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Elective Model
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  1. Elective Model High School PE Can also be done in Middle School • Q & A: • What were some of your experiences regarding elective/choice programs?

  2. Power of Choice • Students near-universally respond favorably to being offered a choice of activity. • If ultimately, students choose activities as adults, why not allow them that same choice in high school so they may be prepared when that day comes. • If you teach in high school, I consider student choice a MANDATE!

  3. Giving Students the Choice - Methods for providing choice • Registration - Students register for more than just generic “physical education.” This requires cooperation between the PE department and the guidance dept. • Register for individual courses such as tennis. • Register for groups of related activities such as 1) racket sports, 2) group exercise, 3) non-traditional, 4) adventure, 5) fitness, 6) outdoor activities, 7) invasion, 8) aquatics, 9) dance

  4. Activities with group categories: • 1) racket sports - tennis, badminton, pickleball (volleyball)… • 2) group exercise – yoga, aerobics, tae bo, pilates (personal defense)… • 3) non-traditional –yard games, officiating, archery, fencing, (wrestling)… • 4) adventure – low/high ropes, ground initiatives … • 5) fitness – weight room, fitness testing, at-home… • 6) outdoor activities - canoeing, fly fishing, biking, orienteering • 7) invasion – ultimate, football, soccer…(MANY) • 8) aquatics – basic swim, lifeguarding • 9) dance – swing, big band, social… • Can modify once teaching (make your own)

  5. Giving Students the Choice - Methods for providing choice • Intra-class choice - Students within one period taught by multiple PE teachers are offered choices. For example, if one teacher offers a unit on tennis and another offers a unit on swimming, students are able to choose between them. • Students select individual activities (tennis, yoga, etc) or groups of activities (racket sports, dance, invasion games, etc).

  6. Giving Students the Choice - Methods for providing choice • Intra-class choice – • Difficulties with this approach: • Creating progressions in the curriculum • What if a golf unit is comprised of students who have taken it before and others not? • Two choices: either don’t allow or label classes beginner, intermediate, or advanced. If a student has already taken the beginner course, their only next choice is the intermediate one. This may not always be feasible

  7. Giving Students the Choice - Methods for providing choice • Intra-class choice – • Difficulties with this approach: • Record keeping (attendance, grades) for students not registered to the teacher. • How overcome this? • The large number of student names teachers must learn

  8. Giving Students the Choice - Methods for providing choice • Specialized Classes – Classes for students who have fulfilled their PE requirements for graduation. Similar to option 1. • http://www.brownsburg.k12.in.us/Curriculum/Secondary/PE/ • http://www.brownsburg.k12.in.us/Curriculum/Secondary/PE/

  9. Giving Students the Choice - Methods for providing choice • Specialized Classes – continued • http://www.elmhurst.fwcs.k12.in.us/Information/CourseSelection/physical_education.html • http://www.mcpasd.k12.wi.us/mhs/staff/healthphyeddept.cfm • Walled Lake, MI • Cheshire, CT

  10. Suggestions • Regardless of the method used to give students choice, require students acquire a diversity of experiences. Otherwise they may only elect activities in which they are already proficient. To accomplish this, create guidelines. For example: • Students must pass a unit if 6 of the 9 content areas listed: • 1) racket sports, 2) group exercise, 3) non-traditional, 4) adventure, 5) fitness, 6) outdoor activities, 7) invasion, 8) aquatics, 9) dance • You may simplify this list or add more specific requirements such as two units of aquatics • Or require all students complete 5 specified courses or activity units (CPR/First Aid, Aquatics, Fitness for Life, etc).

  11. Suggestions • Student input - Distribute a survey the first day of class to gauge student interest in activities. • List all of the possible activities and have students rank or place #’s alongside their preferences.

  12. Suggestions • PE teachers must engage in continual professional development to acquire the skill to teach “most” units • Sample list of activities • Part of being a “professional” is learning new materials to meet the needs of students. This includes activities which have yet to be invented.

  13. Remember • If you are truly committed to fostering lifetime physical activity, you will implement this model in high school; I challenge you.