ses 442 work sample unit: team handball teacher: derek...

SES 442 Work Sample Unit: Team Handball

Teacher: Derek Rodriguez

Grade Level: High School

Semester: Fall 2014

Major: SES K-12 Physical Education

Cooperating Teacher: Mike Heatherly

School: Greeley Central High School

School District: District 6

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Table of Contents

Table of Contents ------------------------------------------------------------------------------------------- 2

II. Rational Statement:

Part A (Introduction & Unit Goal) --------------------------------------------------------------------- 4

Part B (Community, School, and Classroom Setting) ---------------------------------------------- 5

Part C (Impact) -------------------------------------------------------------------------------------------- 12

Part D (Meeting the Content Standards) ------------------------------------------------------------ 14

III. Assessing Student Learning:

Section A (Pre/Post Psychomotor & Cognitive) ---------------------------------------------------- 16

Section B (Formative Assessments) ------------------------------------------------------------------- 19

Section C (Summative Assessment) ------------------------------------------------------------------- 29

IV. Developmental Analysis, Block Plan, Lesson Plans:

Developmental Analysis of Content Chart ---------------------------------------------------------- 34

Mini Unit Block Plan ------------------------------------------------------------------------------------ 36

Lesson Plan 1 ---------------------------------------------------------------------------------------------- 39

Lesson 1 Reflection --------------------------------------------------------------------------------------- 43

Lesson Plan 2 ---------------------------------------------------------------------------------------------- 46


Lesson Plan 3 ---------------------------------------------------------------------------------------------- 56


Lesson Plan 4 ---------------------------------------------------------------------------------------------- 64


Lesson Plan 5 ---------------------------------------------------------------------------------------------- 73


Lesson Plan 6 ---------------------------------------------------------------------------------------------- 80

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V. Resources and References:

Annotated Resources ------------------------------------------------------------------------------------ 87

References ------------------------------------------------------------------------------------------------- 89

VI. Evaluative Essay:

Introduction ----------------------------------------------------------------------------------------------- 90

Psychomotor & Cognitive Pre/Post Assessment Results ----------------------------------------- 91

Formative Assessments Results ----------------------------------------------------------------------- 96

Summative Assessment Results ----------------------------------------------------------------------- 107

Conclusions ----------------------------------------------------------------------------------------------- 110

VII. Reflective Essay

Competency 1 -------------------------------------------------------------------------------------------- 112

Competency 2 -------------------------------------------------------------------------------------------- 113

Competency 3 -------------------------------------------------------------------------------------------- 114

Competency 4 -------------------------------------------------------------------------------------------- 115

Competency 5 -------------------------------------------------------------------------------------------- 116

Competency 6 -------------------------------------------------------------------------------------------- 117

Competency 7 -------------------------------------------------------------------------------------------- 118

Competency 8 -------------------------------------------------------------------------------------------- 119

Competency 9 -------------------------------------------------------------------------------------------- 120

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II. Rationale Statement:

Rationale Statement Part A – Introduction and Unit Goal

Introduction:

For this unit the student teacher from the University of Northern Colorado will be

teaching six lessons on Team Handball. The teacher will be focusing mostly on teaching the

students the strategy of the game, but will also do some skill development with the students as

well. Learning the strategies of Team Handball is very important because it allows for the

players of the game to be successful. Knowing the strategies will allow the students to compete

in more competitive environments which are important because playing Team Handball is a

great way to stay physically active. Along with being active, Team Handball also is a great sport

to play with friends and make new friends. The teacher is hoping that by the end the Team

Handball unit the students will have gained the knowledge and information necessary to play

Team Handball for the rest of their lives.

Unit Goal:

For the unit goals for this unit, the teacher derived his goals directly from the Colorado

standards for high school physical education. The teacher has an overall goal from each of the

three learning domains (Psychomotor, Cognitive, Affective) Each of the overall unit goals are

listed below.

Psychomotor: Students will be able to demonstrate advanced offensive, defensive, and coaching

strategies, correctly, in the game Team Handball.

Cognitive: Students will be able to explain advanced offensive, defensive, and coaching


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Affective: Students will be able to engage in physical activity with others cooperatively during a

Team Handball Unit.

Rationale Statement Part B – Community, School District, School, and Classroom Setting

Introduction:

To become a teacher a person must go to college and gain the content knowledge

necessary to teach that subject. However, in order to become an effective teacher learning must

not stop once that teacher graduates from college and gets a job. Instead the teacher must now

learn a new set of information, which will help them better reach their students. What teachers

need to learn is what their community, school district, school, and classroom setting is like. If a

teacher is unable to learn these important components then they are already at a disadvantage

when it comes to being an effective teacher. By learning and understanding the community and

school the teacher can better prepare themselves for how they need to approach their students.

There are many aspects that can have an effect on how the teacher should approach their lessons.

Some of those aspects are diversity of the students when it comes to race and financial factors.

Also the school environment itself can play a huge role in how teachers approach their students.

This paper will look to cover what the community, school, and classroom setting is like for a

teacher who is at Greeley Central High School.

Community:

To start, this section will cover the location of the school and some history about the city

it resides in. Greeley Central High School is located in Greeley, Colorado, which is about 60

miles northeast of Denver. Greeley resides in Weld County which is one of the larger counties in

the state of Colorado. According to Greeley history for kids, Greeley was founded back in 1869.

Education was very important to the founders, and so they had the first school, Meeker School

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K-12, built and opened in 1873 (Brooks, 2013). Also built early on in the cities existence was the

State Normal School, which is now known as the University of Northern Colorado. The main

purpose of this college was to help educate more effective teachers. Greeley was not considered

an official city until April 6, 1886 (Brooks, 2013).

Now, this section will cover the demographics of Greeley, Colorado. According to city-

data.com the population in Greeley, Colorado in the year 2012 was roughly 95,357 (City-Data,

2013). This was a 24 percent increase from the year 2000, which shows that Greeley is a

growing city. The estimated household income in Greeley, in 2012 was $44,780. This compares

to the estimated income in Colorado for 2012

which was $56,765 (City-Data, 2013). This

shows that Greeley’s average household

income is roughly $12,000 below the state

average. This information is helpful because it

shows that more than likely there are a lot of

families living in poverty in this city. Another

helpful piece of information comes with the

breakdown of races in the Greeley

community. In 2012, it was estimated that

roughly sixty percent of the Greeley community was white and 34 percent of the community was

Hispanic (City-Data, 2013). The rest of the population was made up of other races including,

African American, Asian, American Indian and so on. The breakdown of the community’s

population can be seen in Figure 1. Going along with the breakdown of races living in Greeley,

according to USA.com, approximently twenty percent of the population speaks Spanish as their

Figure 1: Race Demographics in Greeley (Source: City-Data, 2013.)

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first language (USA.com, 2014). That number might sound low but it is actually 9 percent higher

than the state average. The breakdown of other languages that are spoken in Greeley is

represented in Figure 2. By knowing this information a teacher working at a school in Greeley

would be able to assume that they might have a student in their class that cannot speak a lot of

English. Another interesting piece of information about the demographics in Greeley, Colorado

is the school enrollment breakdown for the city. Of all the students eligible for these different

schools, roughly 92 percent of the children are enrolled in public elementary school, and about

95 percent of students that are eligible for high school are enrolled in public schools (USA.com,

2014). These

numbers are similar

to the percentages

throughout

Colorado and the

rest of the United States. When it comes to violent crime rate as it can be seen in Figure 3, in

2012 Greely was above the United States average for violent crimes per year. This some of the

most important demographic information teacher would want to have access to when deciding to

go to Greeley to teach.

Finally the last bit of information a teacher

would want to know about Greeley before going to

teach there is what recreational spaces are there

available to the public. This kind of information

would be good to have because by know this a teacher would be able to know what resources are

available to the students. According to Greeley history for kids, there are a wide variety of

Figure 2: Breakdown of Languages Spoken in the Home (Source: USA.com, 2014.)

Figure 3: Average Violent Crime Rate per Year (Source: City-Data, 2013.)

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recreational areas for the public to use. First of all there is the Greeley Recreation Center, which

offers several activities such as swimming, aerobics, weight lifting, volleyball, basketball, and

racquetball (Brooks, 2013). Another great recreational area is Monfort Park, which is one of the

newer parks in the city of Greeley. Monfort Park has areas designated for multiple sports such as

soccer, baseball, and street hockey. Other great

recreational areas in Greeley include the Ice Haus,

which can be seen in Figure 4, the Family Fun Plex, a

waterpark, and Balsam Sports Park (Brooks, 2013).

School District:

Schools in the city of Greeley all fall into District 6. District 6 is the 13th largest district in

the state of Colorado. There are 25 district operated schools in the district, as well as five charter

schools and one online school. A breakdown of all the schools can be seen in Figure 5. The

district serves over 20,000 students, and employs over 2,700 employees (Greeley-Evans School

District 6, 2014). Of the 20,000 students 59 percent of the students are Hispanic, while 35

percent of the students are white.

This is interesting since the

population of Greeley has a

higher percentage of white then

Hispanic. Also there are over fifty

different languages that are

spoken within the schools in

District 6. Of all of the students

Figure 4: The Ice Haus (Source: Greeley History for Kids, 2013.)

Figure 5: Breakdown of Schools in District 6 (Source: Greeley-Evans School District 6, 2014.)

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64 percent of the students qualify for free or reduced meal prices, and one out of every four

students does not speak English as their first language (Greeley-Evans School District 6, 2014).

A few other interesting facts about District 6 are eighty percent of their students graduate on time

which is above the state average. At least 404 students take college classes while they are still in

high school. Finally one hundred percent of the teachers in District 6 are rated highly qualified

(Greeley-Evans School District 6, 2014). Another interesting piece of information about the

demographics of District 6 is the average salary which is roughly around $46,000. This average

is comparable to the state average, which in 2011 was around $49,000 (Colorado Department of

Education 2013). This shows that District 6 salaries for teachers are competitive to that of the

state average.

The mission statement of the school district is “School District 6 provides a quality

education for every learner within a system of high expectations and rigorous, focused

instruction” (Greeley-Evans School District 6, 2014). The vision for the district is that every

student learns, graduates, and succeeds. Going along with their vision they also have six core

beliefs which encompass; preparing

students for an ever changing world,

treating everyone with respect, embraces

every ones differences, encouraging

critical thinking, maintaining a safe

environment, and finally welcoming

engagement by the parents and the

community (Greeley-Evans School

District 6, 2014).

Figure 6: District 6 Budget Breakdown (Source: Weld County School District 6, 2014.)

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As far as the budget of District 6 there are many aspects that the district focuses on but

there are three main aspects that are accounted into the budget. Those three aspects are salaries

and benefits, supplies and materials, and purchased services. A breakdown of the percentages of

money spent in each area can be seen in Figure 6. As Figure 6 shows, 86 percent of the district

budget goes to paying the salaries and benefits of its employees. Meanwhile supplies and

materials, and purchased services only account for a small amount of the budget (Greeley-Evans

School District 6, 2014). The district gets most of is funding from the state. The state provides

over one hundred million dollars in funding to District 6 every year, which is roughly 74 percent

of the districts funding. The rest of the funding comes from property tax, services to Charter

schools, specific ownership tax, and finally indirect or other funding (Greeley-Evans School

District 6, 2014). A breakdown of

how much funding comes from

each of these can be seen in

Figure 7. This is all the

information one would want to

have access to before getting a job

in District 6.

School: Greeley Central High School

Greeley Central was the first high school in Greeley. It was originally called Meeker

High and resided in the old courthouse. The original mascot of the school was the Viking’s and

in their first graduating class they had five students. In the 1920’s the school became known as

Greeley High School, and the mascot became the Wildcats. Then in in 1965, with the opening of

a new high school on the other side of Greeley, Greeley High School became known as Greeley

Figure 7: Breakdown of District Funding (Source: Weld County School District 6, 2014.)

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Central High School. The school is very proud of their traditions and mascot, and because of that

along their school 14th

Avenue got renamed as WILDCAT WAY in 2004 (Greeley Central High

School, 2014). Greeley Centrals mission statement is “Our mission is to educate all students in a

nurturing, challenging, safe, and disciplined environment so their actions reflect the qualities of

Pride, Class, and Dignity” (Greeley Central High School, 2014).

The demographics of Greeley Central are as follows. There are approximately 1,450

students, and 72 teachers. The school teaches grade levels 9-12 and the average class size is

roughly 30 students. As far as gender is concerned the schools percentage is about half male and

half female. As for race, the majority of the students at Greeley Central are Hispanic. This

follows the trend of the districts percentages. A breakdown of the student population by race can

be seen in Figure 8. As Figure 8 shows

the next largest majority of students are

white at 34 percent. As for school

ranking is concerned when it comes to

academics, according to Movoto

School Rank, Greely Central ranked in

the 82nd

percentile in 2011 (Movoto,

2014).

Greeley Central High School Gym:

The final part for understanding the school community is knowing what the classroom is

like. In the P.E. department there are five physical education teachers. Barbara Johnson is the PE

department chair at Greeley Central, and Mike is the cooperating teacher that the student teacher

Figure 8: Breakdown of Student Race at Greeley Central High School (Source: USA School Info, 2014.)

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will be working with. Mike has 27 years of teaching experience, and is the head football coach at

Greeley Central (Greeley Central High School, 2014). The gym in which the PE classes are held

is also the main gym for the sporting events. The class size for each PE class is roughly around

thirty students. Greeley Central works on a block schedule so the teachers usually see their

students four days a week. Of those days, three of them consist of fifty minute class periods, and

once a week the PE class has a hundred minute class. As far as rules and expectations are

concerned there really isn’t any rules posted anywhere on the walls. For expectations it seems

like there are only two main things that the PE teachers require and that is that their students

dress out for class, and that they at least somewhat participate. The grades for the class seem to

rely on attendance and dressing out. For the class activities the teachers do not appear to do a lot

of skill development. This may be due to the fact that the school does not seem to have a large

selection of equipment. So instead they seem to just allow the students to play and explore most

of the time, and then step in where they are needed. Finally once a week, usually during the one

hundred minute class session, the class will do what is called the “Greeley Central Run” in which

they run around the entire school campus. This is what the classroom is like at Greeley Central.

Rationale Statement Part C – Impact

Implications:

The community and the characteristics of the classroom will have a large impact on what

the student physical education teacher will do in the classroom. One impact the community will

have on the teacher’s lessons is that by knowing the school resides in a low income area, the

teacher will not try to express expensive ways to stay active. For example, if the teacher is doing

a lesson on basketball, the teacher will not tell the students they should join a basketball league,

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because those cost money. Instead the teacher will present the information about basketball

leagues to the students, but he would also present cheaper suggestions like meeting up with a

group of friends at the park and playing basketball with them there for free. Another implication

that the community would have on the teacher is since twenty percent of the population does not

speak English as their first language it is more than likely that the teacher would come across

some students in his classroom that do not speak English. In this instance in order to make sure

all students are able to participate the teacher would assign any students who cannot speak

English a translating buddy so that they were able to know what was going on in the lesson. A

third implication for the knowledge of the school is figuring out ways to allow all students to be

active during the class time. Since the school does not seem to have a lot of equipment for the

students and the classes are so large, the teacher would need to think of creative ways to keep all

of the students active while using the least amount of equipment as possible. Finally the last

implication that would come from understanding the classroom is since the students are not used

to doing skill development lessons, it would be hard to try and just implement those types of

lessons onto them right away. The teacher would have to gradually implement lessons with skill

development and assessments on to the students so that they would slowly become accustom to

that type of PE class. However, since the student teacher does not have enough time to slowly

progress students to this type of class, the student teacher will just have to implement the skill

development lessons and hope for the best outcome. These are some of the implications that the

community and school have on a teacher going to teach at Greeley Central High School.

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Rationale Statement Part D – Meeting the Content Standards

Objectives and Aligned Standards:

Lesson 1:

Psychomotor: Students will be able to demonstrate their ability to use effective

strategies, to increase scoring while playing a game of Team Handball.

o NASPE Standard 1 & Colorado Standard 1

Cognitive: Students will be able to demonstrate their knowledge of Team Handball, by

answering questions correctly when asked by the teacher.

o NASPE Standard 2

Affective: Students will be able to demonstrate their initial feelings about the game and

about their teammates by completing a short exit slip as a team.


Lesson 2:

Psychomotor: Students will be able to demonstrate their ability to score 80 percent of the

time, while using correct cues, during a practice drill with their team.


Cognitive: Students will be able to list the cues necessary to pass and shoot correctly, on

an Exit Slip provided by the teacher.


Affective: Students will be able to show how well they worked as a team, but answering

a few questions on an Exit Slip.


Lesson 3:

Psychomotor: Students will be able to demonstrate good fundamental defensive skills,

by being able to stop advancement of the ball during gameplay.


Cognitive: Students will be able to demonstrate their ability to retain knowledge by

answering questions on an Exit Slip correctly.


Affective: Students will be able to demonstrate good teamwork by involving every player

during practice and gameplay.

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Lesson 4:

Psychomotor: Students will be able to demonstrate offensive strategies, by setting

screens for one another during gameplay.


Cognitive: Students will be able to demonstrate their knowledge of cues for offensive

and defensive skills by answering questions correctly on an exit slip.


Affective: Students will be able to give examples of teamwork and group discussions by

answering a few questions on an exit slip.


Lesson 5:

Psychomotor: Students will be able to demonstrate their ability to use effective

strategies, to increase scoring while playing a game of Team Handball.





Affective: Students will be able identify what aspects of their team they think has

improved, and what aspects they feel still needs work, by answering a few short questions

on an exit slip.


Lesson 6:

Psychomotor: Students will be able to demonstrate their ability to effectively run offense

vs either a man or zone defense during gameplay.


Cognitive: Students will be able to demonstrate knowledge of strategies by using key

offensive and defensive skills during gameplay.


Affective: Students will be able to demonstrate sportspersonship and teamwork, by being

cooperative with the opposing team and involving all members of their team, during

gameplay.


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III. Assessing Student Learning:

Section A.

Pre/Post Psychomotor & Cognitive Team Handball Assessment

National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor

skills and movement patterns.

NASPE Outcome: Demonstrates competency and/or refines activity-specific movement skills in

two or more lifetime activities (outdoor pursuits, individual performance activities, aquatics,

net/wall games or target games). (S1.H1.L1)

Standard 2: The physically literate individual applies knowledge of concepts, principles,

strategies and tactics related to movement and performance.

NASPE Outcome: Uses movement concepts and principles (e.g., force, motion, rotation) to

analyze and improve performance of self and/ or others in a selected skill. (S2.H2.L1)

Colorado Standards:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to

perform a variety of physical activities.

Colorado Outcomes:

Combine and apply movement patterns from simple too complex to participate

successfully in aquatic, rhythms/dance, combatives, outdoor adventure activities, and

variety of lifelong sports and games (DOK 1-3) (S1.Sec1.a)

Demonstrate the ability to use cognitive information to understand and enhance motor

skill acquisition and performance (i.e. left/right dominance factor) (DOK 1-3) (S1.Sec2.e)

Unit/Lesson Objectives:

Unit Objectives:





Lesson Objectives:

17

Psychomotor: Students will be able to demonstrate their ability to use effective strategies, to

increase scoring while playing a game of Team Handball.



Overview/Description: For this assessment the students will be participating in a game of Team

Handball. The students will be playing on a full length basketball court and will have regulation

sized times of seven. The students will be given at least twenty minutes of game time each so

that the teacher can fully assess the students. While the students are playing the game of Team

Handball the teacher will be observing and scoring the students on both psychomotor and

cognitive factors that the teacher believes is most important to be successful in Team Handball.

The teacher will be scoring the students by their teams not as individuals, and they will be scored

on a scale of one to four, with four meaning that the students are always meeting the aspect that

is being observed. The teacher will be looking at six things total, three coming from the

psychomotor domain and three from the cognitive domain.

Context of Administration of Assessment:

When: During the first and fifth lesson of the Team Handball Unit.

Where: Greeley Central High School Main Gym

How: This will be a teacher assessment so the students will just being doing the activity

as the teachers assess.

How does this assess the Psychomotor Domain? This assesses the psychomotor domain

because it is looking at student’s ability to pass, shoot, and play defense while using the proper

cues for all of the three skills.

How does this assess the Cognitive Domain? This assesses the cognitive domain because it

looks at the students’ use of offensive strategies, and defensive set up during a game of Team

Handball. This will show that the students know and understand the benefits of these items being

assessed.

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Team Handball: Psychomotor & Cognitive Pre/Post Assessment

Students will be assessed by their teams and not as individuals. Students will be assessed during

gameplay of Team Handball and the focus of the assessment will be on skill level and use of

strategies and tactics.

1 = Students never use skill, strategy or tactic during gameplay.

2 = Students use skill, strategy or tactic a few times during gameplay.

3 = Students use skill, strategy or tactic most of the time during gameplay.

4 = Students use skill, strategy or tactic all of the time during gameplay.

Skill, Strategy,

Tactic

Team:

Team: Team: Team:

Performs proper

passes with good

form

Performs proper

shots with good

form

Plays defense by

using corrective

defensive form

Uses offensive

strategies ( i.e.

Screens, moving

to open space)

Offense adjusts

to defensive set

up

Plays proper

man/zone

defense

Total

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Section B.

Formative Assessments

National Standards:










Standard 4: The physically literate individual exhibits responsible personal and social behavior

that respects self and others.

NASPE Outcome:

Employs effective self-management skills to analyze barriers and modify physical

activity patterns appropriately, as needed. (S4.H1.L1)

Uses communication skills and strategies that promote team/group dynamics. (S4.H3.L1)

Solves problems and thinks critically in physical activity and/or dance settings, both as an

individual and in groups. (S4.H4.L1)

Accepts others’ ideas, cultural diversity and body types by engaging in cooperative and

collaborative movement projects. (S4.H4.L2)

Colorado Standards:



Colorado Outcomes:






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Standard 3: Exhibit responsible, personal, and social behavior that respects self and others, in

physical activity settings.

Colorado Outcomes:

Contribute to group success through a variety of noncompetitive roles. (DOK 1-4)(

S3.Sec2.a)

Identify and utilize the potential strengths of each individual within a group setting.

(DOK 1-3)(S3.Sec2.c)

Evaluate the role of cooperation and positive interactions with others when participating

in physical activity in a variety of settings. (DOK 1-4)(S3.Sec2.e)

Implement cooperative learning strategies to achieve group goals. (DOK 1-4)(S3.Sec2.g)

Identify contributions of members of a group or team, and reward members for

accomplishing a task or goal. (DOK 1-3)(S3.Sec2.i)


Unit Objectives:






Team Handball Unit.

Lesson Objectives:

Lesson 1:

Affective: Students will be able to demonstrate their initial feelings about the game and about

their teammates by completing a short exit slip as a team.

Lesson 2:

Psychomotor: Students will be able to demonstrate their ability to score 80 percent of the time,

while using correct cues, during a practice drill with their team.

Cognitive: Students will be able to list the cues necessary to pass and shoot correctly, on an Exit

Slip provided by the teacher.

21

Affective: Students will be able to show how well they worked as a team, but answering a few

questions on an Exit Slip.

Lesson 3:

Cognitive: Students will be able to demonstrate their ability to retain knowledge by answering

questions on an Exit Slip correctly.

Lesson 4:

Cognitive: Students will be able to demonstrate their knowledge of cues for offensive and

defensive skills by answering questions correctly on an exit slip.

Affective: Students will be able to give examples of teamwork and group discussions by


Overview/Description: This is a group of formative assessments that assess all three of the

learning domains. There is one peer assessment during lesson two that will be used to assess

students’ ability to shoot on goal while using proper cues. Each student will have a partner, one

partner will be assessing while the other partner is performing the shot and then they will switch

roles. Each student gets two attempts at a shooting while being assessed. The students assessing

will be looking that their partners are performing the cues that the teacher has provided them

with. For all of the other assessments, those will be given out at the end of their respective

lessons. These assessments will be exit slips (Reflection Sheets) that will cover both the

cognitive domain as well as the affective domain. Once the students complete the questions on

the sheet they can go dress back in. The teacher will score all of these exit slip assessments with

one scoring rubric. The peer assessment will not be scored, but used as more of a reference for

the teacher.


When:

o Peer Assessment – During shooting activity in Lesson 2

o Reflection Sheets – At the end of Lessons: 1, 2, 3, 4


How:

o Students will perform peer assessment with sheets provided to them by the

teacher.

o Students will complete exit slip sheets which will be distributed to them by the

teacher at the end of the lesson.


because the students are using the peer assessment to make sure that their partners are using the

correct cues while performing a shot.

22

How does this assess the Cognitive Domain? These exit slips assess the cognitive domain

because they ask the students questions about the rules of the game of Team Handball, as well as

questions about cues that are used for shooting, passing, etc.

How does this assess the Affective Domain? These exit slips assess the affective domain

because they ask the students questions about how they work together as a team and how they

can improve on working together as a team.

23

Team Handball: Day 1 Reflection

1.) As a team, what were some of the things that went right on this first day of Team Handball?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2.) As a team, what were some of the things that didn’t go quite so well on this first day.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3.) As a team, come up with three aspects of Team Handball that your team would like to

improve on.

1.____________________________________________________________________________

2.____________________________________________________________________________

3.____________________________________________________________________________

4.) In your team’s opinion, what do you think is the most important factor/aspect needed to be

successful in Team Handball? Explain your answer.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5.) Did everyone on you team participate in activities done, as well as get the opportunity to

communicate their ideas throughout the lesson. If so give some examples, if not give a reason

why, and how your team could improve on this next lesson.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

24


1.) In Team Handball you can only take 3 dribbles, 3 steps and only hold the ball for 3 seconds

before having to pass or shoot the ball.

True False

2.) In an official Team Handball game how many players are on the court for each team?

a. 6

b. 12

c. 7

d. 8

3.) Describe what a Free Throw is in Team Handball, and what causes it.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4.) How many referees are there in an official Team Handball game and where are they

positioned?

______________________________________________________________________________

______________________________________________________________________________

5.) After the second day of Team Handball as a team what do you feel you still need the most

work on? How can you improve on it?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

6.) During this class period did your entire team participate in group discussions and activities? If

so provide some examples, if not provide a way to get all members of your team involved.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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1.) What are 3 Cues that are important to having a successful shot?

____________________________

____________________________

____________________________

2.) Who gets the ball if the ball is shot reflects off of the goalie and goes out of bounds?

____________________________

3.) What is trapping, and why would a team use this strategy?

______________________________________________________________________________

______________________________________________________________________________

4.) How long are official Team Handball Games at the adult level?

____________________________

5.) List all of the games your team believes is incorporated in Team Handball in some way (At

least 3).

______________________________________________________________________________

______________________________________________________________________________

6.) Team Handball involves a lot of moving around and being active, list three reasons your team

believes physical activity is important.

___________________________

___________________________

___________________________

7.) How much activity time does your team feel a teenager or adult should get in a day?

___________________________

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1.) As a team, what do you think about Team Handball? Do you think it is a fun game to play?

Why?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2.) How well do work together as a team? Do you like the Sports Model approach with having a

coach, captain, etc?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3.) If you could change one thing about this Team Handball unit what would it be? Why?

______________________________________________________________________________

______________________________________________________________________________

4.) Identify 3 offensive strategies that could be used to improve scoring by your team.

_____________________________

_____________________________

_____________________________

5.) For the last two lessons of Team Handball what is one thing that the teacher could improve

on in order to help the students get the most out of this Team Handball Unit?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

27

Team Handball Reflection Rubric

The table below shows the scoring values possible for each question on any of the reflection

worksheets. Total points for any given worksheet can vary based on the amount of questions

provided. Some questions asked on reflections will require more in depth answers than others,

for example if the question is simply asking for a one word answer then the answer does not need

to meet all of the requirements and will receive just a point for each correct answer. However, if

the question asks for explanations or examples follow the rubric below to score those answers.

0 =

Did not even

attempt to

answer

question

1 =

Only part of

the question

answered

Lack of

thought is

apparent

No

development

on answers

given

No examples

provided to

reinforce

answer

2 =

All parts of

question

answered

Some thought

shown in

answers

Answers are

slightly

developed

Some examples

provided, but

not explained

3 =

All parts of

question

answered with

some depth

Thought is

apparent in

answers

Answers are

developed and

answer

question fully

Examples

provided and

explained in

answer.

4 =

All parts of

question are

answered

thoroughly

Thoughtfulness

of answers is

obvious

Answers are

well developed

and go beyond

just answering

the question

Good relevant

examples are

provided and

explained in

depth.

28

Team Handball: Shooting Peer Assessment

Observers Name: ___________________ Performers Name: ___________________

Simply put an X in the box if the student performs the cue and an O in the box if they do not use

the cue. The students will be performing jump shots when being observed. Each performer gets

two attempts.

Cue Attempt 1 Attempt 2

Body Control (Free arm isn’t

flapping around.)

Flick Wrist (Hand should

finish like a swans neck.)

Eyes on Target (Not looking

towards ceiling, etc.)

Arm at 90 degree angle

Release ball at highest point

29

Section C.

Summative Assessment

National Standards:










Standard 4: The physically literate individual exhibits responsible personal and social behavior

that respects self and others.

NASPE Outcome:

Employs effective self-management skills to analyze barriers and modify physical

activity patterns appropriately, as needed. (S4.H1.L1)

Uses communication skills and strategies that promote team/group dynamics. (S4.H3.L1)

Solves problems and thinks critically in physical activity and/or dance settings, both as an

individual and in groups. (S4.H4.L1)

Accepts others’ ideas, cultural diversity and body types by engaging in cooperative and

collaborative movement projects. (S4.H4.L2)

Colorado Standards:



Colorado Outcomes:






30

Standard 3: Exhibit responsible, personal, and social behavior that respects self and others, in

physical activity settings.

Colorado Outcomes:

Contribute to group success through a variety of noncompetitive roles. (DOK 1-4)(

S3.Sec2.a)

Identify and utilize the potential strengths of each individual within a group setting.

(DOK 1-3)(S3.Sec2.c)

Evaluate the role of cooperation and positive interactions with others when participating

in physical activity in a variety of settings. (DOK 1-4)(S3.Sec2.e)

Implement cooperative learning strategies to achieve group goals. (DOK 1-4)(S3.Sec2.g)

Identify contributions of members of a group or team, and reward members for

accomplishing a task or goal. (DOK 1-3)(S3.Sec2.i)


Unit Objectives:






Team Handball Unit.

Lesson Objectives:

Psychomotor: Students will be able to demonstrate their ability to effectively run offense vs

either a man or zone defense during gameplay.

Cognitive: Students will be able to demonstrate knowledge of strategies by using key offensive

and defensive skills during gameplay.

Affective: Students will be able to demonstrate sportspersonship and teamwork, by being

cooperative with the opposing team and involving all members of their team, during gameplay.

Overview/Description: This assessment will be similar to the pre/post psychomotor and

cognitive assessment. The teacher will have the students playing a game of Team Handball, and

will have a teacher checklist. The checklist will be for each of the four teams (they will be

assessed as teams not as individuals) and will have four items on it that the teacher will be

31

looking for. Two of the items on the checklist will be from the psychomotor domain, and the

other two items will be from the cognitive domain. The teams will receive a checkmark if they

meet the item and if they do not the box for that item will remain blank. The students will then

complete an exit slip sheet at the end of the lesson in order to assess the affective domain. This

sheet will be scored by the same sheet as the formative assessment exit slip sheets.


When: Throughout the sixth and final lesson of the Team Handball Unit.


How: The teacher will be assessing the psychomotor and cognitive domains, and then the

students will complete an exit slip to assess the affective domain.


because it is looking at students’ ability to use effective passes as well as demonstrate the ability

to use correct defensive fundamentals.

How does this assess the Cognitive Domain? This assesses the cognitive domain because it

looks at whether students can show the knowledge of being able to run a zone defense, as well as

demonstrate the knowledge of how passing can open up better shots.

How does this assess the Affective Domain? This assesses the affective domain because it

looks at how the students feel about working as a team, as well as their feelings about the game

of Team Handball.

32

Team Handball: Summative Psychomotor and Cognitive Assessment

The teacher will be assessing the students during a game of Team Handball to see if the

teams meet the following criteria. This assessment will be a simple checklist. If the teams meet

the requirement they will get a checkmark and if they do not meet it the box will remain blank.

Anonymous

Mexicans

Vote for Pedro Nike Runners Blount Force

Students are able

to effectively

pass to their

teammates.

Students are able

to use defensive

fundamentals.

Students are able

to show their

knowledge of

defensive

strategies by

effectively

running a Zone

defense.

Students are able

to demonstrate

their ability to

uses passes to

create the easiest

shot.

33


1.) What is one thing your team has learned from this unit on Team Handball?

______________________________________________________________________________

2.) Did your team enjoy playing Team Handball? Why or Why not?

______________________________________________________________________________

______________________________________________________________________________

3.) Does your team think playing Team Handball would be a good way to stay physically active?

Why or why not?

______________________________________________________________________________

______________________________________________________________________________

4.) Would any of your team ever want to play Team Handball as a hobby?

______________________________________________________________________________

Extra: In your teams opinion what is one thing the teacher did well during this unit, and what is

one thing the teacher should work on to become more effective.

______________________________________________________________________________

______________________________________________________________________________

34

IV. Developmental Analysis, Block, and Lesson Plans:

Developmental Analysis Chart

SES 442: Fall 2014

Unit: Team Handball School: Greeley Central High School

Extension Refinement Application

Dribbling:

- High and Low

- Between Legs

- Behind Back

- Dribbling while spinning

- Dribble with non-dominant hand

Ball at Waist Height

Fingerpads

Eyes Up

Knees bent

Ball in front and to side

Keep ball close to body

Have students dribble through an obstacle

course which includes all these different

types of dribbles, and see how quickly they

can complete the course.

Passing:

- Overhand

- Underhand

- Bounce Pass

- Hook Pass

- Hand off Pass

- Behind Back Pass

- Two Hand Pass

Flick wrist

Eyes on target

Communication

Step through with Pass

Ball resting on fingerpads

See how many passes you can get in a row

with a partner without dropping the ball.

The passes will be changed by the teacher

or coach.

Shooting:

- Two Hand Shots

- Stationary Shots

- Side Step Shots

- Jumping Shots

Body control

Flick wrist

Eyes on Target

Arm at 90 degree angle

Release at highest point

See how many goals you/your team can

score during a game of Team Hanball.

Defensive Fundamentals:

- Defensive Stance

Knees bent

Active Feet

See how many steals you/your team can

get during a game of Team Handball.

35

- Stay between opponent and goal

- Fill open gaps

- Trapping

Communication

Hands Up

Head on a swivel

Offensive Fundamentals:

- Screens/Picks

- Moving to open space

- Spacing

- Quick passes

Screens/Picks:

Feet together

No leaning

Moving to open space & Spacing:

Recognizing gaps

Spatial Awareness

Quick Passes:

Crisp

On Target

Have students create three offenses and

then run them using these fundamentals.

Defenses:

- Man

- Zone

- Press

Communication

Spacing

Responsibilities

Try and keep the offensive team from

scoring more than 5 goals by playing one

of these defenses during a game of Team

Handball.

36

UNC Physical Education Unit Block Plan

Greeley Central High School

Fall 2014

Team Handball

Lesson 1: October 21, 2014

Objectives:

Psychomotor: Students will be able to

demonstrate their ability to use effective

strategies, to increase scoring while playing a

game of Team Handball.

Cognitive: Students will be able to

demonstrate their knowledge of Team

Handball, by answering questions correctly

when asked by the teacher.

Affective: Students will be able to demonstrate

their initial feelings about the game and about

their teammates by completing a short exit slip

as a team.

Health Related: Students will demonstrate

their knowledge of doing a dynamic warm up

by doing the warm up when instructed too.

Tasks:

Get students into teams

Have students decide team name and

positions

Give coaches objectives sheets for the

day

Have teams do Warm Up tasks

Play short games of Team Handball

Have students fill out Exit Slip

Assessments:

Pre/Post Psychomotor & Cognitive

Affective (Exit Slip)


Objectives:


demonstrate their ability to score 80 percent of

the time, while using correct cues, during a

practice drill with their team.

Cognitive: Students will be able to list the

cues necessary to pass and shoot correctly, on

an Exit Slip provided by the teacher.

Affective: Students will be able to show how

well they worked as a team, but answering a

few questions on an Exit Slip.

Health Related: Students will perform a 3

minute warm up doing 5 different dynamic

stretches, during the warm up sessions prior to

practice time.

Tasks:

Students will do Warm Up Intro to Rules

Practice Passing Practice Dribbling

Practice Advancing Ball Practice Shooting

Gameplay Have students fill out Exit Slip

Assessments:

Psychomotor Peer Assessment

Cognitive & Affective (Exit Slip)

37


Objectives:


demonstrate good fundamental defensive

skills, by being able to stop advancement of the

ball during gameplay.


demonstrate their ability to retain knowledge

by answering questions on an Exit Slip

correctly.


good teamwork by involving every player


Health Related: Students will be able to list at

least three benefits of physical activity on an

exit slip at the end of class.

Tasks:

Students will do Warm Up

Defense – Trapping

Shuffling Feet

Staying in front of Offensive Player

Gameplay

Have students fill out Exit Slip

Assessments:

Cognitive & Health Related (Exit Slip)


Objectives:


demonstrate offensive strategies, by setting

screens for one another during gameplay.


demonstrate their knowledge of cues for

offensive and defensive skills by answering

questions correctly on an exit slip.

Affective: Students will be able to give

examples of teamwork and group discussions

by answering a few questions on an exit slip.

Health Related: Students will perform a 3

minute warm up doing 5 new dynamic

stretches, during the warm up sessions prior to

practice time.

Tasks:


Practice using screens in offense

Practice moving to open space

Practice quick passes

Practice identify defense

Gameplay

Have students fill out exit slip

Assessments:

Cognitive & Affective (Exit Slip)


Objectives:


demonstrate their ability to use effective

strategies, to increase scoring while playing a

game of Team Handball.


demonstrate their knowledge of Team

Handball, by answering questions correctly

when asked by the teacher.


Objectives:


demonstrate their ability to effectively run

offense vs either a man or zone defense during

gameplay.


demonstrate knowledge of strategies by using

key offensive and defensive skills during

gameplay.

38

Affective: Students will be able identify what

aspects of their team they think has improved,

and what aspects they feel still needs work, by

answering a few short questions on an exit slip.

Health Related: Students will be able to

identify whether or not they think Team

Handball is a good way to stay physical fit, by

answering questions on an exit slip.

Tasks:


Man Defense

Zone Defense

Press Defense

Gameplay

Exit Slip

Assessments:

Pre/Post Psychomotor & Cognitive



sportspersonship and teamwork, by being

cooperative with the opposing team and

involving all members of their team, during

gameplay.

Health Related: Students will be able to do a

5 minute warm up while doing 8 dynamic

stretches prior to gameplay.

Tasks:


Gameplay

Exit Slip

Assessments:

Summative Assessment


39

Lesson Plan Form

Class Name: Field & Court 4th

Block Class Skill Level: High School

Length of Lesson: 40 Minutes Number of Meetings/Week: 3

Name: Derek Rodriguez Lesson Number: 1 of 6

Equipment: 2 Handballs, 20 Half Cones, 16 Tall Cones, 32 Poly Lines Wall Tape, Pencils,

Assessment Sheets

Facility: Greeley Central Main Gym

Student Objectives

Each student should be able to:

1. Psychomotor: Students will be able to demonstrate their ability to use effective strategies, to


2. Cognitive: Students will be able to demonstrate their knowledge of Team Handball, by


3. Affective: Students will be able to demonstrate their initial feelings about the game and about

their teammates by completing a short exit slip as a team.

Teacher Objectives

This teacher should be able to:

1. Organize the students into their teams in a timely matter in order to maximize on activity time.

2. Go the entire lesson without saying the phrase “Ok Guys” when he is not speaking to a full

group of guys.

3. Be able to quickly and effectively answer any questions that the students may have about the

game Team Handball.

40

Planned Lesson Activities

Approx.

Time Student Activities

(Anticipated Progression of

Tasks)

For each task add at least one

idea for intratask variation or teaching by invitation

Performance Cues

Goal Orientation of

Task

(Extension,

Refinement, Application)

Std Obj Organizational Arrangement (including Grouping & Task

Presentation method)

4 Min

To start off the lesson the

teacher will bring the

students all together and

introduce them to the

Team Handball unit they

will be starting. The

teacher will then introduce

the students to the “Sports

Model” approach and will

organize them into their

teams.

N/A

Informing

N/A

N/A

Students will be gathered around

the teacher sitting and listening to

the teacher’s instructions. The

teacher will then group the

students up into four teams, two

teams of nine and two teams of

eight. The teacher will direct the

students to where their teams are

to meet.

4 Min

Students will now meet up

with their teams in their

designated areas and

decide on team names,

mascots, and roles for each

member on the team. Once

all of this has been decided

the Coaches of the team

are to come to the teacher

N/A

Extension

NASPE

Standard 4

Colorado

Standard 3

NASPE

S4.H3.L1

S4.H3.L2

Colorado

S3.Sec2.b

S3.Sec2.f

Students will be grouped with

their teams and be gathered in

their designated area which has

been decided by the teacher.

41

for further instructions for

the day’s tasks.

5 Min

After the coach collects the

daily task sheet the Warm

Up leader on each team

will do a quick dynamic

warm up by using some of

the examples provided by

the teacher on the activities

handout.

N/A

Extension

NASPE

Standard 1

Colorado

Standard 2

NASPE

S1.H3.L1

Colorado

S2.Sec1.b

Students will still be grouped

with their teams. They will now

get into lines or into one straight

line to do the warm up activities.

4 Min

At this point the teacher

will bring the students

back together and discuss

some of the most basic

rules necessary to play

Team Handball. The

teacher will not give in

depth rules as that is for

future lessons.

N/A

Informing

N/A

N/A

Students will be sitting gathered

around the teacher and looking

towards one half of a team

handball court.

16 Min

The teacher will now have

the teams play two games.

Two teams will be on one

modified court, and the

other two teams on the

other modified court. The

teacher will be assessing

the teams as a whole on

their skill levels, as well as

on their use of strategy.

These assessments will be

the pre assessments for the

psychomotor and cognitive

domain. After about eight

Communication

Quick Passes

Spacing

Responsibilities

Recognizing

Gaps

Moving to open

space

Application

NASPE

Standard 1

Standard 2

Standard 4

Colorado

Standard 1

Standard 3

Standard 4

NASPE

S1.H1.L1

S2.H2.L1

S4.H2.L1

S4.H3.L1

S4.H5.L1

Colorado

S1.Sec1.a

S1.Sec2.e

S3.Sec1.a

S3.Sec1.b

S3.Sec1.c

S3.Sec2.c

S3.Sec2.h

There will be two modified team

handball courts set up in the gym.

On each court there will be two

teams playing against one

another.

42

minutes of play the teacher

will have two teams switch

courts to change the

opponents. Make sure to

emphasize safety when it

comes to passing and

shooting the handball.

S3.Sec3.a

S3.Sec3.d

S4.Sec1.a

5 Min


the students get back with

their teams in their

designated area and the

coach will collect a

reflection sheet from the

teacher. The students will

complete the reflection

sheet and then put it into

their folder. Once they are

completed with their

reflection sheet the whole

team should come gather

up around the teacher for

the closure

N/A

Application

NASPE

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S4.H1.L1

S4.H3.L1

S4.H4.L1

S4.H4.L2

Colorado

S1.Sec2.e

S3.Sec2.a

S3.Sec2.c

S3.Sec2.e

S3.Sec2.g

S3.Sec2.i

Students will be in their teams

gathered in their designated area

to work on the worksheets.

2 Min

Closure: The teacher will

in the class by discussing

what when well during the

class, and then the teacher

will inform the students of

what will be happening

during the next class.

N/A

Informing

N/A

N/A



the teacher.

43

Teacher Reflection 1

Extent to which students achieved each objective. Provide specific examples of why and

how objectives were achieved.

For this lesson there were three objectives set for the students. The first objective that was

set for the students came from the Psychomotor domain. The objective stated, “Students will be

able to demonstrate their ability to use effective strategies, to increase scoring while playing a

game of Team Handball.” This objective was not met by the students; however the teacher was

planning on this being the case. During this lesson the teacher was doing the pre assessment for

the psychomotor and cognitive domain and so the teacher did not introduce anything to the

students except for a couple of simple rules. So during gameplay the students were not setting

any screens or running any kind of offense at all. The teacher is hoping that by the post test the

students will have learned some of these strategies and will be able to meet this objective.

The next objective the teacher had for the students during this lesson came from the

cognitive domain. That objective stated, “Students will be able to demonstrate their knowledge

of Team Handball, by answering questions correctly when asked by the teacher.” Again this was

another objective that the teacher was planning on the students not being able to meet because it

was the pre assessment. The teacher asked the students simple questions such as “How many

dribbles can you take before having to pass the ball?” None of the students were able to answer

correctly. The teacher also observed to see if the students would use strategies during gameplay.

However, it was obvious the students did not know any strategies so they were not using them.

Again the teacher is hoping that by the time they do another cognitive domain assessment the

students will be able to have more knowledge about team handball.

44

The final objective set for the students came from the affective domain. The objective

was, “Students will be able to demonstrate their initial feelings about the game and about their

teammates by completing a short exit slip as a team.” The students were able to meet this

objective, however not very well. All of the students completed the exit slip sheets with answers

but many of the answers were one to two words. The teacher was hoping to gain more insight

into the student’s feelings but since they kept their answers so short the teacher has to guess on

whether or not they feel good about the game. The teacher will look to emphasize the importance

of these reflection questions during the next class.

Extent to which teacher objectives were achieved. Provide specific examples and to how

and why.

During this lesson the teacher also had three objectives for himself. The first objective the

teacher had was, “Organize the students into their teams in a timely matter in order to maximize

on activity time.” The teacher felt like he met this objective after the lesson was complete. The

students were up and into their groups working on forms the teacher had provided them within

five minutes of the class starting. The teacher is hoping to keep this management time low so as

to keep practice and game time high.

The next objective the teacher had for himself was, “Go the entire lesson without saying

the phrase “Ok Guys” when he is not speaking to a full group of guys.” The teacher does not feel

as good about meeting this objective. There were a couple of times that the teacher can recall

throughout his lesson that he came up to a group and said you guys. This is something the

teacher will still need to work on to improve, however he believes that with more time it will

become second nature to him to not say the phrase “Ok guys”. The teacher is also considering

45

having the students call him out on it when he does say it, just to help him realize when he is

saying it.

The final objective the teacher had for himself was, “Be able to quickly and effectively

answer any questions that the students may have about the game Team Handball.” The teacher

felt that he also met this objective. He did not receive to many questions about the game however

he did receive many questions about the sheets the students were working on. The teacher was

able to quickly and effectively answer these questions for the students in order to keep them on

task. So all in all after the first lesson the teacher feels pretty good about this unit so far.

How did the following go?

Organization: The teacher felt very good about his organization after the first lesson.

Organizing the students into teams, with each team member having a different role

seemed to be very effective and kept wait and management time low. Also the teacher

was able to set up for the next task while the students were busy working on another task.

Time Plan: The time plan also went very well for this lesson. The teacher was able to get

through all of his tasks he had planned for the day. The only issue was the reflection time

was a little rushed which may have affected the answers provided by the students.

Changes for Next Lesson

The teacher does not really plan to make too many changes for next lesson. A couple of

small changes he will make is making sure he emphasizes safety a little more so there is not as

many instances for potential injury. The other change is making sure he emphasizes at least

sentence length answers so he can get more knowledge about the student’s feelings towards their

team and the game.

46

Lesson Plan Form





Equipment: 12 Handballs, 20 Half Cones, 16 Tall Cones, 32 Poly Lines, Wall Tape, Pencils,

Assessment Sheets


Student Objectives


1. Psychomotor: Students will be able to demonstrate their ability to score 80 percent of the

time, while using correct cues, during a practice drill with their team.

2. Cognitive: Students will be able to list the cues necessary to pass and shoot correctly, on an

Exit Slip provided by the teacher.

3. Affective: Students will be able to show how well they worked as a team, but answering a few

questions on an Exit Slip.

Teacher Objectives


1. Teacher will be able to provide specific and correctional feedback in order to improve

students’ performance.

2. Teacher will be able effectively get the students on task right away in order to increase amount

of activity time for the day.

3. Teacher will be able to rid the class of any distractions or problems so as to keep the students

on task.

47


Approx.



Tasks)



Performance Cues

Goal Orientation of

Task

(Extension,




2 Min

Teacher will distribute

folders to the team coaches

and have them get into

their teams. The teams will

take role of who is present

and then return the

attendance sheet to the

teacher.

N/A

Informing

N/A

N/A

Students will be gathered up with

their teams in their meeting

location from the previous lesson.

The coach will be receiving

materials from the teacher.

5 Min

After role has been taken

the students will look

through the handout with

the basic rules of Team

Handball. The teacher will

be wandering around in

order to clarify any

questions there may be.

N/A

Extension

N/A

N/A




5 Min

After going over the rules,

the Warm Up leader will

lead their team in a 5

minute warm. Some

exercise will be provided

by the teacher, but the

teacher will encourage the

warm up leaders to try and

N/A

Extension

NASPE

Standard 1

Colorado

Standard 2

NASPE

S1.H3.L1

Colorado

S2.Sec1.b





Students may also be in partners

if their warm up involves

throwing.

48

come up with their own.

5 Min

After going through the

warm up the students will

go through some activities

to practice throwing. Ideas

for activities will be

provided to the coach on a

handout in the team’s

folder. Team Managers

will also be informed of

what equipment will be

needed for their practice

time.

Flick Wrist

Eyes on Target

Communication

Step Through

with Pass

Ball resting on

Fingerpads

Extension

NASPE

Standard 1

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S1.H1.L1

S4.H3.L1

S4.H3.L2

S4.H4.L2

Colorado

S1.Sec2.e

S3.Sec2.b

S3.Sec2.f

S3.Sec3.a

Students will be in their teams in

their designated area going

through practice activities

instructed by the coach.

N/A

Teacher will be walking

between the groups and

really emphasizing that

they flick their wrists when

they are throwing

Flick Wrist

Refinement

N/A

N/A

Students will be in their groups

practicing as the teacher goes

from group to group.

5 Min

The teacher will now

inform the coaches to

move on to practicing

dribbling in their teams.

Again activity ideas will be

provided to the captains in

the Teams Folder. Team

Managers should once

again gather the equipment

needed for the activities.

Ball at Waist

Height

Fingerpads

Eyes Up

Knees Bent

Ball in front

and to side

Keep ball close

to body

Extension

NASPE

Standard 1

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S1.H1.L1

S4.H3.L1

S4.H3.L2

S4.H4.L2

Colorado

S1.Sec2.e

S3.Sec2.b

S3.Sec2.f

S3.Sec3.a





N/A

Teacher will be walking

between the groups and

really emphasizing that

they keep their eyes up

while dribbling.

Eyes Up

Refinement

N/A

N/A




49

3 Min


the students work on

advancing the ball up the

court. The coaches will

have ideas for activities to

practice this in the team

folder provided by the

teacher. The teacher will

be wandering around

making sure the activity is

being done correctly.

Flick Wrist

Eyes on Target

Communication

Ball at Waist

Height

Fingerpads

Eyes Up

Extension

NASPE

Standard 1

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S1.H1.L1

S4.H3.L1

S4.H3.L2

S4.H4.L2

Colorado

S1.Sec2.e

S3.Sec2.b

S3.Sec2.f

S3.Sec3.a





5 Min

The teacher will now

inform the coaches to

move on to practicing

shooting in their teams.

Again activity ideas will be

provided to the captains in

the Teams Folder. Team

Managers should once

again gather the equipment

needed for the activities.

The teacher will have the

students performing a peer

assessment to make sure

students are using cues that

are provided.

Body Control

Flick Wrist

Eyes on Target

Arm at 90

degree angle

Release at

highest point

Extension

NASPE

Standard 1

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S1.H1.L1

S4.H3.L1

S4.H3.L2

S4.H4.L2

Colorado

S1.Sec2.e

S3.Sec2.b

S3.Sec2.f

S3.Sec3.a





N/A

Teacher will be going from

group to group to make

sure students are release

the ball at the highest point

in a downwards motion.

Release at

Highest Point

Refinement

N/A

N/A




50

13 Min


the teams play two games.

Two teams will be on one

modified court, and the

other two teams on the

other modified court.

During this game the

teacher will make it so that

students are only allowed

to pass to advance the ball.

Make sure to emphasize

safety when it comes to

passing and shooting the

handball.

Flick Wrist

Eyes on Target

Communication

Ball at Waist

Height

Fingerpads

Eyes Up

Body Control

Release at

highest point

Application

NASPE

Standard 1

Standard 2

Standard 4

Colorado

Standard 1

Standard 3

Standard 4

NASPE

S1.H1.L1

S2.H2.L1

S4.H2.L1

S4.H3.L1

S4.H5.L1

Colorado

S1.Sec1.a

S1.Sec2.e

S3.Sec1.a

S3.Sec1.b

S3.Sec1.c

S3.Sec2.c

S3.Sec2.h

S3.Sec3.a

S3.Sec3.d

S4.Sec1.a

There will be two modified team

handball courts set up in the gym.

On each court there will be two

teams playing against one

another.

5 Min















the closure

N/A

Application

NASPE

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S4.H1.L1

S4.H3.L1

S4.H4.L1

S4.H4.L2

Colorado

S1.Sec2.e

S3.Sec2.a

S3.Sec2.c

S3.Sec2.e

S3.Sec2.g

S3.Sec2.i




51

2 Min








N/A

Informing

N/A

N/A



the teacher.

52

Lesson 2 Reflection



During this second lesson of a Team Handball unit there were three objectives that the teacher

set for the students. The first objective came from the psychomotor domain and stated that

“Students will be able to demonstrate their ability to score 80 percent of the time, while using

correct cues, during a practice drill with their team.” For this objective the teacher feels fifty,

fifty on whether they met it. The reason the teacher feels not sure about this objective is because

he changed his assessment so it did not match this objective. The assessment got changed to

focus more on the cues of the throw rather than the amount of times they scored. However, with

the assessment only covering half of the objective, the teacher still feels confident in the students

meeting this objective because of what he observed. During the time in the lesson when the

students were practicing shooting the teacher was seeing a lot of successful shots by the students.

This leads the teacher to believe that the students were successful scoring 80 percent of the time.

As far as the cues are concerned the students appeared to use a lot of the correct cues which

could be seen on the assessment sheet.

The second objective, which came focused on the cognitive domain stated “Students will be able

to list the cues necessary to pass and shoot correctly, on an Exit Slip provided by the teacher.”

This objective was not met by the students by not because of anything they did but rather

because the teacher created the wrong assessment for the lesson. The teacher focused more on

the rules of the game in the exit slip assessment rather than the cues of the shot. So the students

could not meet this objective.

53

The third and final objective set for the students came from the affective domain. The objective

stated that, “Students will be able to show how well they worked as a team, but answering a few

questions on an Exit Slip.” This objective was met by some of the teams and barely met by the

other teams. Some of the teams gave good solid answers on the exit slip which defined to the

teacher how they worked together as a team. Meanwhile, some team’s responses simply stated

“We all participated.” There was no explanation behind the statement so the teacher is not sure

how they worked together. The teacher is hoping that eventually if he keeps reinforcing the exit

slips that answers will improve for the teams that seem lacking to put in effort on them.


and why.

There was also three objectives the teacher set for himself for this lesson. The first objective was

that the “Teacher will be able to provide specific and correctional feedback in order to improve

students’ performance.” The teacher feels that he was able to meet this objective because he was

able to give helpful feedback which did improve performance. The feedback that the teacher was

providing was not as focused on cues of a skill but rather on aspects of a practice activity. As

soon as the teacher provided feedback to the students in improved their practice time and

allowed them to improve on their performance. However, the

teacher also gave feedback when it came to cues for a skill. The teacher made sure the students

were releasing the ball at its highest point in a downward direction so as to maximize their

chances of scoring.

54

The second objective the teacher had for himself was, “Teacher will be able effectively get the

students on task right away in order to increase amount of activity time for the day.” The teacher

feels like he was also able to meet this objective. The teacher is using a folder system which

includes a handout of the tasks that will be occurring during that day. With this method the

teacher is able to get the students started quickly and they are able to know exactly what they are

supposed to do. The only issue was one of the groups was not reading their folder, they just kept

asking when they were going to get to play. The teacher informed them that they needed to do

the practice drills then they would get to play and that got them back onto task.

The final objective the teacher had for himself for this lesson was, “Teacher will be able to rid

the class of any distractions or problems so as to keep the students on task.” The teacher felt he

also met this objective. There were a couple of instances during the lesson that the teacher had to

tell students to get back on task, and as soon as he told them what they needed to be doing they

stopped messing around as much and starting working on the task the teacher was asking them to

do. The teacher knows that he is working with high school students that are used to just playing

without practice. With this in mind the teacher understands there will be some off task behavior,

but if it does not warrant discipline then the teacher will just ask them to get back on task.


• Organization: For organization there was some good and some bad during this lesson. The

teacher feels that his folder system is very effective and really helps the students get right to

work and just know what they are supposed to do. It also serves as a great guide to give students

ideas of activities to do when the teacher is busy with another group. Some of the bad parts of the

organization was some of the groups were getting off task and then running into other teams

55

areas. Also there was not a lot of participation during the game because the small courts did not

warrant a lot of moving. This is why during the next lesson the teacher is going to move to full

court games and use the side space for practice areas.

• Time Plan: The time plan is hard to judge for this lesson because the teacher has no idea how

long his lesson is going to be. The teachers at the school still do the Greeley Central Workout

and Run on Thursdays when the teacher is supposed to be teaching. However, the teacher as no

idea how much time he will have after the workout so he only planned for 50 minutes. The

teacher ended up having about an hour for this lesson though which proved to be a challenge

because then he was forced to lengthen some of his less exciting tasks in order to fill the full

class time. This will just be something the teacher will have to account for during his next

Thursday lesson.

Changes for Next Lesson: The biggest change the student is going to make for his next lesson is

gathering the students together after the games have been completed. The teacher tried to give

out to many instructions to students at the same time at the end of the gameplay time, and

because of that it led to the teacher having to pick up the majority of the equipment. During the

next lesson the teacher is going to bring all of the students together first and then give them

instructions on what tasks they should be accomplishing. Also the teacher is changing to just one

large court because the two small courts proved to be too small for the students to truly

experience the game.

56

Lesson Plan Form





Equipment: 12 Handballs, 10 Half Cones, 10 Tall Cones, Pencils, Assessment Sheets


Student Objectives


1. Psychomotor: Students will be able to demonstrate good fundamental defensive skills, by

being able to stop advancement of the ball during gameplay.

2. Cognitive: Students will be able to demonstrate their ability to retain knowledge by answering

questions on an Exit Slip correctly.

3. Affective: Students will be able to demonstrate good teamwork by involving every player


Teacher Objectives






3. Teacher will be able to keep all students on task during gameplay and practice time.

57


Approx.



Tasks)



Performance Cues

Goal Orientation of

Task

(Extension,




2 Min






and then return the


teacher.

N/A

Informing

N/A

N/A






5 Min




minute warm. Some






N/A

Extension

NASPE

Standard 1

Colorado

Standard 2

NASPE

S1.H3.L1

Colorado

S2.Sec1.b







throwing.

12 Min


the teams play one game.

Two teams will be playing

on a full sized Team

Handball Court (The main

gym floor) During this

game the teacher will make

Flick Wrist

Eyes on Target

Communication

Ball at Waist

Height

Fingerpads

Eyes Up

Application

NASPE

Standard 1

Standard 2

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S1.H1.L1

S2.H2.L1

S4.H2.L1

S4.H3.L1

S4.H5.L1

Colorado

There will be one team handball

court (The Basketball Court). The

students who are not playing will

be doing practices on the sideline.

58

it so that students must

pass to every player on

their team before they can

shoot. Make sure to

emphasize safety when it

comes to passing and

shooting the handball.

Body Control

Release at

highest point

Head on a

swivel

Hands Up

Standard 4 S1.Sec1.a

S1.Sec2.e

S3.Sec1.a

S3.Sec1.b

S3.Sec1.c

S3.Sec2.c

S3.Sec2.h

S3.Sec3.a

S3.Sec3.d

S4.Sec1.a

During

the

time

above

The two teams not playing

in the game will be starting

practice sessions for

defensive fundamentals.

The coach will be given

instructions to practice

staying in front of the

offensive player, trapping,

and filling the gaps on

defense. Activity ideas will

be provided by the teacher.

Knees bent

Active Feet

Communication

Hands Up

Head on a

swivel

Extension

NASPE

Standard 1

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S1.H1.L1

S4.H3.L1

S4.H3.L2

S4.H4.L2

Colorado

S1.Sec2.e

S3.Sec2.b

S3.Sec2.f

S3.Sec3.a

Students will be on the side of the

main court where the team

handball game is going on.

12 Min

At this point the students

will switch roles for the

previous two sections. The

teams playing will now go

to the side to practice, and

the teams that were

practice will now be

playing on the main court.

N/A

Application

& Extension

N/A

N/A

There will be one team handball

court (The Basketball Court). The

students who are not playing will

be doing practices on the sideline.

2 Min

The students will now stop

and help and pick up any

equipment that is set out.

They will then get into

N/A

N/A

N/A

N/A

Students will be wandering the

gym picking up equipment; they

will then be meeting in their

groups in their designated area.

59

their groups.

5 Min















the closure

N/A

Application

NASPE

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S4.H1.L1

S4.H3.L1

S4.H4.L1

S4.H4.L2

Colorado

S1.Sec2.e

S3.Sec2.a

S3.Sec2.c

S3.Sec2.e

S3.Sec2.g

S3.Sec2.i




2 Min


end the class by discussing






N/A

Informing

N/A

N/A



the teacher.

60

Lesson 3 Reflection



During this third lesson of a Team Handball unit there were three objectives that the

teacher set for the students. The first objective came from the psychomotor domain and stated

that “Students will be able to demonstrate good fundamental defensive skills, by being able to

stop advancement of the ball during gameplay.” For this objective the teacher feels as if the

students did not meet the objective. During the gameplay the students could not ever really stop

the ball from advancing forward except for when there was a bad pass or loss of the dribble.

There are a couple of reasons for the teacher feels the students did not meet this objective. The

first reason is the students were asked to perform defensive fundamental practices inside their

teams; however most of the students just took the practice time to throw the handballs at the

goals. The second reason the teacher feels like the students were unable to meet this objective is

because only about half the students on each team were participating in gameplay so it made it

challenging for there to be any stops. In order to try to improve on this the teacher will have to

allow for more practice time with guided instruction, and then come up with more ways to get

everyone involved during gameplay.

The second objective, which came focused on the cognitive domain, stated “Students will

be able to demonstrate their ability to retain knowledge by answering questions on an Exit Slip

correctly.” This is another objective that was not met during this lesson, not because the students

do not know the information, but because the teacher never got around to handing out the exit

slips. The lesson did not start on time, and then the cooperating teacher made the student teacher

61

take role, which took another five minutes out of the lesson. So the teacher had planned for forty

minutes of lesson time and instead only had about thirty minutes. The student teacher has tried to

implement a faster way to take role, but the cooperating teacher insists that he take role by

reading name by name. This cuts into the lesson time and does not allow the student teacher to

get through everything he wants to get through. Also, since the students do not finish getting

dressed out until five minutes into the lesson, that is more time lost for the teacher. The teacher

will just need to adapt his lesson to make up for this loss of time.

The third and final objective set for the students came from the affective domain. The

objective stated that, “Students will be able to demonstrate good teamwork by involving every

player during practice and gameplay.” This is another objective that the teacher feels was not met

during the lesson. This partially has to do with the teacher and not creating an atmosphere which

encourages participation by all students. During portions of the lesson the teacher would be look

around and see several students just standing around doing nothing. The teacher has tried to

encourage the coaches of the team to make sure everyone is included in the game and practices,

but since the students do not seem to be taking their roles seriously the teacher will need to make

more adaptations to his lesson to encourage participation by all students.


and why.

There were also three objectives the teacher set for himself for this lesson. The first

objective was that the “Teacher will be able to provide specific and correctional feedback in

order to improve students’ performance.” This objective for the teacher was not met for a couple

of reasons. The first reason goes back to the lesson not starting on time. Since the lesson was

62

rushed the teacher was more focused on getting the students up and going rather than breaking

down what he was looking for from the lesson. Since the teacher did not set his expectations the

students did not really know what they were supposed to be doing and so the teacher could not

provide feedback since the students didn’t even know what they were supposed to be doing. The

other reason this objective was not met was because the teacher tried to have half the students on

the main gym floor and the other half up above practicing. This made it hard for the teacher to

observe all the students at once and give correctional feedback.

The second objective the teacher set for himself was, “Teacher will be able effectively

get the students on task right away in order to increase amount of activity time for the day.” This

is an objective that the teacher kind of met. The reason the teacher feels good about this objective

is because once he did get the students going they were doing activity time for the rest of the

lesson. The problem with meeting this objective was not due to the teacher though. First off all

the students did not show up to the lesson on time so that took five minutes out of the lesson

right away. Secondly the cooperating teacher made the student teacher take role by reading name

by name to see if they were present. This is a very slow process and took even more time out of

the lesson. If the student teacher could take role in a faster fashion he would be able to get more

out of his lessons.

The last objective that the teacher set for himself was, “Teacher will be able to keep all

students on task during gameplay and practice time.” This objective the teacher feels like he met

half way. The students that were playing in the Team Handball game were on task for the most

part. Some of the students were not participating but that is because the teacher did not

emphasize a participating environment. The other reason the teacher only feels like he met half

of this objective is because the students who were up above practicing seemed to just be messing

63

around. The teacher made a mistake trying to have the students practice up above because it

made it challenging for him to observe all the students at the same time.


• Organization: For organization the teacher did not feel too strongly this lesson. First of all the

teacher did not get going on time because the cooperating teacher made him take role name by

name rather than by using his quicker system. Secondly the teacher made the mistake of having

students in two different areas. This made it challenging for him to keep track of all the students

that were in the gym. The only good thing about the organization was by having teams already

the teams quickly got into their teams and got going when the lesson did start.

• Time Plan: The timing of the lesson also did not go very well on this day. First of all the

students showed up late to the lesson and then by having to take role name by name the teacher

lost out on ten minutes of his lesson. So the teacher had planned for forty minutes and only

ended up having thirty minutes. This forced the teacher to cut out several parts of his lesson

including the assessment, since there was no time for it at the end of the lesson.

Changes for Next Lesson: The biggest change that the teacher is going to make for the next

lesson is organization of the students. Like stated above the teacher tried to have the students in

two different areas and this proved to be very challenging. It made it hard to observe all students

and keep them on task. Also during the next lesson the teacher is hoping to get to use his method

for taking role again because the name by name method just takes way too much time especially

with 34 kids.

64

Lesson Plan Form







Student Objectives


1. Psychomotor: Students will be able to demonstrate offensive strategies, by setting screens for

one another during gameplay.

2. Cognitive: Students will be able to demonstrate their knowledge of cues for offensive and

defensive skills by answering questions correctly on an exit slip.

3. Affective: Students will be able to give examples of teamwork and group discussions by


Teacher Objectives


1. Teacher will be able to get all students involved in gameplay by adding variations to the rules.



3. Teacher will be able to keep all students on task during gameplay and practice time.

65


Approx.



Tasks)



Performance Cues

Goal Orientation of

Task

(Extension,




2 Min






and then return the


teacher.

N/A

Informing

N/A

N/A






3 Min




minute warm. Some






N/A

Extension

NASPE

Standard 1

Colorado

Standard 2

NASPE

S1.H3.L1

Colorado

S2.Sec1.b







throwing.

3 Min

The teacher will have all of

the teams do a passing

three person weave in

order to work on quick

passes.

Crisp

On Target

Extension

NASPE

Standard 1

Colorado

Standard 1

NASPE

S1.H1.L1

Colorado

S1.Sec1.a

The teams will start on four

separate corners of the basketball

court. The students will be doing

the activity towards half court and

then go back to the baseline.

66

7 Min

The teacher will then have

the teams work on using

screens while playing on

offense in order to open up

the players who are trying

to shoot. The teacher will

do this by having two

teams on one side of the

court and the other two

teams on the other side of

the court. The teams will

be playing against one

another focusing on using

screens. The teacher will

also emphasize moving to

open space during this

time.

No leaning

Moving to open

space &

Spacing

Recognizing

gaps

Spatial

Awareness

Extension

NASPE

Standard 1

Colorado

Standard 1

NASPE

S1.H1.L1

Colorado

S1.Sec1.a

S1.Sec2.e

Two teams will be on one side of

the court and the other two teams

will be on the other side of the

court. They will be playing half

court games while focusing on

these strategies.

16 Min

The students will now be

playing full court games.

Instead of just having two

teams on the court all four

teams will be involved in

the game. There will be

two teams on both sides

playing defense, one team

will be playing offense and

one team will be off. The

offensive team will go one

direction and try and score.

If they do score then they

remain the team on

offense, if they do not

score then their team goes

Flick Wrist

Eyes on Target

Communication

Ball at Waist

Height

Fingerpads

Eyes Up

Body Control

Release at

highest point

Head on a

swivel

Hands Up

Feet together

No leaning

Recognizing

Application

NASPE

Standard 1

Standard 2

Standard 4

Colorado

Standard 1

Standard 3

Standard 4

NASPE

S1.H1.L1

S2.H2.L1

S4.H2.L1

S4.H3.L1

S4.H5.L1

Colorado

S1.Sec1.a

S1.Sec2.e

S3.Sec1.a

S3.Sec1.b

S3.Sec1.c

S3.Sec2.c

S3.Sec2.h

S3.Sec3.a

S3.Sec3.d

All four teams will be on the

main court. Two teams will be on

defense, one team on offense, and

the fourth team will be waiting to

come on for defense. The playing

court will be the main basketball

court, with the 3 point lines

serving has the shooting circle.

67

off. For the defenses if the

offensive team does not

score, the team playing

defense becomes the

offensive team and goes

the other direction. If the

offensive team does score

then the defensive team

comes off the court. For

the team that is off, they

will come on for

whichever team goes off

and will be playing defense

the next time the ball

comes down to that end of

the court. During this game

all players must touch the

ball on offense before the

team can attempt a shot.

gaps

Spatial

Awareness

Crisp

On Target

S4.Sec1.a

2 Min

The students will now stop

and help and pick up any

equipment that is set out.

They will then get into

their groups.

N/A

N/A

N/A

N/A

Students will be wandering the

gym picking up equipment; they

will then be meeting in their

groups in their designated area.

5 Min










N/A

Application

NASPE

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S4.H1.L1

S4.H3.L1

S4.H4.L1

S4.H4.L2

Colorado

S1.Sec2.e

S3.Sec2.a

S3.Sec2.c




68






the closure

S3.Sec2.e

S3.Sec2.g

S3.Sec2.i

2 Min








N/A

Informing

N/A

N/A



the teacher.

69

Lesson 4 Reflection



Like all of the previous lessons during this fourth lesson the teacher set three objectives

for the students and three objectives for himself. The first objective for the students was the

psychomotor objective, and that objective was that, “Students will be able to demonstrate

offensive strategies, by setting screens for one another during gameplay.” For this objective the

teacher feels like the students only slightly met the objective. The students were setting screens

for each other when the teacher was having them do a task that specifically required them to set

screens. However, then when they started to play the game the students got away from setting

screens for one another and just passed the ball around. The teacher knows that the students have

the information and knowledge to set screens, it just seemed that the students were unwilling to

use this skill.

The cognitive domains objective for this lesson was that, “Students will be able to

demonstrate their knowledge of cues for offensive and defensive skills by answering questions

correctly on an exit slip.” This objective was not met because the teacher changed the exit sheet.

The original plan was to have some cognitive questions on the exit slip sheet. However, then

when the teacher was creating the exit slip he decided to focus more on the affective domain

rather than on the cognitive domain. So it would be impossible for the students to meet his

objective because the teacher did not create the lesson so that they could meet it.

70

The final objective for this lesson came from the affective domain and it stated that,

“Students will be able to give examples of teamwork and group discussions by answering a few

questions on an exit slip.” For this objective the teacher feels like the students were able to

effectively give examples of how they worked as a team. The one issue the teacher had with this

objective was during the time when the students were doing the exit slip not all of the members

of each team seemed to be providing input. As the teacher was walking around the teacher could

see that only about half of most the groups was answering the questions while the other half was

just standing around waiting to be released. This seems to be a common problem, and the teacher

feels like the main reason for this issue is that not all of the students know one another and so

they almost refuse to talk. The teacher will try to keep emphasizing teamwork in his lessons.


and why.

As stated above there was also three objectives that the teacher set for himself during this

lesson. The first objective that he set for himself was that, “Teacher will be able to get all

students involved in gameplay by adding variations to the rules.” This objective was not met by

the teacher during this lesson. The reason this objective was not met was because many of the

students, mostly the girls, were sitting out while the game was being played. The teacher tried to

encourage them to get in and play but they said they did not want to. The teacher will try and

come up with other ways to get all of the students engaged but when they know they are not

getting graded for participating they most likely will not. The teacher is going to take this lack of

participation as a learning experience of something he would never allow in his own classroom.

71

The next objective that the teacher had for himself said that, “Teacher will be able

effectively get the students on task right away in order to increase amount of activity time for the

day.” The teacher felt like he was somewhat able to meet this task. The teacher was much faster

at taking role during this class period then he was during the previous lesson so that took led to

less sitting around. Also the teacher felt like he met this objective because he was able to get

through all of the tasks that he had planned for this day. The one issue was he had to modify the

times of the tasks so the students did not get to be active for as long as the teacher would have

hoped but the teacher will take small victories where he can get them.

The last objective that the teacher had set for himself during this lesson was that,

“Teacher will be able to keep all students on task during gameplay and practice time.” The

teacher felt like he was somewhat able to meet this objective. During the practice time portion of

the lesson the students seemed to get a little off tasks. This may have been because they were

either bored or not sure of what they were doing. The teacher will have to make sure he makes

the necessary adjustments to keep all of the students engaged during the skill development time

of the lesson. Now during the game time, all of the students that were participating were on task.

I think the challenge of trying to figure out the rotation that the teacher gave the students kept

them on task because they were required to pay attention the whole time. The teacher just needs

to focus on creating more intratasks for his lessons, and clarifying the tasks that are being done.


• Organization: For organization during this lesson the teacher felt very good. The teacher had

the students play Team Handball, but instead of just two teams playing while the others set out or

did another task the teacher came up with a way for all four teams to be involved in the game at

72

the same time. This organization allowed the teacher to be able to keep track of all of his

students while at the same time keeping them on task. The one change he may make to his

organization during the next lesson is changing when teams go on and come off of the court

since the students seemed to struggle with the concept the teacher had.

• Time Plan: The timing of this lesson was better than the timing of the previous lesson. During

this lesson the teacher was able to get through all of the tasks he had and they were able to keep

pretty close to the time that the teacher had planned them for. The teacher hopes that he is able to

keep growing on his time planning ability and that he will eventually learn how long every task

is going to need to be.

Changes for Next Lesson: The teacher does not plan to make too many changes to his next

lesson. The one change that he is going to make is figure out another way to get all the teams

playing at once without it being as confusing as it was during this lesson. Otherwise the teacher

liked the way this lesson went and hopes to keep improving on his management and teaching

skills.

73

Lesson Plan Form







Student Objectives


1. Psychomotor: Students will be able to demonstrate their ability to use effective strategies, to


2. Cognitive: Students will be able to demonstrate their knowledge of Team Handball, by


3. Affective: Students will be able identify what aspects of their team they think has improved,

and what aspects they feel still needs work, by answering a few short questions on an exit slip.

Teacher Objectives






3. Teacher will be able to rid the class of any distractions or problems so as to keep the students

on task.

74


Approx.



Tasks)



Performance Cues

Goal Orientation of

Task

(Extension,




2 Min






and then return the


teacher.

N/A

Informing

N/A

N/A






10 Min



Instead of just having two

teams on the court all four

teams will be involved in

the game. There will be

two teams on both sides

playing defense, one team

will be playing offense and

one team will be off. The

offensive team will go one

direction and try and score.

If they do score then they

remain the team on

offense, if they do not

score then their team goes

Flick Wrist

Eyes on Target

Communication

Ball at Waist

Height

Fingerpads

Eyes Up

Body Control

Release at

highest point

Head on a

swivel

Hands Up

Feet together

No leaning

Recognizing

Application

NASPE

Standard 1

Standard 2

Standard 4

Colorado

Standard 1

Standard 3

Standard 4

NASPE

S1.H1.L1

S2.H2.L1

S4.H2.L1

S4.H3.L1

S4.H5.L1

Colorado

S1.Sec1.a

S1.Sec2.e

S3.Sec1.a

S3.Sec1.b

S3.Sec1.c

S3.Sec2.c

S3.Sec2.h

S3.Sec3.a

S3.Sec3.d



defense, one team on offense, and

the fourth team will be waiting to

come on for defense. The playing

court will be the main basketball

court, with the 3 point lines

serving has the shooting circle.

75

off. For the defenses if the

offensive team does not

score, the team playing

defense becomes the

offensive team and goes

the other direction. If the

offensive team does score

then the defensive team

comes off the court. For

the team that is off, they

will come on for

whichever team goes off

and will be playing defense

the next time the ball

comes down to that end of

the court. During this game

all players must touch the

ball on offense before the

team can attempt a shot.

gaps

Spatial

Awareness

Crisp

On Target

S4.Sec1.a

15 Min

After playing for 10

minutes the teacher will

bring the students back

together and have them

start working on playing

defenses. The teacher will

start by having the students

work on man defense, and

then he will move to zone

defense. Students will be

playing on half the court,

and will be playing against

another team.

Communication

Spacing

Responsibilities

Extension

NASPE

Standard 1

Standard 2

Colorado

Standard 1

NASPE

S1.H1.L1

S2.H2.L1

Colorado

S1.Sec1.a

S1.Sec2.e



one half of the court and two

teams will be on the other half of

the court. The teams will be

working on man and zone

defenses.

This time will be dedicated Flick Wrist NASPE NASPE Students will be in their teams in

76

12 Min

to students exploring all of

the skills and strategies

that they have learned

throughout the unit so far.

The teacher will be

walking between the

groups and giving

feedback to help students

focus on certain tasks.

Eyes on Target

Communication

Ball at Waist

Height

Fingerpads

Eyes Up

Body Control

Release at

highest point

Head on a

swivel

Hands Up

Feet together

No leaning

Recognizing

gaps

Spatial

Awareness

Crisp

On Target

Communication

Spacing

Responsibilities

Extension/

Refinements

NASPE

Standard 1

Standard 2

Standard 4

Colorado

Standard 1

Standard 3

Standard 4

NASPE

S1.H1.L1

S2.H2.L1

S4.H2.L1

S4.H3.L1

S4.H5.L1

Colorado

S1.Sec1.a

S1.Sec2.e

S3.Sec1.a

S3.Sec1.b

S3.Sec1.c

S3.Sec2.c

S3.Sec2.h

S3.Sec3.a

S3.Sec3.d

S4.Sec1.a




24 Min



For this round of games

two teams will be on the

court while two teams are

on the sideline. The two

teams on the court will

play for four minutes and

then the teacher will rotate

the other two teams onto

Flick Wrist

Eyes on Target

Communication

Ball at Waist

Height

Fingerpads

Eyes Up

Body Control

Release at

highest point

Application

NASPE

Standard 1

Standard 2

Standard 4

Colorado

Standard 1

Standard 3

Standard 4

NASPE

S1.H1.L1

S2.H2.L1

S4.H2.L1

S4.H3.L1

S4.H5.L1

Colorado

S1.Sec1.a

S1.Sec2.e

S3.Sec1.a

All four teams will be down

along the main court. Two teams

will be on the court playing,

while the other two teams are on

the side watching and strategizing

with their team.

77

the court. This rotation will

continue until all teams

have been on the playing

court 3 times each. For this

game the teacher will

emphasize the students

must pass to everyone on


shoot. For the two teams

off the court, the teacher

will encourage them to

strategize and come up

with offensive and

defensive tactics. During

this time the teacher will

be performing the post

assessment on the student’s

gameplay.

Head on a

swivel

Hands Up

Feet together

No leaning

Recognizing

gaps

Spatial

Awareness

Crisp

On Target

Communication

Spacing

Responsibilities

S3.Sec1.b

S3.Sec1.c

S3.Sec2.c

S3.Sec2.h

S3.Sec3.a

S3.Sec3.d

S4.Sec1.a

5 Min




designated area. The teams

will complete a play draw

up sheet which will be

provided by the teachers in

their folder.

N/A

Application

NASPE

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S4.H1.L1

S4.H3.L1

S4.H4.L1

S4.H4.L2

Colorado

S1.Sec2.e

S3.Sec2.a

S3.Sec2.c

S3.Sec2.e

S3.Sec2.g

S3.Sec2.i









the teacher.

78

2 Min





N/A Informing N/A N/A

79

Lesson 5 Reflection

There is no reflection for this lesson because this lesson never actually occurred. On the

day that this lesson was supposed to be taught the cooperating teacher decided to have a game

day instead, and due to lack of time the teacher skipped this lesson and went on to the sixth and

final lesson of the unit. The post assessment for the psychomotor and cognitive domain would be

completed during the sixth lesson along with the summative assessment. This allowed the

teacher to get the scores for the post test and be able to show growth by the students from the

beginning of the unit to the end.

80

Lesson Plan Form







Student Objectives


1. Psychomotor: Students will be able to demonstrate their ability to effectively run offense vs

either a man or zone defense during gameplay.

2. Cognitive: Students will be able to demonstrate knowledge of strategies by using key

offensive and defensive skills during gameplay.

3. Affective: Students will be able to demonstrate sportspersonship and teamwork, by being

cooperative with the opposing team and involving all members of their team, during gameplay.

Teacher Objectives


1. Teacher will be able to get all students involved in gameplay by adding variations to the rules.



3. Teacher will be able to keep all students on task during gameplay.

81


Approx.



Tasks)



Performance Cues

Goal Orientation of

Task

(Extension,




3 Min






and then return the


teacher.

N/A

Informing

N/A

N/A






3 Min




minute warm. Some






N/A

Extension

NASPE

Standard 1

Colorado

Standard 2

NASPE

S1.H3.L1

Colorado

S2.Sec1.b







throwing.

3 Min

The students will receive

the same sheet that they

got at the end of the

previous lesson. The

students will be asked to

come up with another play

that they could run against

N/A

Application

NASPE

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S4.H1.L1

S4.H3.L1

S4.H4.L1

S4.H4.L2

Colorado

S1.Sec2.e




82

a man defense. The entire

team should be involved in

the drawing up of this play.

This will be the cognitive

portion of the summative

assessment.

S3.Sec2.a

S3.Sec2.c

S3.Sec2.e

S3.Sec2.g

S3.Sec2.i

24 Min



For this round of games

two teams will be on the

court while two teams are

on the sideline. The two

teams on the court will

play for four minutes and

then the teacher will rotate

the other two teams onto

the court. This rotation will

continue until all teams

have been on the playing

court 3 times each. For this

game the teacher will

emphasize the students

must pass to everyone on


shoot. For the two teams

off the court, the teacher

will encourage them to

strategize and come up

with offensive and

defensive tactics. The

teacher will be looking for

weather or not they run the

Flick Wrist

Eyes on Target

Communication

Ball at Waist

Height

Fingerpads

Eyes Up

Body Control

Release at

highest point

Head on a

swivel

Hands Up

Feet together

No leaning

Recognizing

gaps

Spatial

Awareness

Crisp

On Target

Communication

Spacing

Responsibilities

Application

NASPE

Standard 1

Standard 2

Standard 4

Colorado

Standard 1

Standard 3

Standard 4

NASPE

S1.H1.L1

S2.H2.L1

S4.H2.L1

S4.H3.L1

S4.H5.L1

Colorado

S1.Sec1.a

S1.Sec2.e

S3.Sec1.a

S3.Sec1.b

S3.Sec1.c

S3.Sec2.c

S3.Sec2.h

S3.Sec3.a

S3.Sec3.d

S4.Sec1.a

All four teams will be down

along the main court. Two teams

will be on the court playing,

while the other two teams are on

the side watching and strategizing

with their team.

83

plays they drew up. This

will prove as the

psychomotor portion of the

summative assessment.

5 Min










their folder. This will be

the affective portion of the

summative assessment.

Once they are completed

with their reflection sheet

the whole team should

come gather up around the

teacher for the closure

N/A

Application

NASPE

Standard 4

Colorado

Standard 1

Standard 3

NASPE

S4.H1.L1

S4.H3.L1

S4.H4.L1

S4.H4.L2

Colorado

S1.Sec2.e

S3.Sec2.a

S3.Sec2.c

S3.Sec2.e

S3.Sec2.g

S3.Sec2.i




2 Min








N/A

Informing

N/A

N/A



the teacher.

84

Team Handball: Lesson 6 Reflection

This sixth lesson was the final lesson of the Team Handball Unit that the teacher was

teaching. During this lesson the teacher set 3 objectives for his students as well as three

objectives for himself. The first objective he set for his students came from the psychomotor

domain. The objective was that “Students will be able to demonstrate their ability to effectively

run offense vs either a man or zone defense during gameplay.” The teacher feels that the students

were able to meet this objective. The teacher assessed the students using a summative assessment

on whether the students used proper offensive and defensive tactics during gameplay. It was

noticeable that students were using the offensive strategies necessary to try and beat the

defenses. The teacher was also impressed by the student’s ability to run a proper zone defense.

Overall the teacher is very pleased on the skills that the students were able to gain by the end of

this unit.

The next objective that the teacher set for the students was from the cognitive domain.

That objective said that “Students will be able to demonstrate knowledge of strategies by using

key offensive and defensive skills during gameplay.” This is another objective that the teacher

believes the students met. The teacher was grading the students on whether or not as a team they

used effective offensive strategies to break the defense. All the teams were able to show that they

understood that quick passes and spacing were crucial to the offense having a better chance to

score. Also the several of the teams demonstrated great use of zone defenses. They had all of

their players set up in a good positioning which made it much more challenging for the opposing

teams to score. The teacher feels like the students were able to gain much of the necessary

knowledge for playing team handball from this unit.

85

The third objective that the teacher set for the students came from the affective domain.

This objective stated that “Students will be able to demonstrate sportspersonship and teamwork,

by being cooperative with the opposing team and involving all members of their team, during

gameplay.” This objective the teacher feels like the students almost completely met. For the most

part during the gameplay part of the lesson the students were cooperative with one another.

However, there were moments, especially when it came to whether or not a team scored where

they would tend to argue with each other. Overall though, during this lesson and throughout the

whole unit the students worked well together. As far as getting everyone involved this is an area

that could still use improvement. The teacher talked to the students and tried to enforce that they

needed to include everyone on their team. However, even with this reinforcement some of the

students were not involved in the gameplay as much as the teacher would have liked. This is

partially due to the fact that the students that were not included do not usually want to be

involved. All in all though the teacher was pleased with the students’ teamwork throughout the

unit.

The teacher also set three objectives for himself, with the first one being “Teacher will be

able to get all students involved in gameplay by adding variations to the rules.” The teacher feels

like he was slightly able to meet this objective. The teacher made the game so that everyone in

the class was on the court at the same time. He believes that more students got involved this way

because the teams were trying to figure out how to get everyone the ball. The issues with this

was that some of the students were just standing around for a majority of the lesson because they

did not want to play. The other issue was the teacher did not add in a lot of variations to

encourage getting everyone involved in the game. For the future the teacher will need to make

sure he is able to add correct variations to ensure all students are involved in the game.

86

The second objective that the teacher set for himself was that the “Teacher will be able

effectively get the students on task right away in order to increase amount of activity time for the

day.” The teacher felt like he was able to meet this objective during this lesson. At the beginning

of his instruction he gave a few important facts and strategies to the students, and then after that

it was all activities. Since the teacher did not include any new activities and just used activities

from previous lesson it was easy for the teacher to get the students going right away. For future

reference the teacher will use this strategy of using similar activities, especially if they are fun, in

order to maximize on activity time by minimizing instruction time.

The third objective that the teacher set for himself during this lesson was the “Teacher

will be able to keep all students on task during gameplay.” This is another objective that the

teacher feels like he was able to mostly meet. The teacher had a very basic lesson with activities

that the students had already done before. Because of this it made it easy to keep the students on

task since they already knew what they were doing. The one area where the teacher struggled to

keep the students on task was during the large gameplay time. Most of the students were engaged

in the activity but some of the students were just standing around talking to one another. The

teacher is not sure if this was due to them being bored, or because they did not want to play.

Either way the teacher will look to improve on keeping students on task and engaged as he grows

as a physical education teacher.

87

V. Resources & References:

Resources

Griffin, L., Mitchell, S., & Oslin, J. (2006). Teaching sport concepts and skills: A tactical games

approach (2nd ed.). Champaign, IL: Human Kinetics.

This resource proves to be very helpful when coming up with activities and drills to have

the students do. Although the resource does not contain Team Handball, it does have other

games that are similar to Team Handball, and activities to help the students practice the tactical

games approach. The teacher will use these activities and adapt them so they work for Team

Handball so that they meet the requirements of the game. The book also gives helpful ideas for

ways to assess while using this type of approach.

Lund, J., & Kirk, M. (2010). Performance-based assessment for middle and high school physical

education (2nd ed.). Champaign, IL: Human Kinetics.

This resource will be used to help the teacher plan assessments for the students. This

book provides great explanations for the different types of assessments that there are and how to

use assessments to guide teaching and learning. Along with explanations it also provides great

example assessment which the teacher can format his own assessments after. Finally it helps

with coming up with scoring rubrics so that the teachers can make sense of the scores the

students are receiving on the assessments.

Mood, D., Musker, F., & Rink, J. (2012). Sports and recreational activities (15th ed.). New

York: McGraw-Hill.

This book will be a great resource for the teacher because there is a whole chapter on

Team Handball in it. This chapter provides the history of the game and the rules of it. It also

88

provides that strategies that are necessary for playing the game i.e. passing, dribbling, shooting.

Finally it gives some examples of activities that could be used to improve students’ performance.

The teacher will lean on this book for the knowledge and background information he needs for

the game.

Rink, J. (2010). Teaching physical education for learning (6th ed.). New York: McGraw-Hill.

The teacher will use this resource to help him organize his lesson and unit. This book

provides great information when it comes to task presentation and planning what you want the

students to achieve by going through the unit. It also helps the teacher with coming up with

objectives for the lessons, as it provides the proper framework for a well written objective. Along

with that it also gives helpful ideas for teaching strategies that the teacher will look to implement

throughout his unit. Finally along with the other resources it also gives some helpful information

on assessments and how to implement them use the information from them to guide teaching.

Sadker, D., & Zittleman, K. (2009). The teachers, schools, and society: A brief introduction to

education : Reader (2nd ed.). Boston: McGraw-Hill.

This book will prove to be a valuable resource when it comes to reaching the teacher’s

students. This book has a whole chapter on teaching diverse populations and since the teacher’s

school is quite diverse it will help the teacher learn the best ways of approaching his students.

Along with teaching diverse populations the book also covers, students home life situations,

teacher philosophy, and a chapter about becoming an effective teacher. All of these chapters will

not only help the teacher grow during this unit but throughout the rest of his teaching career.

89

References

Brooks, Sara L. (2013, July 21) Greeley History for Kids. Retrieved October 26, 2014, from

http://greeleyhistory.org/

Average Teacher Salaries and Pupil Membership. (n.d.). Retrieved October 26, 2014, from

http://www.cde.state.co.us/cdereval/rvaveteachsallinks

Greeley Central High School Greeley, CO Enrollment & Demographics. (n.d.). Retrieved

October 26, 2014, from http://www.usaschoolinfo.com/school/greeley-central-high-

school-greeley-colorado.16952/enrollment

Greeley Central High School / Homepage. (n.d.). Retrieved October 26, 2014, from

http://www.greeleyschools.org/greeleycentral

Greeley Central High School Movoto. (n.d.). Retrieved October 26, 2014, from

http://www.movoto.com/schools/greeley-co/greeley-central-high-school-080441000641/

Greeley, Colorado. (n.d.). Retrieved October 26, 2014, from http://www.city-

data.com/city/Greeley-Colorado.html

Greeley, CO Population and Races. (n.d.). Retrieved October 26, 2014, from

http://www.usa.com/greeley-co-population-and-races.htm

Greeley-Evans School District 6 / Homepage. (n.d.). Retrieved October 26, 2014, from

http://www.greeleyschools.org/site/default.aspx?PageID=1

90

VI. Evaluative Essay:

Introduction:

When a person thinks of grading and assessing in Physical Education they probably think

that the only thing students get graded on is participation and that there is no need for

assessment. This idea could not be farther away from the truth. Physical Education teachers

should be assessing their students just as much as the classroom teachers do. Assessment of

students in physical education is crucial because without assessing teachers cannot know whether

or not their students’ performance in games and activities is improving. Also assessing in

physical education helps direct the teacher in what needs to be taught. If a teacher is not

assessing then that teacher does not know what aspect of a game or skill that the students are

struggling on and so they are unable to help the students improve. By using assessments the

teacher can not only gain knowledge of what the students know and can do, but can also figure

out what the students still need work on. Also if the students struggle on a certain aspect the

teacher can go back and look at their own teaching and see if there is a better way to convey the

information needed to be successful at the activity. So for this unit on Team Handball the teacher

performed several assessments to help guide himself and his students. The assessments that were

administered came from the three learning domains which are psychomotor, cognitive and

affective. Assessing is an important aspect to teaching and the information following shows how

assessment helped the teacher improve, not only his students performance, but also his teaching

skills.

Formative Assessments:

There were several formative assessments created by the teacher and completed by the

students throughout this unit. The teacher used these formative assessments to help direct

91

learning and show what the students were getting and not getting throughout the lessons. The

first formative assessment that the teacher used during this unit was a psychomotor and cognitive

pre and post assessment. These assessments were used to show what the students could do and

knew at the beginning of the unit. Then the post assessment was administered to see how far the

students had come. The teacher also used reflection sheets at the end of every lesson to help in

assessing the affective domain as well as the cognitive domain. Finally the teacher used a peer

assessment to have the students assessing each other on their shooting in Team Handball. Each

of these assessments is broken down and discussed in the following sections.

Psychomotor Pre/Post Assessment:

For the pre and post assessment, the teacher completed a teacher’s assessment of the

students while they were doing actual gameplay of Team Handball. Due to the large number of

students in this class, and the lack of resources the teacher decided to do team assessments rather

than individual assessments. The teacher had put the students into teams at the beginning of the

unit and they would remain in these teams until the end of the unit. The pre psychomotor

assessment was completed on October 21, 2014. For the pre assessment the teacher only gave the

students a few basic rules to go by while playing and then allowed them to just play and see what

they could do before any teaching was done. While the students were playing the teacher was

looking for three major keys from the psychomotor domain. The first thing the teacher was

looking for was that the students were able to perform passes with good form. The form was laid

on in the developmental analysis chart and consisted of, flicking the wrist, eyes on target,

communication, and stepping through the pass. The next the teacher was looking for was that

students were using good form while shooting. This included the students having good body

control, flicking their wrist, eyes on target, arm at ninety degree angle, and releasing the ball at

92

0

0.5

1

1.5

2

2.5

3

Pass w/ goodform

Shoot w/ goodform

Defense w/correct form

Psychomotor Pre/Post Assessment

Pre Test

Post Test

the highest point. Finally the teacher was

assessing the students on using correct

defensive form, which includes, keeping their

knees bent, active feet, communication,

hands up, and head on a swivel. The teacher

assessed one team at a time for all of these

three main keys and then moved on to assess

the team they were playing. The numbers

between the pre and post assessment were

not dramatically different. The teacher was

scoring the students on a four point scale. If

the team never used the skill or strategy they would only receive one point for that section. If the

team used it a few times throughout gameplay they received a two, and if they consistently used

it throughout the game they got a three. Finally if the team always used the skill or strategy

correctly then they

got a four. Figure 1

shows the results of

the pre assessment

that was completed

by the teacher, while

Figure 3 shows the

results for the

psychomotor post

Figure 9: Psychomotor and Cognitive Pre Assessment

Figure 10: Comparison of Psychomotor Pre/Post Assessment

93

assessment. As Figure 1 shows, for the three psychomotor aspects that were being assessed (Top

3 sections on the table) the teams were scored with all twos and threes. This was encouraging for

the teacher because this showed him that for the most part the students already had the general

grasp of the basic skills needed to play Team Handball. With these high good performance

numbers already present during the pre-assessment the teacher did not expect there to be much

improvement by the students during the post-assessment. This assumption by the teacher did

prove to be true during the completion of the post-assessment on November 6, 2014. The

average numbers for each of the psychomotor skills being assessed for the pre and post

assessment can be seen in Figure 2. As Figure 2 shows, the average score for the three areas

being assessed were all at three. This is because during the post assessment each of the teams

scored three on each and every area being assessed for the psychomotor domain. The largest

improvement seen between the pre and post psychomotor assessments came from the passing

with good form. The reason that this area saw the most improvement was because during the pre-

assessment the students were not consistently passing throughout game play. They tended to only

pass a couple of times per possession and so they were marked down because of this. However,

during the post-assessment the students used a lot more passing throughout the game and this

allowed the teacher to more effectively assess them which brought up their scores. There was

also some improvement in the other two areas being assessed which the teacher believes his due

to his emphasize on defense and also on having the students focus in on their shooting form

during a peer assessment.

Cognitive Pre/Post Assessment

The cognitive pre and post assessment was completed at the same time as the

psychomotor pre and post assessment. Again the teacher was not assessing the students as

94

individuals during these assessments

but rather as an entire team. Like the pre

and post assessment for the

psychomotor domain the teacher was

looking at three main things for the

cognitive domain. The first thing the

teacher was looking at was that the

students used offensive strategies, such

as screens and moving to open space, in

order to create scoring opportunities.

The next thing the teacher was looking

at was whether the offense would adjust to the way the defense was set up. Finally the teacher

was looking at whether the teams would run a proper man and zone defense. The reason these

were all being assessed in the cognitive domain is because it required knowledge to know how to

do these things, rather than just ability to do them. The results from the cognitive pre-assessment

can be seen in Figure 1 (Both three sections) and the results from the post-assessment can be

seen in Figure 3 (Also bottom three sections). As it can be seen in Figure 1, all of the scores

received by the teams were either ones or twos. The teacher had been anticipating this because

he did not believe the students had ever been exposed to a lot of this information when it came to

Team Handball. The only area where some teams score two on was the running a man and zone

defense. The teacher observed that these teams would sometimes play a man defense against the

offense, but for most of the game during the pre-assessment the teams appeared to be completely

lost when it came to defense. The pre-assessment also showed that the teams did no really know

Figure 11: Psychomotor and Cognitive Post Assessment Results

95

0

0.5

1

1.5

2

2.5

3

3.5

4

Uses OffensiveStrategies

Offense Adjuststo Defense

Plays ProperMan/Zone

Defense

Cognitive Pre/Post Assessment

Pre Test

Post Test

how to adjust to how the defense was set up and that they did not know or care to use offensive

strategies to increase the quality of their shots.

This changed during the post-assessment as the students displayed large improvements in

all of these areas. Figure 4 shows the comparison of the average results between the pre and post

cognitive

assessment. Figure

4 displays these

huge improvements

amongst the teams.

The largest

improvement for

the three areas

being assessed

came from the students playing proper man and zone defense. As stated before, during the pre-

assessment the students displayed no knowledge of being able to play any kind of defensive

during a game of Team Handball. However, during the post-assessment the students were not

only playing man defense, but they were also playing zone defense. The teacher noticed that the

students actually tended to play more zone defense during the post-assessment, which the teacher

liked because he believes that zone defense is more effective in Team Handball then man

defense. Along with playing actual defense during the post-assessment the students also showed

that they knew how to adapt to the different types of defenses being played. During the pre-

assessment the students were often relying on either dribbling or passing, but would not use both.

During the post assessment the students began to use both of these skills together in order to

Figure 12: Cognitive Pre/Post Comparison of Results

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adapt to the defense. Since the teams were often setting up in zone defense, it required the

offenses to pass a lot more in order to find openings. For the most part the teams displayed this

idea of passing and were very successful doing so. Also seen during the post-assessment were

the students using more offensive strategies. This showed that they had the knowledge that they

had to move to open space in order to get passes and have easier shots on the goal. The teacher is

pleased with the results shown by the cognitive post assessment because these three points that

the teacher was assessing on, were the three biggest focuses by the teacher throughout the entire

unit.

Lesson 1 Reflection: Affective Domain

At the end of every lesson the teacher would provide the students with a short reflection

sheet to go over things that happened

throughout each particular lesson. The

first reflection sheet which was

provided to the students at the end of

the first lesson assessed the students in

the affective domain. The students were

asked five questions on this first sheet

with some of the questions requiring

one word answers, and some of them

requiring short answers. The teacher

used the same grading rubric for these

reflections throughout the entire unit. The rubric that the teacher used to grade the students

answers with can be seen in Figure 5. The rubric was based on a zero to four point scale. Zero

Figure 13: Grading Rubric used for Reflection Sheets

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0

0.5

1

1.5

2

2.5

3

Question1

Question2

Question3

Question4

Question5

Team Handball: Day 1 Reflection Mean Scores

Mean Scores

points would mean that the students did not even attempt to answer the question, and a four

meant they answered the question completely and then some. The results from the first

assessment were not as good as the teacher had been hoping for. Like all of the other assessments

done during this unit, these reflection sheets were to be completed by the entire team. Each team

during the first reflection did not meet many of the points that the teacher was hoping for them to

meet. The average scores received for each question from each team can be seen in Figure 6. As

it can be seen in Figure 6 the average scores for the first two questions was only a one. Now for

some questions a one is the max score a team could receive for the question, but for these two

questions the reason the average score was only was because the teams did not fully answer the

questions. These two questions asked the students what went well as team and what didn’t go

well during the first day. The teacher was looking for several points to be made for each of these

questions; however

all of the teams

instead would only

put one thing that

went well and one

thing that went

wrong. The teacher

made sure to

emphasize that he

was looking for more out of these questions when he graded the sheets. The highest score

received on this assessment came from question three, which had the students come up with

three aspects of Team Handball that they as a team would like to improve on. All four teams

Figure 14: Average scores for each question from Day 1 Reflection

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received a perfect score on this question because they all listed at least three things their team

was looking to get better at. The final two questions on this first day reflection also received low

scores by a majority of the teams. The reason that the teams received low scores on these two

questions is because these questions required students to not only give an answer but to then

explain or give examples for the answer they gave. For example question four asked the students

what they believed the most important aspect was to being successful in Team Handball, and

asked them to explain their answer. Most of the students instead just simply wrote down what

they as a team believed was most important and then did not explain their answers. Since the

teams only answered part of the question most of them only got one point for this question rather

than four. However there was one team that did fully answer this question and got the full points

Figure 15: Examples of student work from Day 1 Reflection.

99

for it. Overall the teacher was disappointed with the student’s responses to the first reflection

sheet and stated this on the sheets he graded. Examples of student answers from this day one

reflection can be seen in Figure 7.

Lesson 2 Reflection: Affective & Cognitive Domain

After the second lesson, which was taught on October 23, 2014, the students completed

another reflection sheet which was similar to the day 1 reflection sheet. The only difference

between this reflection and the first one was that this reflection covered not only the affective

domain but also the cognitive domain. This reflection sheet consisted of six total questions, four

of them covering the cognitive domain and the other two covering the affective domain. The first

question on this reflection sheet was a true or false question. The trick too this question was the

wording, when it said “you can only take 3 dribbles.” In Team Handball you can dribble as much

as you want until you pick up the ball and so although the rest of the question was true, this small

little part made the correct answer false. Two of the teams were able to pick up on this but one

team missed this question and the other team appeared to not even try on the question. The

second question was a multiple choice question for how many players a team can have on the

court at one time. Three of the four teams were able to answer this question correctly, which was

seven, while the other team circled twelve as their answer. The third and fourth questions were

short answer and asked students to describe what a free throw was in Team Handball and the

amount and set up of the officials in an official Team Handball game. Finally the last two

questions on this assessment asked the students what they needed to work on still as a team, and

how they worked together as a team. The results on this second reflection were slightly better

than that of the first reflection. The teacher could tell that the feedback that that he had provided

on the first reflection had hit home for some of the teams. The team Nike Runners had the most

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improvement on their answers.

Besides missing the multiple

choice question on the reflection,

the Nike Runners received a

perfect score. Figure 8 shows the

work done by the Nike Runners

on this assessment sheet. As

Figure 8 shows, the Nike

Runners not only gave answers

for their short answer questions,

but they then went on to explain

the answers that they provided.

This is what the teacher had been

hoping to receive during the first

lesson and was glad to see that

the feedback he had given had led to improvement. As for the other three teams work there was

some improvement shown in the answers they provided, but for the most part the answers given

by the students were still short, and did not really show the teacher what they knew or how they

felt about the unit. For example, for the fifth question on this reflection sheet, one team simply

answered by saying “Winning.” The teacher gave the team only one point for this answer

because it did not explain how they were going to improve so that they could win. This is only

Figure 16: Nike Runners Day 2 Reflection Sheet

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00.5

11.5

22.5

33.5


Mean Scores

one example of many where the teams did not fully answer the question. The average scores for

all of the teams for each question on this reflection sheet can be seen in Figure 9. As figure 9

shows the question that all the teams did the best on as a class was question three, where the

average score

came in just

below 3.5. For

the rest of the

questions the

data is mixed

between teams

that did really

good on

questions (Nike Runners), and teams that only scored ones on some of the questions.

Lesson 2 Psychomotor Peer Assessment:

Along with doing the reflection sheet at the end of class the teacher also had the students

complete a peer assessment on one another. The peer assessment was having the students look at

their shooting form while performing a jump shot. Students were supposed to be in pairs for this

assessment, although many teams ended up just completely the assessment as a team. There were

five many cues being looked at during this assessment which were; body control, flicking the

wrist, eyes on target, arm at ninety degree angle and finally releasing the ball at its highest point.

Each student would get two attempts at completing a shot while being evaluated and the

assessors simply had to put an X in the box next to the cue if they met it, or a O in the box if they

did not meet that cue. For the most part all of the students were scored with straight X’s on this

Figure 17: Average Scores for Day 2 Reflection.

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assessment. The reason the teacher feels like this is the case is because the students did not really

care about doing the assessment and so they kind of just filled it in. However, there were some

honest assessments completed by the students. Figure 10 shows an assessment of one of the more

talented students in the class, and an assessment of one of the students that does not regularly

participate. The teacher feels like that the assessment may not have been taken completely

seriously, by he thinks it did focus the students in on their performance of their shooting, because

as previously seen their shooting scores on the post-assessment improved throughout the unit.

Lesson 3 Reflection: Cognitive

This assessment would have been the third of six reflections given to the students;

however, the teacher was not able to administer this assessment to the students. The activities

that the students were doing during this lesson went long than expected and the class did not start

when the teacher thought it was going to, which made it impossible for the teacher to give this

assessment without cutting out to much activity time. This assessment consisted of seven

questions, with all of them either being short answer or one word answer questions. The teacher

was going to use this assessment to further assess the students on the knowledge of Team

Handball, as well as assess them on their knowledge of physical activity in general. The first

Figure 18: Peer assessment completed for one of the higher performing students, and for one of the lower performing students.

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question of this assessment

asked them about three cues

needed to have a successful

shot. The next several

questions asked about rules

in team handball and what

games were incorporated in

team handball. Also one of

the questions asked about

trapping and why teams

should use this strategy. The

final two questions focused

on physical activity, with

what the students thought the

benefits were of physical

activity and how much

activity time they believed

they needed to get in a day. An example of what this day 3 reflection sheet looked like can be

seen in Figure 11. The reason the teacher was assessing on the physical activity questions is

because he feels students need to know the importance of being physically active in order to help

motivate them to participate regularly in it. Unfortunately as previously stated the teacher was

unable to administer this assessment to the students, however he did try and incorporate some of

these questions into assessments later on in the unit.

Figure 19: Example Day 3 Reflection Sheet

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0

0.5

1

1.5

2

2.5

3

Question1

Question2

Question3

Question4

Question5


Mean Scores

Lesson 4 Reflection: Affective and Cognitive

The fourth assessment was provided to the students at the end of the fourth lesson which

was taught on October 28, 2014. This reflection was similar to the previous three reflection

sheets, with this one covering mostly the affective domain, and some of the cognitive domain.

This assessment consisted of five questions with four of them focusing on the affective domain

and only one looking at the cognitive domain. The first question on this sheet asked the students

what they thought

about Team

Handball, and

whether or not they

thought it was fun.

The next question

asked them about

how they worked

together as a team,

and the third question asked them about something they would change about this Team Handball

unit. The fourth question was the question covering the cognitive domain, as it asked about three

strategies to improve scoring, and then the last question was asked for teacher feedback to see

how he could improve the experience for the students. The average scores received for these

questions can be seen in Figure 12. As Figure 12 shows, the question that the students did the

best on was question four which was talking about the strategies to improve scoring. The reason

the students did the best on this section was because they had to list three strategies and they got

one point for each, and since each team listed three strategies they got full points for that

Figure 20: Average scores for each question on the Day 4 reflection.

105

question. The question that the students did the worse on was question five, which was the

feedback to the teacher to improve the experience. The teacher is not quite sure why the students

did not do better on this question because it is mostly an opionion question. The one thing the

teacher though might have happened was the students did not want to say anything bad about the

teacher and so they chose to not answer it rather then say what they were thinking. With that said

some of the teams answered with some thoughtful answers to the question, with one saying “he

should find more ways to keep all the students active.” The teacher would take this feedback and

try and incorporate it into his next couple of lessons. An example of student responses to this

reflection sheet can be seen in Figure 13.

Lesson 5 Reflection: Cognitive

Figure 21: Student Responses to Day 4 Reflection Sheet

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The fifth reflection for this lesson would be different from the previous four. This

reflection was to look at students’ knowledge of strategies on offense and their creativeness by

having the draw up a play against a zone defense. This assessment would not be scored by the

teacher, but was just going to be used to see what the students could come up with. However,

like the third assessment this assessment also did not get administered to the students. This was

not because the teacher ran out of time and couldn’t give it to them, but rather because this

lesson was never taught and so this assessment was skipped. The teacher was a little

disappointed that this assessment got skipped because he was looking forward to seeing the

creativity of the students, however since this assessment was more for fun rather than having an

actual purpose, there was no reason to come back to it. This assessment would have also been the

last of the formative assessments. An example of what the assessment looked like can be seen in

Figure 14.

Figure 22: Example of Day 5 Assessment Sheet

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Summative Assessment:

A summative assessment is a type of assessment given at the end of a unit to see what

students have learned throughout the entire unit. The summative assessment usually

encompasses all three domains and is usually the only assessment used for grading purposes. For

this unit’s summative assessment the teacher used a teacher checklist to assess the psychomotor

and cognitive domains, and then had the students complete a reflection sheet at the end of the

class to assess the affective domain. To assess the students in the psychomotor and cognitive the

teacher used a checklist with four main focuses on it during student gameplay. Two of the

focuses on the checklist were for the psychomotor domain and they were that students could

effectively pass to their teammates and that students used proper defensive fundamentals. The

other two focuses were for the cognitive domain and were looking to make sure students were

able to run a zone defense and that students could pass to make better shot opportunities for their

team. If the students met the requirements they received a checkmark in the box, if they did not

the box remained blank. Each checkmark was worth one point and so the max points a team

could get on this assessment sheet was four. To the teachers satisfaction all of the teams were

able to meet this requirements in all of the boxes. Also, although the teacher was not assessing to

make sure the students were always meeting these requirements he noticed from his observation

that the students were actually consistently using these skills and tactics throughout the entire

time of playing. An example of what the assessment sheet looked like and a graphical

representation of the data from the sheet can be seen in Figure 15.

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Figure 23: Example of Summative Assessment Sheet for Psychomotor and Cognitive Domain & Graphical Representation of scores for each section.

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The final part of the summative assessment was the day six reflection sheet. This

assessment consisted of four questions and one extra question. This sheet was focused on the

affective domain and also asked a question for teacher improvement. The students were not

scored on what answers they gave, rather they were scored on whether they did answer the

question completely. The first question from the assessment sheet asked for one thing students

had learned from this unit. This question could have led to a wide spectrum of answers but the

teacher was happy to see that many of the answers he received for this question was that it taught

them to work better as a team. The second question asked the students whether or not they

enjoyed team handball and why. For this question all of the teams responded with yes, and said it

was because it was a fun game to play. The third question asked whether they thought this was a

good game to play to stay active. This was a question that the teacher had previously wanted to

ask, and was glad to see that again all the teams answered yes to it because it involved a lot of

movement. The final question the students were asked was whether or not any of their team

would play Team Handball as a hobby. Three of the four teams responded to this question with a

no, but the Anonymous Mexicans did respond by say “Yes, definitely.” The final question on

this sheet was just an extra question for teacher feedback for the students to tell the teacher one

thing they thought he did well and something he could work on. The teacher appreciated the

responses he got to this question. An example of the assessment sheet provided to the students

and the average scores for each question can be seen in Figure 16.

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Figure 24: Example of Day 6 Reflection and Average Scores received for each answer.

Conclusion:

Overall when the unit was done the teacher was very pleased with the results that were

seen throughout the unit. The teacher knew that it would be challenging to assess these students

because they are not used to being assessed in the ways that the teacher was attempting, however

the teacher did receive lots of good data to show growth. The biggest growth that the teacher saw

in the students was their knowledge of strategy and tactics while playing Team Handball. When

the unit started the students could not show that they knew anything when it came to offensive

strategies and running a zone defense. However, as the post assessment shows the students

greatly improved in these areas. Also although the improvement was not as significant the

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students also improved in their passing and shooting abilities as well as their defensive

fundamentals. As far as meeting the unit goals the teacher feels like the students were able to

meet most of each of the unit goals. The unit goals were derived from state outcomes and so

some parts of the goals were not met by this unit. Both the psychomotor and cognitive domains

focused on being able to demonstrate and explain advanced offensive, defensive, and coaching

strategies correctly in the game Team Handball. Based off of the results the of the post-

assessment the teacher feels like the students were able to meet these two goals, except for the

coach aspect. As far as the affective unit goal which said the students would be able to engage in

physical activity with others cooperatively during a Team Handball unit, the teacher feels like

this goal was easily met. Based off of results from the assessments and just teacher observation

the teacher can conclude that the students did work well with one another. There is always room

for improvement in any unit, but based off of the results from this unit the teacher sees this unit

as a success.

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VII. Reflective Essay

During the Fall of 2014 the teacher candidate was placed out at Greeley Central High

School. The candidate did a unit on Team Handball where he planned, taught, assessed, and then

reflected on his lessons. The teacher candidate was then required to complete the beginning

teacher reflective essay to show how they met or did not meet the competency for beginning

teachers. This is the reflective essay that the teacher candidate completed for this unit.

Competency 1: Scientific and Theoretical Knowledge. Physical education teacher candidates

know and apply discipline specific scientific and theoretical concepts critical to the development

of a physically educated person. (CO#3 and NASPE #1)

For the first teaching competency there are five indicators that the teachers are being

scored on. For this unit on Team Handball the teacher felt like he was able to meet some of these

indicators but also felt he may have missed on some. The teacher felt like he was able to meet

indicators 1.1, 1.4, and 1.5. The reason the teacher felt like he was able to meet 1.1 was because

he planned skill cues that he wanted his students to work on and then he also provided these skill

cues throughout his lessons. He would present the students the cues that he would be looking for

them to use by using student and teacher demonstrations. For 1.4 the teacher felt like he was able

to meet this indicator because he was able to show that he understood the game of Team

Handball throughout his lesson plans he created, as well as with the assessments he created for

his students to complete. Finally for 1.5 the teacher candidate felt like he was able to meet this

because throughout his teaching experience he was able to identify students that were struggling

with certain skills and was able to reinstruct them on the cues they needed to use to be successful

in the skill. Now the two indicators that the teacher candidate did not feel as confident about

during this unit were 1.2 and 1.3. The reason he did not feel as if he completely met 1.2 was

because he did not change of the practice environment for the students who may have been

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struggling with a skill. The reason the teacher did not change the practice environment was

because the students he was working with were not used to having to practice skills in the first

place and so it was challenging to get the students to participate in anything if they did not feel

comfortable with it. This is why the teacher also felt as if he did not do as well on 1.3 because he

did not really change his delivery of instructions for different student levels. The teacher pretty

much was happy with the students who did participate and so only seemed to give instructions

that they could understand. This is something the teacher is not happy with, but with the

environment he was in it was something that just ended up happening. Being able to meet three

of the five criterions for this first competency is seen as a success by the teacher for this unit, but

the teacher knows he has a lot of room for growth.

Competency 2: Skill-Based and Fitness-Based Competence. Physical education teacher

candidates are physically educated individuals with the knowledge and skills necessary to

demonstrate competent movement performance and health-enhancing fitness as delineated in the

NASPE K-12 Standards. (NASPE #2)

For the second competency there are only three indicators that the teacher candidates are

being scored on. For this teaching competency the teacher feels as if he was able to meet all three

of the indicators required inside of it. He feels like he met indicator 2.1 because he was able to

demonstrate the skills he was teaching at the automatic level. For example when the teacher was

showing the students how to do a proper jump shot in Team Handball he was able to effectively

demonstrate to the students what it should look like. The teacher also met indicator 2.2 because

he was able to exceed the scores needed for all of the five components of health related fitness.

In a separate class the teacher candidate was tested doing the fitnessgram and exceeded all of the

scores that are measured by the fitnessgram test. Finally the teacher met 2.3 because he is able to

select the correct skill needed in a gameplay situation. The teacher has played Team Handball a

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lot growing up and so it is a game that comes naturally to him. The teacher was pleased with his

ability to meet all of the criterions for this competency.

Competency 3: Physical education teacher candidates plan and implement developmentally

appropriate learning experiences aligned with local, satte, and national standards to address the

diverse needs of all students. (NASPE #3; UNC #1; and CO #6)

For this third competency there are seven indicators that the teacher candidate was

looking to meet while doing his Team Handball Unit. After completing the unit though the

teacher felt as if he was only able to meet five of the seven indicators for this section. The five

indicators the teacher candidate felt he was able to meet were, 3.1, 3.2, 3.3, 3.4, and 3.6. He feels

like he was able to meet 3.1 because he started off by creating a block plan and a developmental

analysis of content chart to help him plan out what he was going to do throughout the entire unit.

He then used these items to help him create lesson plans and breakdown the skills he wanted to

be taught into each of these lessons. 3.2 was also met because the teacher objectives that the

teacher set for the students were appropriate and challenged the students without pushing them

too much. The teacher often focused the objectives on knowledge of the game (strategies, rules)

and ability to use that knowledge to play more effectively in the game. The teacher also felt like

he met 3.3 because he felt like he chose the correct teaching model for this unit. The class that

the teacher was working with consisted of 34 students and so the teacher knew it would be

almost impossible to give effective teaching to all of these students. So the teacher chose to go

with the sports model approach, and had the students get into teams and then select roles for

themselves inside these teams. The teacher felt like this was an effective model because then the

more active and skilled players could help coach the students that needed more help. 3.4 was also

met by the teacher because he the teacher often adapted his lessons to meet the needs of his

students and also provided a variety of equipment to give them choice during their practice time.

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The one problem the teacher candidate had with this one was he would adapt his lessons but the

students would often not respond well to it. The last indicator the teacher felt like he was able to

meet was 3.6. The teacher felt like he met his one because the objectives the teacher set for the

students were appropriate for their level. The teacher would start a lesson teaching to all students

the same way, but then would adapt his teaching to help students of different skill levels meet his

objectives. The teacher admits he did not do this a whole lot and needs to be more consistent but

knows he did make an effort to do this throughout his unit. One of the indicators that the teacher

did not meet was 3.5. The teacher felt like he missed this one because he did not account for the

diversity in the class. The teacher realized that the students were at different skill levels and

interest levels and he would try to adapt for this but he did not do this as well as he felt he could

have which is why he felt as if he did not meet this indicator. He also did not meet 3.7, which

involves using technology to enhance student learning. The school the teacher candidate was at

was limited when it came to technology use and so it made it almost impossible for the teacher to

meet this indicator. However, throughout the unit the teacher did identify areas and times where

if he had the resources he could have used technology to enhance his lessons.

Competency 4: Physical education teacher candidates use effective communication and

pedagogical skills and strategies to enhance student engagement and learning. (CO #5 and

NASPE #4)

For competency four there are six indicators that the teacher candidates are scored on.

For this unit the teacher candidate felt that he was able to meet aspects of all of the indicators in

this competency. For 4.1 the teacher was able to use proper language when working with the

students as well as a variety of forms of communication to help guide his lessons. Since the

teacher used the sports model approach he gave the coaches “practice plans” that they could

follow so that if the teacher was busy with another group that coach could guide his group in the

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next activity that the teacher had planned out. 4.2 was met because the teacher provided

demonstrations when he was teaching a new cue or concept, and he also consistently recovered

the cues he was teaching. He also assessed the students on the cues to make sure they knew

them. For 4.3 the teacher felt very strong about meeting this one, since he provided a ton of

feedback. Throughout the entire unit this was one aspect the teacher was really focusing on

because he wanted to make sure to improve on his specific feedback and he felt like he

accomplished this throughout the unit. The next indicator that the teacher met was 4.5 because he

had great rules, routines, and managerial skills. The teacher candidate often got the students

doing activity right away and they were usually right on task because of the rules and routines

that the teacher gave them. One example of this was that at the beginning of every lesson the

teacher had the students do a quick warm up, so by the third lesson the students just

automatically started doing a warm up with their groups. Finally the teacher candidate met 4.6

because he used different types of instruction. He used direct instruction for some of the unit, but

then also used peer teaching and child-designed instruction for a majority of the unit. The teacher

candidate was pleased that he was able to meet all of the indicators in this section.

Competency 5: Physical education teacher candidates utilize assessments and reflection to

foster student learning and inform instructional decisions. (NASPE #5 and CO#3)

For this fifth competency there are three criterions that the teacher candidates need to

meet. The teacher felt as if was able to meet all three of the indicators for this section while

completing this unit on Team Handball. He felt like he met 5.1 because the teacher used a variety

of assessments to make sure the students were meeting the goals and objectives for this unit. The

teacher used teacher assessments for the pre and post assessments. He then used exit slip

assessments at the end of every lesson to assess the students on the cognitive and affective

domain. Finally the teacher used peer assessments to have the students assess each other on the

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psychomotor domain. The teacher felt like he also met 5.2 because of all these assessments that

he used throughout the unit. The teacher completed a pre and post assessment for the unit, and

then also used formative assessments to guide the students learning. He then finished off the unit

with a summative assessment to show students learning throughout the entire unit. Finally the

teacher met 5.3 because he was very reflective throughout this unit. He would take the

information gained from the formative assessments to help him guide his unit and learn what

needed to be retaught and what the students knew. He also reflected on his own teaching and

found ways to improve on his teaching during each lesson. For example, the teacher found that

the students did not do as well with self-guided activities so he began doing more direct

instruction for his activities.

Competency 6: The teacher shall be knowledgeable about student literacy development in

reading, writing, speaking, viewing and listening. (CO #1)

For this sixth competency there are five indicators that the teacher candidates are being

scored on. For this section the teacher felt like he met at least three of the five requirements, and

maybe a fourth. The teacher felt like he met 6.1 because during this unit he often gave

instructions by using readings and handouts for his assessments. The teacher provided the

students with “practice plans” with the activities they would be doing for that day, as well as

giving them assessments that required some reading to answer. The one the teacher did not feel

that he met was 6.2. He did not really incorporate verbal language development into his lessons,

mostly because he did not even think about this requirement. The teacher will look to incorporate

this type of learning into his classroom now that he is aware of it needing to be addressed. The

teacher felt like he was able to meet indicator 6.3, because again he incorporated reading into

each of his lessons. As previously stated all the assessments needed to be read, and they also had

to read for activities they were doing. Along with that though the students were also required to

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read the rules of Team Handball and be able to understand what they meant. The teacher also felt

like he met 6.4 because he incorporated a lot of writing in his assessments. Most of his

assessment questions he provided to the students were short answer response questions and so

they were required to show their writing abilities. The teacher saw a lot of improvement in their

written responses from their first assessment sheet to their last. The final indicator is 6.5 and the

teacher is unsure if he met this indicator. The teacher is not sure what the CO Model Content

Standards are and so he is not sure whether or not he met this indicator or not. The teacher is

pleased with his ability to meet a lot of points in this competency because it is challenging to

incorporate reading and writing into physical education. The teacher will look to improve even

more on his ability to incorporate these into his lessons.

Competency 7: The teacher shall be knowledgeable about mathematics and mathematics

instruction. (CO #2)

For competency seven there are only two indicators that the teachers are required to meet.

The teacher felt like he somewhat met the first indicator and is not sure whether he met the

second one. 7.1, requires the teachers to incorporate math into their lessons, which the teacher

kind of did by having the students keep track of their scores. However, this type of math is very

basic and so although it slightly incorporates math into his lessons the teacher was not pleased

with this minimal amount and will look to find more creative and effective ways to incorporate

mathematics into his lessons. For 7.2 again the teacher is not sure whether he met it or not

because he is unclear on what CO Model Content Standards is for incorporating math. The

teacher believes that he probably did not meet these standards though because is incorporation of

math into his lessons was very minimal.

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Competency 8: The teacher recognizes the school’s role in teaching and perpetuating our

democratic system. The teacher knows the relationships among the various governmental entities

that create laws, rules, regulations, and policies that determine educational practices. (CO #8)

For this eighth competency there are five indictors that the teachers must meet. For this

competency the teacher candidate feels like he was able to meet three of the five indicators. The

teacher felt like he did not meet the first indicator, 8.1, because he did not really model

democratic ideals for the students. The teacher candidate pretty much led the lessons and had the

students do what he wanted them to do without really giving them a choice. This will be

something that the teacher candidate will look to improve on as he progresses as a teacher and

becomes more comfortable with it. Again the teacher felt he may not have met 8.2 because he

did not provide choices for the students. The teacher decided on who the teams were and what

the activities were going to be and the students just had to do what he said. The teacher felt like

he did meet 8.3 because he does not the influences that have a major impact on education and

more specifically physical education. The teacher is very aware that physical education is being

cut because more focus is being put towards the core classes and so the teacher needs to find

ways to make physical education a viable part of the educational system. The teacher feels he

also met 8.4 because he does see teaching as a worthy career. A lot of the teacher’s students

asked the teacher candidate why he wanted to be a teacher, and the teacher simply responded by

saying because he loves giving back to the future generations what was given to him. Finally the

teacher feels like he met 8.5 because he is very active in his professional development. He is the

vice president of the PE club at the University of Northern Colorado, and is also an active

member of the state organization, SHAPE Colorado. The teacher candidate is also always

assessing his teaching behaviors and using this data to improve for his future lessons.

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Competency 9: Physical education teacher candidates demonstrate dispositions essential to

becoming an effective professional. (NASPE 6 and UNC #2)

For this competency there are eight indicators, but a lot of them are already incorporated

throughout other indicators so the teacher candidate is only focusing on the four that are only for

this section. The teacher candidate feels like he was able to meet 9.1 because he is very sensitive

to the diversity in his classrooms. He is always trying to find ways to work with all of his

students in the classroom, and build relationships with all of his students. During this unit he

tried to learn about his students, especially those that did not want to participate as much, to

figure out ways to get them more involved in his lessons. The teacher also feels like he met 9.5

because he provided equal feedback to all of his students. The type of feedback would be

different based on their skill level but the teacher always tried to give feedback to every student

to help them improve on their performance. The teacher feels he easily meets 9.7 because he is

active in his professional development. He is part of the PE Club at UNC as well as being a

member of SHAPE Colorado, and attending their yearly conference. The teacher has gained an

immense amount of knowledge by being active in both of these groups. Finally the teacher feels

he easily meets 9.7 because he is always professional. He dresses professional and acts

professional. He has great relationships with his colleagues and his students, and never says

anything negative about them behind their back.

ses 442 work sample unit: team handball teacher: derek...

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