Task 1

Physical Education
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[The central focus of this lesson is that students will demonstrate their ability to properly perform
the following: bench technique, spotting technique for bench, squat technique, spotting
technique for squat, dead lift technique, and properly spotting of dead lift. To acquire the skills
needed to show proficiency in these movement students will be given instruction through
demonstrations and verbal cues throughout the lesson. Students will be given a performance
assessment based on a rubric that will evaluate their ability to complete each exercise, or job,
by breaking the task down into critical elements.
This unit is designed to deliver meaningful instruction focused on developing students comfort
and understanding of weight room safety and practices at an introductory level. The lesson is
constructed in a way that provides the students with many different forms of exercise as it
relates to a fitness unit and is designed to get students active. In addition to being focused on
getting students active, this unit takes commonly used weight lifting exercises and breaks down
their movements in a safe and productive manner. ]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address the development of student competencies in the psychomotor
domain and at least one other learning domain (cognitive and/or affective) related to
movement patterns,
performance concepts, and/or
health-enhancing physical fitness.
[Oregon state physical education standard PE.HS.EE.01 asks students to demonstrate
competency (basic skills) in complex versions of three or more of the following categories of
movement forms and more advanced skills in one or more movement forms. These lessons
focus on meeting the individual and strength and conditioning categories of this standard by
having students perform exercises that are individual in nature and fall under the strength and
conditioning realm. The lesson as a whole provides opportunities for students to meet this
standard by guiding them through hurdle mobility exercises and ladder drills. Additionally the
lesson focus of weight training principals such as bench technique, squat technique and dead
lift technique provide students with the knowledge necessary to perform the movement patters.
The lessons also address Oregon state physical education standard PE.HS.EE.04 which asks
students to demonstrate rules and strategies in complex versions of at least two different
categories of the following movement forms. To address this I have asked students to
demonstrate their ability to understand the importance of safely spotting their partner by being
attentive and involved in their partners lifts]
c. Explain how your plans build on each other and include tasks that develop the student
competencies described above while making connections between the psychomotor
domain and at least one other learning domain (cognitive and/or affective).
[These lesson plans build upon each other through the focus of developing proper techniques,
as it relates to movement patterns in warm-up/dynamic stretching each day. Students are asked
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Physical Education
to complete exercises and movements such as air squats, which provided me an opportunity to
reinforce proper technique and use of critical elements while observing the students. This
provides the students the opportunity to further develop the psychomotor skills necessary to
show proficiency in the lesson focus. To address the cognitive domain I prompt students to give
me examples of a critical element within a specific exercise or movement pattern.]
d. Explain how you will structure the learning environment to be both emotionally and
physically safe.
[When looking at a safe learning environment, there are three categories that must be
recognized and addressed. The first category involves the individual student and their ability to
act in a manner that will not harm them either physically or emotionally. It is important to
communicate with students about the significance of taking care of their mental state by staying
positive and understanding learning movement patterns, exercises, and games take time.
Second, and most important in my opinion, is student to student interactions that encompass all
interactions both formal and informal. By creating simple yet important rules for students to
follow and explaining expectations for following those rules at the beginning of the semester I
will create a culture designed to foster a safe learning environment. Third is student to teacher
interactions and through the implementation of basic class rules students will understand the
requirement to follow directions as well as be a safe and active participant in each lesson.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ab), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, students with higher/lower
proficiency levels, underperforming students or those with gaps in content knowledge, or
students needing greater support or challenge).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are still learning
to do.
[This class is comprised of all freshmen (9th grade) students and almost all of them came from
the same middle school. This lesson and class works to create a baseline of fundamental motor
movements where students can draw from past PE classes and apply to this course.
Movements like running, skipping, push-ups, squat jumps, etc. are all movements that have
been apart of elementary and middle school PE curriculum. We start with the foundation that
students at least know what those movements are suppose to look like and we begin to break
down each skill into basic and critical elements. These critical elements define the movement
once each element is put together in a fluid motion and after we see that all students are ready
to begin breaking them down we start to focus on the critical elements. I find that often students
can perform most of the critical elements but the students ability to perform the movement
needs one or two elements corrected and practiced to improve towards proficiency. ]
b. Personal, cultural, and community assets related to the central focusWhat do you
know about your students everyday experiences, cultural and language
backgrounds and practices, and interests?
[Since this class is comprised of all freshmen many social groups have been formed prior to this
class. There are students who are clearly leaders and students who are followers and rarely do
students deviate from these groups. All students speak strong and proficient English and do not
appear to struggle to understand concepts or language as it relates to the PE classroom. Many
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students are not only athletic but also are a member on some school team and many draw from
those experiences to help them succeed in this class.]
3. Supporting Students Physical Education Learning
Respond to prompts 3ac below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning Task 1. In addition, use
principles from research and/or theory to support your justifications.
a. Justify how your understanding of your students prior academic learning and personal,
cultural, and community assets (from prompts 2ab above) guided your choice or
adaptation of learning tasks and materials/equipment. Be explicit about the connections
between the learning tasks and students prior academic learning, their assets, and
research/theory.
[I believe there to be a solid foundation of the understanding of exercise and movements as it
relates to the weight room and to these lessons by a comprehensive PE program at the middle
school level. I have used this understanding and built lessons that will take students prior
knowledge as it relates it movements in the weight room and I designed complex criteria to
focus on within each movement. Through questioning and observation I created a base of
students prior knowledge as it related to the movement in the lesson and asked students to use
that knowledge to help them understand the next steps in completing the complex movements
needed.]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
[I believe the instructional strategies used in these lessons are very basic and introductory in
nature because this is an introduction to weight room exercises and practices. This class as a
whole has shown to have an understanding for basic concepts as they relate to exercise to
using that information I formed my strategies so they would build off those understandings. The
strategies I used were designed to introduce very basic concepts and movements through
demonstrations and verbal cues. I anticipated that a large majority of the students would be able
to understand and apply the critical elements, for those who were not able to do so I took time to
give specific feedback. If feedback on an individuals attempts was not enough I tried to use peer
demonstration as a comparison between what proficient work looks like and what areas each
specific student needed to focus on.]
c. Describe common student errors or misunderstandings within your central focus and
how you will address them.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
[Common student errors I noticed were largely related to range of motion with in specific
exercises. Many students were not able to demonstrate the ability to bring their upper leg all the
way down to parallel to the ground and many were not consistent at bringing the bar bell
completely to their chest during bench. I believe these deficiencies can be addressed through
practice and feedback as well as demonstration of proficient examples. ]
4. Supporting Physical Education Development Through Language

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Physical Education
As you respond to prompts 4ad, consider the range of students language assets and
needswhat do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students language assets and
needs, identify one language function essential for student learning within your central
focus. Listed below are some sample language functions. You may choose one of these
or another more appropriate to your learning segment.
Analyze
Compare
Evaluate
Sequence
Signal
Summarize
[I believe an essential language function my students would benefit from would be compare.
Students will greatly benefit from comparing their form and technique to that of students who
have shown proficiency by providing them with a visual example of what proficient work looks
like. Not all students are visual learners but combined with the use of verbal cues students
should have the necessary information to perform the tasks at a proficient level.]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[The learning task I used was informal in nature and occurred throughout all three lessons. I
chose to use question and answer techniques where I asked the group to name a critical
element of a specific movement and share it with the group. I see that more time should have
been spent on developing the language aspects of these lessons in a more formal form. Asking
students to come up with a critical element and explain its importance to the movement as an
exit ticket would be effective here.]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use to successfully participate in the learning task:
Vocabulary
Plus at least one of the following:
Syntax
Discourse
[Students will need to understand the vocabulary as it relates to the weight room so concepts
like range of motion and proper grip need to be understood and able to be explained. In order to
participate in the learning tasks students will need to use effective discourse when explaining
critical elements of these movements in a manner that is clear and comprehensive when used
as an exit ticket.]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt below.
Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (function, vocabulary, syntax, or discourse).
[The main form of instructional support used was based of providing students with definitions for
terms such as full range of motion in the form of verbal cues and descriptions. Additionally
students were provided opportunities to show what they know by being prompted to list
examples of critical elements within movement patterns as it relates to the weight room
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exercises. This was a focus throughout all lessons and done in an informal setting where
students shared their understandings with the group as a whole. In the future students may
benefit from a formative assessment related to vocabulary and function as it relates to the
weight room and weight room exercises.]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how the assessments throughout the learning segment will provide direct
evidence of students development of competencies in the psychomotor domain and at
least one other learning domain (cognitive and/or affective).
[The assessment I have chosen will provide evidence of students development of competencies
in the psychomotor domain through the use of a detailed rubric that breaks down each
movement into specific critical elements. I will observe students as they perform each exercise
and look to see that they are demonstrating each element throughout the exercise. The
performance assessment that will provide evidence in the cognitive domain is subjective in
nature and requires the teacher to observe students ability to understand the responsibilities
related to spotting their partner. I am looking for student to show me they know what their
partner is attempting to do as far as how many reps are concerned as well as show me that they
can pay attention and keep their partner safe. This is an all or nothing assessment due to the
fact it is something that each student is either doing or not doing and evidence will be shown
through a complete/incomplete grade.]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
[Due to the fact that no students in this class have a physical disability that will inhibit their ability
to complete the tasks there is little adaptation that needs to occur. I have designed the
assessments in a way that allows for partial credit to any students who can show they
understand and demonstrate parts the skills related to each exercise. I have designed this
assessment way so students who may need a second attempt can understand where they are
showing proficiency and where they are still developing with-in each skill. They can then take
this information and focus on developing the skills necessary to show proficiency in our warmups which we do every day.]

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Physical Education

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

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