of one’s body and its range of and capacity for movement. The range of learning includes hand-eye coordination, coping with space, speed and distance, and knowing the “what?” and “how?” about activities, such as where and how to become involved in activity and being able to take part as performers, coaches, leaders and referees; and
“Moving to learn” - physical activity as a context for and means of learning. It involves a whole range of learning outcomes which go beyond learning how to engage in selected physical activities – social skills; managing competition and cooperation, including use of strategies and tactics; problem-solving; applying moral and aesthetic judgements; and knowing when and why different actions and behaviours are appropriate and effective, including the relationship of exercise to health and well-being.

http://books.google.co.uk/books?id=ju18aBsu58kC&pg=PA18&dq=%22physical+education%22+%22learning+outcomes%22#v=onepage&q=%22physical%20education%22%20%22learning%20outcomes%22&f=false

breaks them down into:
aims (identify where you are going), objectives (guide how to get there), learning outcomes (enable to establish if you arrived)
learning outcomes: e.g. when players understand and can demonstrate roles of attack and defense. Key teaching points. Ensures pupils are “physically educated”.
Either: able to do, know or understand
Participation in soccer does not necessarily improve social skills. “it is essential for teams to plan, compete and evaluate together, with the teacher encouraging exploration and discussion, with the inclusion of everyone in the group in these debates” [context around activity seems most important for learning]
Good refs

http://books.google.co.uk/books?id=Qq-bQDSV_d4C&pg=PA147&dq=%22physical+education%22+%22learning+outcomes%22#v=onepage&q=%22physical%20education%22%20%22learning%20outcomes%22&f=false
says assessment of learning outcomes is important, but has not been done effectivbely in phys ed
1. assessment should be ongoing
2. should be authentic
3. planning what to teach=planning what to assess: called “instructional alignment”
4. assessment serves as means of holding accountable for learning and teaching: ensures pupils and teachers stay focused
“assessment does not simply measure student performance but improves it”
More than “skills test”, as it “does not take into account social dimensions of games”, out of context, not game play
e.g. tactical games lesson:
1. Confront problem
2. engage in action situation
3. reflect on actions=critical thinking
Assessment types:
1. Test
2. Q&A
3. Game performance assessment instrument
4. Monitoring and observation
5. Rubric
6. Checklist
7. Self-report or journal
Students can assess each other in turns
4 learning outcomes domains:
1. psychomotor
2. cognitive
3. behavioral and social
4. affective

psychomotor= game performance
cognitive=understand or knowing game related knowledge
behavioral and social=students’ socialization into sport
affective=teamwork, cooperation



sport citizenship

http://books.google.co.uk/books?id=0q6Sr2GYZVgC&pg=PA130&dq=%22physical+education%22+%22learning+outcomes%22#v=onepage&q=%22physical%20education%22%20%22learning%20outcomes%22&f=false
has 7 instructional models from Metzler

http://books.google.co.uk/books?id=O30q1APs_tkC&pg=PA15&dq=%22physical+education%22+%22learning+outcomes%22#v=onepage&q=%22physical%20education%22%20%22learning%20outcomes%22&f=false
has a great section on what different philosophies mean for the curriculum

Labels: london knowledge lab