Kris+T


 * April/May Entry**


 * It's NEW!**

A triple-entry vocabulary worksheet coupled with a graphic organizer to facilitate discussion on the topic of Skill-Related Fitness Components and to help prepare students for a final "test" for Traditional Sports.




 * March Entry**


 * It's NEW!**

I am trying something new this semester with my Traditional Sports class. With the next summer Olympics taking place this coming summer, the students are partaking in an "Olympic Challenge". Each student is part of a small team that works towards points through everything that is done in class (from heart rate monitor results, to team tournaments, to team completion of trivia/tasks and assignments). It is a semester long competition.

The next assignment will include a look at the design of the Olympic Poster to mark a particular Games, which includes reading an article about the design of Olympic Posters, completing this QAR, and then creating their own poster as it relates to the components of fitness and healthy lifestyles.




 * February Entry**


 * It's NEW!**

As a means of facilitating discussion and student retention of information, I used this Graphic Organizer and Two-Column Notes as a lead-up to a more detailed assignment regarding winter sports/activity knowledge and safety. This, in effect, was the student's rough draft for their poster assignment.



January Entry

 * SUCCESS!**

I have used this before, but after some tweaking, found it to go over very well this time around. As a means for stimulating a discussion about sportsmanship, I first had the students complete a Quick Write. Students were randomly provided with one of four scenarios to respond to. After the students had time to respond in writing, they gathered into small groups based on the scenario they had and were asked to share their thoughts and select a spokesperson that would then report out to the entire class. This process helped generate good discussion points and I felt this was a good start to a new semester class. This also was a lead up to an assignment that involves writing a "Letter to the Editor" about the importance and role of sportsmanship in competition. The scenarios are listed below:


 * Traditional Sports**
 * Quick-Write Scenario 1**

In early October 1990, the highly regarded University of Colorado Buffaloes were playing a home football contest against the University of Missouri. Top national ranking was at stake. The final seconds saw Colorado, trailing 31-27 at the time, driving toward the Missouri goal line. Somehow, in the confusion on the field, the seven officials on the field as well as the "chain gang" working the sideline markers, and the scoreboard operator, lost track of the downs. On what should have been the fourth and deciding down, Colorado failed to score, in part because the Colorado quarterback, mistakenly thinking he had another play left, intentionally grounded a pass. In fact, the officials signaled that Colorado had another chance, unaware that the Buffaloes already had used the four chances to score allowed by the rules. Colorado scored on the illegal but unnoticed fifth down to eke out a 33-31 "victory."

Did Colorado really win? Should the final score have been allowed to stand? It was decided that the officials' mistake was not the sort of error that can be overruled. But should the University of Colorado have accepted the victory? Is such a "win" meaningful in any important ethical sense?


 * Traditional Sports**
 * Quick-Write Scenario 2**

Two top college basketball teams are struggling for a conference championship. The score is tied with five seconds to go and the team with the ball calls time out. The noise in the gym is deafening and, in the pandemonium, the defending team does not hear the buzzer signaling the end of the time out. Before they can regroup, the referees, as required by the rules, give the ball to the offensive team. The offensive team drives the length of the court to score the winning basket before the defenders can even leave their huddle to get on the floor. Did the offensive team behave as they should have? Is their "win" something in which they may properly take pride?


 * Traditional Sports**
 * Quick-Write Scenario 3**

A championship basketball game is tied, with only a few seconds remaining. A player on the defensive team steals the ball and breaks away for the winning basket. Only on players can catch the streaking guard heading for the winning bucket. The defender realizes she cannot block the shot but also knows the opponent is the team’s worst foul shooter. She pretends to go for the ball but in fact deliberately fouls her opponent. Is deliberate fouling ethical? After all, fouling is against the rules. Was committing a deliberate foul in this way a form of cheating? Should one take pride in the resulting victory? Why or why not?


 * Traditional Sports**
 * Quick-Write Scenario 4**

Consider boxing match for a major championship. Both boxers are skilled but each inflicts physical damage on the other. Is this violence in sports? Is it unacceptable? After all, more than 350 boxers have been killed in the ring since 1945. If violence is unacceptable in boxing, what about football? Is football a violent sport? Should violence be permitted in sports? Are violent activities like boxing really sports at all? What is violence anyway? When, if ever, should it be permitted in sports?

December Entry

 * It's NEW!**

As a means of personal reflection from the activities in class, students are periodically asked to complete Quick Writes based on their experiences. Students participate in a variety of team-building and personal challenge activities both on and off of the Challenge Course. Some activities involve "perceived risks" and elements of trust, while others involve creative problem-solving within the group. The Quick Writes allow the students to reflect on the experience as well as relate their experiences to other environments. I find that the Quick Writes (and final Journal Entries) provide those students that are less inclined to speak during a group debrief an opportunity to demonstrate connection and understanding.



November Entry

 * SUCCESS!**

This is a Frayer Model packet that I put together and used in the past, but with much greater results this time around. The packet requires students to identify muscle locations, functions, and exercises that target those specific muscles. Since Wednesday classes are shorter and not as well suited to our typical workouts, I have been using the Wednesday meeting times to introduce new training techniques and approaches. In this case, the students used the class period to complete their packets (instead of completing them as a take-home assignment). They had access to all of the posters and machine plates in the Fitness Room. As a result, I received thoroughly completed packets AND the students now have a nice resource guide as they continue to expand their workouts.



It's NEW!
Kris's New Stuff

New use of a QAR for my Adventure Programming class. Students were provided with some example trail reports from other mountain hikes. They were to take notes after the hike and then write their own trail report for this particular experience. The reports that I received were well done and a nice record of the day.

Adventure Programming Physical Education Assessment Grade 10 - 12 E2 Advocacy Skills

** RUMFORD WHITECAP MOUNTAIN HIKE ASSIGNMENT **


 * __Task:__**
 * 1) Read the assigned pages and information sheets.
 * 2) Answer the questions provided below.
 * 3) Participate in the Field Trip hike to Rumford Whitecap mountain.
 * 4) Take notes of your experience while hiking – note significant landmarks, unique features, weather, views, safety concerns, etc.
 * 5) Write a “trail report” that explains your experience and provides pertinent, descriptive information to others looking to venture on this hike.

**__Question And Response__**

2. How many trails lead to the summit of Rumford Whitecap?
 * __Right There__**
 * 1) What is the elevation of Rumford Whitecap Mountain?


 * __Think and Search__**

3. What is the distance to the summit of Rumford Whitecap if hiking Trail #1? What is the round trip distance if hiking Trail #1 on the ascent and Trail #2 on the descent? 4. Define: BLAZE, CAIRN, SWITCHBACK, SUMMIT


 * __Author and Me__**

5. What do people need to be prepared for at the summit of any mountain in the northeast?


 * __On my Own__**

6. Many people look to trail reports for information before setting out on a potential hike. Trail reports can provide all kinds of details and descriptions of the trail experience and the surrounding area/environment. Now that you have participated in a hike, your task is to write a “trail report” that explains your experience and provides pertinent, descriptive information to others looking to venture on this hike. The report should include the following:
 * A trail report (condition of the trail, unique features, safety concerns, etc.)
 * Trail Head directions
 * Hike statistics (elevation, distance, duration, etc.)
 * Difficulty rating


 * ** Scoring Criteria ** || ** 4 **

Excels at the Standard || ** 3 **

Meets the Standard || ** 2 **

Partially Meets the Standard || ** 1 **

Does Not Meet the Standard || a. Utilize accurate peer and societal norms to formulate a health-enhancing message. b. Adapt health messages and communication techniques for different audiences. c. Demonstrate an ability to work cooperatively as an advocate for improving personal, family, and community health. Source of Evidence: // Student Written Work // || The trail report is a __detailed__, accurate and informative account of the experience. The student elaborates with personal reflections and provides all required information that would allow others to make informed decisions about the hike. || The trail report is an accurate and informative account of the experience. It includes a description of the hike along with pertinent information regarding unique features, safety concerns, directions and statistics that would allow others to make informed decisions about the hike. || The trail report identifies some information but is lacking key elements. The report does not provide adequate information for others to make fully informed decisions about the hike. || The information presented in the trail report is limited and/or inaccurate. The report provides little to no evidence for others to make informed decisions about the hike. ||
 * ** E.2 **
 * Students demonstrate ways to influence and support others in making positive health choices. **
 * Also use the MVHS writing rubric.