Home
Everyone Can!

Everyone Can!

Skill Development and Assessment in Elementary Physical Education with Web Resources

by Luke E. Kelly, Janet A. Wessel, Gail M. Dummer and Thomas Sampson

Published by: Human Kinetics

Imprint: Human Kinetics

160 Pages, 216.00 × 279.00 mm, 8.5

Paperback
9780736062121
Published: March 2010

£51.00

Buy

Description
Contents
Authors

Physical educators are facing increasing demands for accountability while being asked to address the needs of increasingly more diverse classes of students. Unfortunately, many physical education curricula use a one-size-fits-all approach that does not allow teachers to adequately address those needs. This leaves many physical educators frustrated and overworked as they try to make do with a curriculum that really doesn’t work.

Enter Everyone Can!: Skill Development and Assessment in Elementary Physical Education. This book and website package offers a wealth of information from the Achievement-Based Curriculum model that addresses the needs of all students. That includes kids who are ready for extension activities, those who are developing typically, those who have not yet mastered the essential skills but have no disability, and those who have disabilities.

Everyone Can! offers

over 2,000 pages of assessment-based instructional activities and 313 games that provide you with a systematic way to foster and monitor student learning;
70 curriculum-embedded assessment items and 140 score sheets;
an in-depth explanation of how to best use the instructional activities, games, and score sheets provided in the online resource; and
hundreds of portable teacher task cards, which allow you to print an activity or game card from the Web and carry it with you to the gym or field.

This resource offers you a wide selection of content to help you meet NASPE, NCPERID, and APENS standards-but it does more than just help you meet national or state standards. It provides you with step-by-step guidance in designing and implementing just the curriculum you need, as well as evaluating student progress and program effectiveness. Anchored in the Achievement-Based Curriculum (ABC) model of PE curricular design, it provides concrete examples to illustrate each step of the ABC model and guides you through a series of decisions to help you choose your program content and how to best teach that content based on student performance. Once you have designed the curriculum, you have a storehouse of resources-including more than 2,000 online pages-to use in implementing your program.

Everyone Can! doesn’t separate out adapted activities; you will find these adaptations throughout the resource. In fact, the hundreds of games and activities in this ready-to-use package come with extensive accommodations, helping you to be inclusive and effective, regardless of a child’s skill level.

This systematic resource provides you with a comprehensive physical education approach right at your fingertips, saving time and energy while offering you concrete guidance in creating or improving your physical education program. In other words, this quintessential elementary physical education package will free you up so everyone can achieve and succeed!

Preface

Acknowledgments

How to Use This Book and Online Resource

Part I: Everyone Can! Achievement-Based Curriculum (ABC)

Chapter 1. ABC Program Planning

Step 1: Establish a Program Philosophy, Goals, and Objectives

Step 2: Assign Program Goal Emphasis

Step 3: Determine Instructional Time and Average Objective Mastery Time

Step 4: Calculate the Total Number of Objectives Per Goal

Step 5: Finalize Program Scope and Sequence

Step 6: Create Yearly Teaching Learning Maps

Step 7: Identify Objective Assessment Items and Create Scoresheets

Summary

Chapter 2. Assessment

Step 1: Determine What Objectives Should be Assessed

Step 2: Select an Appropriate Assessment Instrument

Step 3: Score and Record Performance

Step 4: Select an Assessment Activity

Step 5: Conduct an Assessment Activity

Step 6: Conduct Other Forms of Assessment

Summary

Chapter 3. Implementation Planning

Step 1: Set Student Initial and Target Learning Expectations

Step 2: Identify Student Learning Needs

Step 3: Create Instructional Groupings Based on Focal Points

Step 4: Select Learning Activities

Step 5: Design Teaching Templates and Student Learning formats

Summary

Chapter 4. Teaching

Step 1: Get Ready

Step 2: Maximize On-Task Time

Step 3: Apply Essential Teaching Elements

Step 4: Put It All Together

Summary

Chapter 5. Evaluation

Step 1: Collect Reassessment Data

Step 2: Calculate, Interpret, and Report Student Performance

Step 3: Evaluate and Grade Students' Progress

Step 4: Evaluate Your Program

Step 5: Use Technology to Aid in Education

Step 6: Establish Program Accountability and Justification

Part II: Everyone Can! Online Resources

Chapter 6. Model K-5 Program Plan

Step 1: Develop Program Philosophy, Goals, and Objectives

Step 2: Establish Program Goal Emphasis

Step 3: Calculate Instructional Time and Average Mastery Time

Step 4: Calculate Amount of Content to Include in the Curriculum

Step 5: Sequence Content Across the Curriculum

Step 6: Create Yearly and Block Teaching and Learning Maps

Summary

Chapter 7.Using the Everyone Can! Online Resource Materials

How to Access the Everyone Can Online Resource

Online Resource Menus

Selecting an Objective from the Main Menu

Exploring the Instruction Materials

Using the Online Resources

Methods for Printing Posters

Other Uses for the Everyone Can Resources

Using Everyone Can for Individualized Education Programs

Summary

Chapter 8. Incorporating the ABC Model Into Your Program

Designing an In-Service Program

Managing Change

Summary

About the Authors

Luke E. Kelly, PhD, is a professor of kinesiology at the University of Virginia in Charlottesville. He has 30 years of experience working with public schools on evaluating and revising their general physical education curricula to meet the needs of students with disabilities. He has written six books and numerous articles on topics related to training general physical educators. He also has developed and validated a Web-based motor skill assessment program that allows teachers to assess students' motor skills.

Janet Wessel, PhD, is professor emeritus from MichiganStateUniversity. She has numerous publications in adapted physical education and has designed instructional systems and curricula for children with special needs. She has also presented I Can workshops and has developed and adapted program content, instructional design, and other activities relevant to cultural and educational settings. Dr. Wessel has received numerous awards over the years, including the Crystal Apple Honor Award in recognition of exceptional educators from the Michigan State University College of Education.

Gail M. Dummer, PhD, is a just-retired kinesiology professor from MichiganStateUniversity. For the past 30 years, she has taught university-level courses, conducted outreach projects, and conducted research related to adapted physical activity. She served as the director of the Michigan State University Sports Skills Program, in which university students provide instruction and coaching in sports skills to people with disabilities. She has received numerous awards over the years, including the 2008 Professional Recognition Award from the Adapted Physical Activity Council of AAHPERD.

Tom Sampson, PhD, is an assistant professor and chair of the education department at Olivet College in Olivet, Michigan. He is a former elementary physical education and adapted physical education teacher, and he has experience in implementing objective-based, outcome-driven curricula. He has also acted as a K-12 health and physical education curriculum coordinator and has been a field test teacher for the federally funded I Can adapted PE program.