ASSESSMENT AND STRATEGIES IN PHYSICAL EDUCATION

Jimmy Manrique Diaz

1
Love, R. and W. Webb (1998). Neurology specialist speech and language. Spain: Ed
itorial Médica Panamericana. Montreal J. (1997). Goodie Boxes guidelines for tea
chers. Colombia: Ocean. Penzulaeva, L. (1991). Handbook of Physical Education. L
ima: G. Herrera Publishers
Jimmy Diaz M
Edition: Vilma Moreno G
Design and Layout: Jonathan Diaz M
All rights reserved. This publication may not be produced without the permission
of the author
Registration Item No.: 00 009 Printed in Peru from 2008 to 1901. January 2008
2
111
Peruvian Folklore Center. (1997). Folklore-
Peruvian Dance and Singing. . Lima: Art School
Popular.
Davila,
R (1998). Folklore
Nacional.Trabajo
mimeo. Universidad Mayor San Marcos.
Gonzales, R. (1997). Medical Rehabilitation.
Spain: Masson and
Institute
National
of
research
educational development. (1977). Education through
Art. Lima: INIDE.
To my family with love
J. Litwin and G. Fernandez (2000). Evaluation and
Statistics applied to physical education and
sport. Uruguay
Lopez, M. (2002). Physical Fitness and Health.
Argentina: River Plate Adventist University.
110
3
Calero, M. (1998). Playing Educate. Peru: Editora San Marcos. Ocean Group. (2002
). Manual of Physical Education and Sports. Spain: Ocean. Luria A. (1979). The B
rain in Action. 9 Barcelona: Fontanella S.A.
Index
Introduction ... ... ... ... ... ... ... ... ... ... .... 5
4
Evaluation. Concept ... ... ... ... ... ... ...
Classification
Evaluation ... ... ... ... ... .. ... ... ... ... ... ... ..
Concrete process of the 11 Gensemer, R. (1990). Physical Education. U.S.A: Wm. C
. Brown Publishers. Badia, X., M. Salamero and J. Alonso (1999). Measurement of
Health. Barcelona: Eva Varó. Barbany, J. (1994), basic physical abilities. Spain
: Masson
Evaluation ... ... ... ... ... ... ... .... ... ... ....
Organisation
assessment ... ... ... ... ... ... ... ... ... ... ... ... ...... 12
Differences between measurement and evaluation ... ... ... ... 14
School Rating ... ... ... ... ... ... ... ... ... ... 17
Promotion and repetition ... ... ... ... ... ... ... .... 20
Student Evaluation
with special needs ... ... ... ... .. 23
4
109
Defontaine, J. (1980). Content Psychomotricity in Physical Education ... ... ...
.... 35 Skills and abilities ... ... ... ... ... ... ... ... 38 specific capaci
ty ... ... ... ... ... ... ... ... ... 41 Assessment Matrix ... ... ... ... ...
... ... ... ... 42 The formulation of an Indicator Assessment ... ... ... ... ..
. Reagents ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... Physi
cal Education Review ... ... ... ... .. Types of Tests ... ... ... ... ... ... .
.. ... ... Teaching Strategies in Physical Education ... ... ... ... ... ... ...
. Nomenclature ... ... ... ... ... ... ... ... ... ... ... References ... ... ..
. ... .... 67 78 84 43 44 49 58
Capabilities ... ... ... ... ... ... ... ... ... ... .. 27
images. Barcelona: Editorial Medica and Technical
Inc.
Bernard, G. (2005). The Precursors
Language and Communication. Body & Movement
Matters of the experience the movement. Peru:
Centauro Editores.
Pikler, E. (2005). Moving in Liberty.
Body and Movement in game, the experience to
movement. Peru: Centauro Editores.
Szanto, A. (2005) The child's psychomotor
small. Body and Movement in game, the
experience the movement. Peru: Centauro Editores.
Pavlov, I. (1982). Physiology and Psychology.
Madrid: Alianza Editorial.
Drucker, P. (2002). Management in
Future Society. Peru: Grupo Editorial Norma.
108
5
Hernandez, Cl (1993). The complete book of bodybuilding. Spain: Editorial Hispan
o Europea SA Lutwin, J & Fernandez, G. (1980). Evaluation
presentation
Physical Education Assessment in sport.
and statistics for education and Physical
Within the development of Physical Education Piaget, J. (1981). Six psychologica
l studies. Barcelona: Editorial Seix Barral, SA Badia X, Salamero M & Jordi, A.
(1999). Health Measure. Barcelona: Ed Masson. Alter, M. (1990). Stretching: Scie
ntific Basis and Development of the exercises. Barcelona: paidotribes. Sanchez,
R. & García, E. (2002). Binder Physical Education. Peru: Contigrap.
is necessary to take into account a good evaluation
and determine which way to go in the session of
class
or whether we are acting
right or wrong. The evaluation are
aim the improvement of student development, for purposes
this reason, we will play not only for the assessment
relationship
to
achievements;
if
no
also
prophylactic in Physical Education.
This book aims to help styles
Physical Education teachers in assessing
their
students;
so
as
facilitate
education to use in their classrooms. of
The
evaluation
of
the
specialty
6
107
19
REFERENCES
Physical Education is different from other areas for that reason this book is in
tended to facilitate the assessment to fulfill its mission to develop and improv
e students holistically. 1. Concept Concept Evaluation: The evaluation of learni
ng is a process through which it observes, collects and analyzes relevant inform
ation regarding the process of student learning, in order to reflect value judgm
ents and decisions relevant and appropriate (Ministry of Education, 2004). "The
assessment is a systematic operation, made in the educational activity with the
objective of continuing improvement through the most accurate knowledge of the s
tudent optimize it."
Maccari, B. (1986). Theory and practice
evaluation of sporting activities. Buenos
Lidium Aires
Pila, A. (2003). Assessment in Education
Physical and sports, Tela, Ed A.P.
Goleman, D. (1994). Emotional Intelligence.
Mexico: Javier Vergara Editor.
Hill, N & Stone, W. (1993). Mental Attitude
Positive. Peru.
Gonzales, R. (1997). Medical Rehabilitation.
Barcelona: Masson SA
Fischman, D. (2000). Way of the Leader. Peru:
El Comercio.
106
7
all aspects of his personality, providing evaluation). When the instrument refer
red intended skills and attitudes. measure:. actually in our case the variable,
w. Validity (the instrument of
adjusted information on the process and
on all personal and environmental factors
that affect it. Points to what extent the
educational process achieves its objectives
confronts fundamental and fixed with x. VALUES. Are the lifeblood that guides th
e individual and group behavior, and evidence of his life. attitudes by showing
people the different events
actually achieved. "(Stack, 2003)
"The assessment is a process whereby
can be determinated
the value a thing or event by
appropriate methods and techniques. " WHO.
"The educational evaluation is to carry
out judgments about the advance and progress of each
student, although the test used is not withheld
always the most appropriate. Recently
evaluation purposes judge both the process
learning and student achievement. "
(Encarta, 2005.)
8
105
secondary school curriculum, the
"Assessment is the act which is to express an opinion of value from a range of i
nformation on trends or results of a student to make a decision." (Macario, 1986
) Within the Education meaning
evaluated the capabilities
and attitudes.
s. PRODUCT. An indicator element
what the student needs for evaluation will acquire a different hue to that of an
y other field as the fundamental goals are to improve the whole person and the a
ssessment will serve as important means to this end. It is important for the ass
essment to establish the objectives of our evaluation and answer this question:
Why evaluate? The answer to this question will help us to raise it because we me
asure: adjust, plan, justify results, protect, edit, etc. Depending on our evalu
ation objectives are raised. Within the school system evaluation
demonstrate that the learning achieved
provided in the programming curriculum.
t. REAGENT. Indication is given to
student on the task performed on
demonstrate learned.
u. TODO statements or actions are
propositional units needed
basic repetitive of a certain type, which
integrated activity
v. TECHNICAL EVALUATION. Joint
actions or procedures that lead
to obtain relevant information
on student learning.
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9
can become very frustrating if the objectives p. Evaluation matrix. Double-entry
table that is made to generate indicators, number of items for each indicator a
nd weight. These matrices allow us to design assessment tools valid and relevant
, also allowed to exercise control over the information collected, reducing the
possibility of improvisation and chance. It is useful to explain why the student
got a certain grade. q. Metacognition. Ability to self-regulate their own learn
ing. Reflection on the learning process in order to monitor evaluate and learn t
o learn. r. SCOPE OF EVALUATION, That which is being evaluated. In the case of t
he process and
prepositional proposition or statement
are misaligned or are too high for the reach and
student performance, is well known as
any
materials
in
our
average
huge numbers of students disapprove
few score high, some say
is the fault of the teacher, where this is forced to
lower level of education.
We think the PE course
course is easy and requires no further approval
only effort the student's presence. While
is true that we have in our favor motivation
we use it so that students can
improve their standard of living, see your body
respect, try to care for, maintain and improve
all its functions.
We must
to assess our
course, as the assessment has an educational purpose.
When a student will become aware disapprove
its little effort, the seriousness and importance
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103
meaning of "particular order of ideas,
subject to life. A good player or athlete is not always a good student in Physic
al Education. Nor because they won in a parade deserve a high grade in the cours
e. The attitude and capacity must go hand in hand. It's worth noting that the ed
ucational evaluation, to make a summary is to make value judgments of a professi
onal in education, having evidence that seeks to improve their students holistic
ally.
materials or knowledge. "
m. INDICATORS. Statements that describe
signals or events, which point to
clearly student learning
regard to ability or attitude
n. INSTRUMENT
DE
EVALUATION.
Hardware that is used to collect all
information
on
the
learning
Expected
of
the
students.
instrument causes or encourages the presence
or manifestation of what is intended
evaluate. It contains a structured set
of items where possible to obtain
the desired information.
o. JUDGE It is the function of thinking that,
bringing together a rational subject
a part of reality as an object taken
studies allow the subject to judge
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11
i. RELIABILITY similar situations, produces results in different situations. ins
trument to the same subject (the instrument
low
evaluation). When the same repeated application
2. Classification of Evaluation.
The assessment is classified as j. CONTENTS. Means allowing the.'s Regional capa
city building. Set of knowledge from the local culture, national and universal a
nd which are the basic contents of each of the core curriculum. k. EVALUATION CR
ITERIA. Pickup unit of information and communication of results in the evaluatio
n process. The qualifiers are collected and organized for each evaluation criter
ion. l. DOMAIN The English term "domain" has been translated as "domain", depend
ing on your where in the
AUTO ASSESSMENT
It is the self assessment had taken
is
ago.
In
this
evaluation
necessary
that
the
student
assessment and awareness
developed the meta cognition, and
also the values to judge
of himself as the results.
Co-evaluation
.-
It is the assessment of pupils. It
must
have
a
attitude
veracity
prime,
also
adolescents must take into account
that look good with peers
12
101
f. BUILDING AREA. Are those
this first so the co-evaluation is often different from reality. HETEROEVALUACIÓ
N.Es evaluation of teacher - student and student-teacher. While
are relatively complex on the
with critical capabilities. The
capabilities
of
area
synthesized
purposes of every curriculum area. They and the teacher's knowledge
g. CAPABILITIES
SPECIFIC.
who can
to assess
its not
those
of
minor
complexity
operationalize the capabilities of the area. Its
provided the student is consistent with this assessment, and sometimes is so sub
jective evaluation is out of our hands. When the student evaluates his teacher m
any times the feeling is positive or negative is put ahead prevents to give an a
ccurate assessment INTRAEVALUACIÓN. Is the assessment within the group. At the s
econdary is more viable when the group becomes aware and there is a leader
suggests identifying the cognitive processes and
metacognition skills involved in
area.
h. CAPABILITIES
FUNDAMENTAL.
They are the great objects or
great intentions of the curriculum and
characterized by a high degree of complexity.
These are: creative thinking
critical thinking, problem solving and
decision making.
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13
positive work organization, etc.. . D. COMPLIANCE ATTITUDES Linked to the compli
ance of those
perseverance, commitment, effort, initiative, participation, leadership,
EXTRAEVALUACION
Is the assessment of one group to another
THE RULES. the
group. Requires absence of rivalry
between groups and a previous report.
social conventions to live in harmony with others, improve our relationships and
provide the support that are the foundation on how we act individually or socia
lly. They have to do with affection, courtesy, honesty, punctuality, greeting, e
tc..
Professor O INCLUSIVA.Esta DIFFERENTIAL
It is the evaluation according to the
terms
of
student.
evaluation
made
by
requires observation of a
limitations and possible Student
overcoming
progressive
giving
test for you.
e. CAPABILITIES. Potential related to the individual and that it can develop ove
r a lifetime. They will build on the interrelationship of cognitive, socio-affec
tive and engines. The capacities are fundamental and specific area.
14
99
18
NAME OF CURRICULUM
a. Activities are propositional statements 3. EVALUATION PROCESS The evaluation
process goes for acting as such, well-defined parts that are prerequisites for a
successful evaluation. OF CONCRETE
explaining sets of tasks or actions,
through which to meet goals.
b. ATTITUDES.
Son
forms
of
demonstrations of feeling and thinking. and or rules are
Respond to the interests and motivations and
reflect
the
acceptance
of
recommendations.
The
attitudes
elements
cognitive
affective
behavioral, and reflect one or more
values.
c. ATTITUDES TO THE AREA. Are those the
that relate to the willingness to
learn
more
and
better
beating
difficulties and fears. For them we
increasingly overcome and achieve better
levels of learning. Attitudes towards the
area directly influence the development of
skills, and have to do with
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15
• does not like anyone is working. • Benefits: • • • • • • Increased desire to l
earn. Improvement increases the application communication. In solidarity relatio
nship. There metacognition Strong leader trying to help.
Motivation is important because if the group
FIG 1. Specific process
4. ORGANIZATION OF THE ASSESSMENT
We work at a level of interdependence and post conventional.
FIG 2 PYRAMID OF ASSESSMENT
a. CONTROL
If we apply these tests only
measure of the most objective possible
abilities and skills, plus these results
product may or may not teaching. The
16
97
• part of
The young tend to be a perfectionist and if not
control is not an educational evaluation and it is only possible at any time dur
ing the teaching. The only control measure such distances, times, etc. but these
are still subject to analysis of the teacher. The initial and final. B. MONITOR
ING The monitoring will be implemented this control from time to time within the
teaching process in order to obtain more objective comparisons and give an info
rmed opinion. Process control. c. SUPERVISION Supervision connotes see if subjec
t is moving toward the goal set in the process of teaching and is required to gu
ide you (train) to the target
often lose interest achieved progressively worse
if stimulated
•
When they accept a leader dismisses group
other or making you feel more rejection
wrong unless the leader enabling their participation.
•
To impose the leading ideas which puts pressure
disagree. when a task takes them
lot of effort but there is satisfaction and achieve
try to show others achieve
•
When the leader is wrong everyone tries
help but putting some pressure.
•
Negative leaders have accepted in
his group is best removed.
•
When there personal problems with a
group tend to be isolated.
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17
If this change of direction, ie has a Features: Leaders will come from observing
the teacher. The work must carry alone but not lonely. Our intervention should
be minimal. The explanation should make clear.
basically
pedagogical nature.
5. DIFFERENCES BETWEEN MEASUREMENT AND ASSESSMENT.
The evaluation is guided toward the vision of
education being as such
in a way
holistic and eclectic in the trial of a teacher.
The assessment is more than just results and
that
measure. There is thus a difference between
assessment and measurement (Blazquez 1997):
1 .- Expression quantitative. 2 .- Process Measure descriptive.
1.Término evaluation. Assess
Always request results. • The person who is assigned must have a certain charism
a about the Group • jokes often qualify the problems by improving interpersonal
relationships and filing down rough edges.
3 .- End itself.
2 .- Process of assessment.
3 .- It is a means to an end: 4 .- It is restricted: Improvement is concretized
in the educational process. a trait defined and seeks to determine the degree or
quantity 4 .- Larger: Covers where possible. all elements of the educational pr
ocess. 5 .- It aims to be objective and impersonal 5.Es susceptible. subjectivit
y.
Table 1. Table differential between measured and evaluated.
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95
17.9 PLANNING:
APPLICATION META
PHASES OF THE PROCESS OF EVALUATION:
This strategy is to designate even student
It is organized in a flexible, systematic, comprehensive manner the content for
use within the previously scheduled school year in order to be efficient and eff
ective.
make the role of group leader and may
lead to his companions to the
learning. This paper will help to take
responsibilities and changing paradigms, and
perform a meta cognition action to gather information. The collection of data th
at is served for the subsequent inference. And as evidence. AND SELECTION
teach or solve a problem. Although it
matures from a manner dependent on
which the teacher must act as a guide, then
become independent where the working style
would be more just by using their own means
then finish interdependently
where helping others is not alone; but he and the interpretation and evaluation
These selected data will be interpreted by the teacher giving a rating of the da
ta and the parameters set.
world around him. It is in this strategy
develops precisely the interdependent.
The style makes applicative goal through
appointment of the teaching that the student takes
awareness of how to learn, to know how
teach and lead their peers.
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19
COMMUNICATION OF RESULTS "It represents the practice of a particular action that
will serve as the standard basic kinetic kinetic possibilities for each child,
to be emotional discover new ways of carrying it out, according to their mental
development. The Move eliminates the kinetic model that comes from the teacher,
and becomes the child's response to what the teacher-or communicates through ora
l language. The mission of the teacher is reduced to encourage the child-to to d
iscover the possibilities of any movement on the intervention of the body, space
, time and relationships ... Josefa Lora. "
It is important to the demonstration of results
obtained, to reach the improvement of students in their
educational work and for life itself. Failure
it involves removing the opportunity for improvement.
DECISION MAKING
It is here where the trial of the professional
comes to solve the problem or
head toward a real and meaningful learning.
20
93
solution
and
in
the
scope
social
develops
Among the qualities we see:
broadly socio affective aspect.
Feature: INTEGRAL
SYSTEMATIC
Develop creativity
Teacher intervention is minimal or almost
PROCEEDINGS
null
From
Property
Students work to free will.
Supervision is completely external
Evaluation
8.17
MOVEMENT TASK
PARTICIPATORY FLEXIBLE
Work developed by Josefa Lora where
Through an eclectic way one develops a
Fig.3 characteristics of the evaluation (Ministry of Education)
technique for the teaching of psychomotor
which leads to success. The technique involves
methodological constant learning experience. In
practice are reflected and concretized the 4
beginning
didactic
light system
proposing education as an integral, integrated,
personalizing and socializing.
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21
6. GRADE SCHOOL. side leading to the goal. Features: The student does not impose
any order on only need to discover or resolve the problem. Through trial and er
ror improves their ability. How easy it is to complex. The teacher accompanies s
tudents but with little intervention. 17.7 FREE EXAMINATION This strategy
It has a rating scale that can be
literal from AD to point C and secondary
number from 0 to 20. Although this difference between
literal
and
number of teachers because we
some
problems
is
more
we
equivalent numeric literals to give a
explanation of the results to parents
who are accustomed to this type of
evaluation.
leaves the student free to discover, investigate and solve problems in their own
interest. He faces problems and conflicts it poses, learning at this level is m
ore significant. Solve their own unknown reasons as stated Dr.€Pikler: "Children
should learn alone but not lonely." This particular method develops creativity
because no one gives you the answer, but that creates a
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91
5.17
Dissonant METHOD
The teacher's job is done with group
uniform capabilities on one side which
faster capture and the other those
difficulties. Giving them different jobs.
Features:
Students who are captured faster
benefit
It gives more time to pick the least
The work s not homogeneous.
There are mostly different purposes.
6.17
GUIDED DISCOVERY
Here the teacher's role is as mediator,
because it shows the learner's intention;
TABLE 2. Taken Curriculum Design, 2005
if not gradually, be organized and guided
leading the student to the goal.
It is left to discover, through
research. Do not forget that the teacher is the
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23
4.17
INCLUSIVE
This method is characterized in that the assignment is tailored to the student,
that is, depending on their capabilities and limitations will be the task so tha
t you can solve easily and well to reach the goal and avoid frustration or compa
risons. This method respects the individual. The supervision of the teacher is p
erennial. Feature: o comply with the conditions of the student or the student ca
n choose the degree of difficulty. or should gradually improve the level of the
student or not make distinctions or comparisons. o There is a common goal for al
l media are changing.
TABLE 3. Taken from the curriculum design, 2005
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89
Number of repetitions
restrictions
Solve, execute, copy and / or the minimum passing grade in high school is 11. Gr
ades are averaged at the end of Bimestre or quarter as the case in secondary edu
cation will be taken a simple average, while in primary as literal place the las
t note, without making an average. The primary reason is simple as they advance
are improving gradually annulled their initial difficulty and whether this would
decrease your score midpoint, moreover, is not the score that matters but achie
ves learning. At the secondary is a bit difficult, as it will be well placed the
last note without midpoint that students would not study until the end.
repeat an example
3.17
RESOLUTION
PROBLEMS
Within this method the student is
assigned to work with some difficulty
he can resolve it and try to run the
work, the degree of difficulty will be determined
by the teacher depending on the progress of
student.
Features:
It can be done individually or in groups
You must have a specific time for
solve the problem
The teacher must supervise at all times
without intervention.
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25
2.17
ALLOCATION OF TASKS
Is to designate the student a work to be done as it is designated, sometimes wit
h little variation by repeating or copying a pre-existing model. You will see fr
om this methodological strategy student participation is a bit more direct comma
nd, because here a little more work the student but not yet with great creativit
y and restrictions. Task Allocation feature is assigned chores that are one for
all without distinction as to the possibilities of student and teacher's supervi
sion. Monitoring of proper execution of the exercises will be conducted by the t
eacher. Feature: Based on certain tasks. Individual achievement and / or group.
With corrections. You can manage time.
26
87
freedom, inclusiveness, that is, the powers
7. Promotion and Repetition
personal. The criteria for promotion and repetition as curriculum design, 2005 a
re: 7.1. Initially all children are promoted without exception. Children who hav
e not completed initial education, may enter the first grade of primary educatio
n if they have the required age, according force. 7.2. PRIMARY promotion from fi
rst to second grade is automatic. SECOND, THIRD, FOURTH are promoted if they obt
ain at least with the provisions
Features:
Physical educator is the protagonist
The role of the student is performing
Immediate response to the stimulus.
Uniformity
Accordance
Synchronized implementation
Replica of a model
Precise response
Security.
Automation.
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27
in the areas of Integrated Communication and strategies are related to student t
eacher and we have: 17.1 curricular DIRECT CONTROL
Logical - Mathematical, minimum B in
other
areas
and
workshops
created as part of the hours
free availability.
C if they get repeated Communication
The method is known as Command, that is where the teacher exercises his authorit
y€He served as a model for students to follow. Where repeat what the teacher say
s or does prevail. It is common to use this method to fully guided sessions as a
routine of aerobics, dance, etc.. While it should be the least used by the teac
her, at least. This method is not suggested for younger ages, although it is int
eresting observation in view of parents or managers, because it looks a homogene
ous group, apparently harmonized, because they all work well but is blocked here
the student works, participates and creates
Comprehensive and Logical - Mathematical.
FIFTH AND SIXTH
They are promoted if they obtain at least
in the areas of Integrated Communication,
Logic - Mathematics, Social and Personal Curriculum
Science and Environment, at least B in
other
areas
and
workshops
created as part of the hours
free availability.
C if they get repeated Communication
Comprehensive and Logical - Mathematical.
28
85
17
Teaching Strategies in Education 7.3. SECONDARY: The student is promoted to
Physics. next higher grade when the end of the school year, approves all curricu
lum areas, including areas or workshops that were created as part of hours of fr
ee availability and relief pending curricular area. They are also promoted stude
nts who, upon completion of the Educational Recovery program or the Recovery Ass
essment, all curricular areas approved or disapproved than one curriculum area.
Repeat grade students at the end of the school year four or more disapproved of
curriculum areas, including those that were created as part of hours of free ava
ilability and curriculum area
The
5
Strategies
depend
knowledge of the group of students. Not always a
same method we used for all groups. Is that
important to know the people who interact
in
the.
Also
we
consider
Learning is a process and strategies must
respect this process, where all strategies
be useful depending on the group that
we work only work with some teachers
a method and that is not good, we must dispense and
see the progress of the process from dependence
to independence and then interdependence;
the latter is when the student so
Advanced relate to other students
and pour their knowledge on others.
5
Sound guidance is used to solve problems facing the
achieving a goal.
The strategy has already proven successful, we already know that it serves
reliable, but not innovative, we identify as a system. (Caballero, 2006.)
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29
Relief pending.
COMPETITION SCORE TEAM SCORE NOTE BCD E EQUIPMENT EQUIPMENT EQUIPMENT EQUIPMENT
Also repeat the grade level
that
to the
end
the
Program
Pedagogical and Recovery Assessment
Recovery, disapproved of two or more
curriculum areas.
Participation in the Recovery Program
or students Recovery Assessment
they failed no more than three curriculum areas
including areas or workshops created as part
availability of free time or area
Relief pending.
30
83
Here we have for example an examination jump
8
EVALUATION WITH SPECIAL NEEDS STUDENTS
ropes each time you make a jump will be assigned according to: THE 2005 DIRECTIV
E N
adding two points to 20. If done well the jump 62-DINNESST/UDCREES
with both feet two points, when performed by a regular
point and if it does not scratch.
Hits .-
The test scores placed
every time you hit or do an activity
correct.
Example when you throw a ball to the hoop and hit the
shot.
Twenty shots in the ring then it hits 15
fifteen points.
5. For competitions between teams
The review is to compete for
Directive No. 001-VMGP/DINEIP/UEE VI. GENERAL PROVISIONS All girls, children, ad
olescents, youth and adults with special educational needs-
teams in each session and will put a score
as win, lose or draw and accumulate
Note this test can be individual or achievement
group.
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31
SEN, according to the provisions of Act 9 In the table we can see the score and
assign the note that if our students do an activity. For example if you run 30 m
eters in three seconds is considered good with 16 note. Do not forget that each
scale should consider the age, weight, height, etc. Depending on the activity, s
o by requiring us to consider health. 4. Hit or Error.Error .- The student perfo
rms an activity and this will be graded depending on how many errors you have an
d how much it's worth every error.
Education and its regulations are entitled to
access the national educational system by
regular registration process, according to age
regulations for the degree must
used only registration form.
EBR Institutions, EBA and ETP will
enroll students with mild disabilities
or moderate, sensory impairment, whether
partial or total and those with disabilities
physical support and advice of SAANEE or
CEBE its jurisdiction under the rules
mentioned in paragraph 6.1.
Tuition for Needy Students
Special Educational many, because of their
severe intellectual disabilities associated with serious Centers
developmental disorders and those with
multiple disabilities,
is
performed
in
Special Basic Education.
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81
In
education
Physics
we
some
problems concerning exemptions from the course but do not question the professio
nalism of doctors is known that some students use them to try to exonerate the c
ourse, the waiver in the course is not possible, only a release from the activit
y physics.
Table 9
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33
This table 8, the student has to perform an activity and each of the action is a
ssigned a score, you score by adding the results in the note. Is best achieved i
n large groups of students put a juror who qualify with our supervision.
3. For Schedule an activity is performed and compared with standards obtained sc
ore established reliably that there are international, national or developed by
ourselves, which are applicable to students. In this sense it is necessary to ad
d that we must take into account where we get these scores and whether they conf
orm to our bidder.
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79
The law tells us Directive No. 004-VMGP-2005 on general provisions: "In the area
of Physical Education, will be made only to the removal of the student in the p
ractice for health reasons, for which the Director must issue the resolution Dir
ectorial respectively. "It is also clear that if students are going out deprecat
ed is imperative that parents are informed in advance so that corrective action
can be taken with their children despite all the parents do not follow, we quote
them to inform them of the situation of their children.
2005 N 62-DINNESST/UDCREES DIRECTIVE
TABLE 8
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9
BUILDING 2. Taxonomy of motion
We should note that the ability This test is to divide an activity as a biomecha
nical analysis to put a score to each of the phases. For example for a career yo
u need the game, the race itself and the arrival. Each of the phases will post a
score so you can assign a note.
the human being is in potential, ie only
manifested through actions or skills
then pass need to be social activities
ie competition. (Fig. 4)
FIG. 4 DESCRIPTION CAPACITY, SKILL COMPETITION
COMPETITION
It is the skill set that meets the
social requirements.
SKILL
Capacity is expressed and may be innate or
acquired skill is called perfection
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77
We also use a double box
CAPACITY: They are related to the individual potential and that it can develop o
ver a lifetime. They will build on the interrelationship of cognitive, socio-emo
tional and motor. The specific capabilities. are fundamental, area and
entry
(Fig. 7) and appoint a task the student
served in the class, we'll fill if
performed or not the task from different classes
and finally put a score.
Can also be used to assess
dance, for example, prompted students to
create a choreography, place a number to
each group
and agree to
after a while they go to show their
achievements, if they themselves have worked in group
we will post the item seen or
favorable. But if they do not comply will have a
demerit.
FUNDAMENTAL SKILLS. They are the great purposes or great intentions of the curri
culum and are characterized by
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37
its high degree of complexity. In our country critical
TABLE 7
we have:
Thought
creative
thought
problem solving and decision making
BUILDING AREA. Are those which the
are relatively complex in relation to
the
capabilities
fundamental.
synthesized area capabilities purposes
each curriculum area.
Specific skills. Are those of
less complex and operationalize the
skills area. Their identification suggests
metacognition and cognitive processes involved
capabilities in the area. some
There
in
our
specialty
confusion regarding the semantics of
capacity, as it differs between the curricular and
we use in
our area, because
know the basic physical skills are
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75
performed on the first day 400 meters in a time of
those
potential
physical
that
is
minutes, the second day 100-meter race in a force, perceptual speed abilities an
d endurance. are
develop, through training or fitness. These are: flexibility, the motor The
time of 12 seconds, the third day, a jump of 2
meters, the fourth day a high jump 1 meter and
last day of the launch of throwing a bullet
distance of 2 meters, as noted in his chart (Fig. 6 or space-time.
coordination, balance, rhythm, agility, body image, laterality and relationship
7). And met the five tests
we will post a score of four
points in each item fulfilled regardless Initial Capacity 9.1 we have in accorda
nce with the initial curriculum design, 2005: "In the early education level of l
earning achievement that are related to the Physical Education Area are develope
d from the Personal Area Social. "Although it seems inappropriate handling by cl
assroom teachers of physical education area, our state and it is proposed, ie no
ability exists as area managed by
result only compliance.
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39
specialists. Although the emphasis is on the task at hand is the point.
achievements necessary, ie if the student of bad weather, does not come first, e
tc. but performs
curriculum design movement and its importance;
also, that the psychomotor
neglect is a mistake and says psicomotrocidad game
(P. 51 curriculum design). It speaks well of
the
importance
of
movement
stimulation, etc.. But little or nothing to do for
be carried out by specialists.
TABLE 6
For example in the Table 6 is placing the score or the time obtained in each cla
ss. And we will not consider whether it was a good time or not, in this case wou
ld we fulfill run. Corresponding score scoring run. John in five sessions
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73
16
TYPES
DE
REVIEWS
DE
EDUCATION
9.2 Primary Components
PHYSICS
COMPETITION
Physical Education tests we
TO KNOW ABOUT
classified into five types:
SER
1. For compliance
CONCEPTUAL CONTENT
Procedural content
2. On the taxonomy of movement
3. For scale
THEORIES AND CONCEPTS
Attitudinal contents
4. By trial and error
Internal or external processes VALUES HOW?
5. Competency
1. In Compliance
WHAT?
Why?
The student must meet a daily
assigned task within hours of class if the
At primary level consists of three components: Perceptual motor. Professional Me
mbership Drive motor. All components are seeking a comprehensive and only cognit
ive development, portal is why we have perceptual motor component not
Student meets the task will be placed one seen
which will earn points.
The teacher consistently scores did meet
or not in the class with the objective of the day.
By registering in the box score that added
of the total mark (20). Many times they are not
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41
Development is a psychological aspect, but
TIME RETURNS
Course Navette
is more holistic.
While the perceptual aspect
driving intervene:
Coordination either fine or coarse, or manual;
general
or
specified,
intra
muscular
intermuscular
visuomotor
or
oculus
depending on the pedagogical theory that
will look at coordination.
Kinesthetic perception, and a haptic
receptor through the body.
Body Image; recognition of
body parts of their status as a body
and part of everything that surrounds it.
The concept involves the spatial temporal
relationship of the body and place forces
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
8 9 9.5 10 10.5 11 11.5 12 12.5 13 13.5 14 14.5 15 15.5 16 16.5 17 17.5 18
occupies, including the time.
Balance
is
have
the
synchronized to maintain a posture.
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71
FIND FORMULA FOR FAT PERCENTAGE
Also, if there is any job in sports history, explanation of techniques, this com
ponent would be conducted in Perceptual motor. This will be the exhibitions or p
resentations. The compound by: Power Endurance Speed Flexo joint. The last compo
nent is the partner primary motive in this component will conduct an evaluation
of the student's attitude, which will include classroom behavior in group work i
n games either individually or with himself. Organic component elasticity or mob
ility Motor
MCM = 0.204 * (EST) 2 .......................MEN MCM = 0.18 * (EST) 2 ..........
................ WOMEN
PERCENTAGE OF FAT: PESO - MCM * 100 100
Test Course Navette
To assess maximal aerobic power VO2 max = 5.857 * vel (km / h) -19.458
Low Rating (very poor) Regular (poor) Excellent Good Fair
Men <25 26-33 34-42 43-52> 52
Women <24 25-30 31-37 38-48> 48
Note: To find the number of liters per minute VO2max is multiplied by the weight
and this by 1000. (A normal person and an athlete 2 liters 6)
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43
9.3 High Capacity should be no bending.
Looking at the line of gravity lateral shoulders should be aligned as the knees
In the anteroposterior line of gravity we can identify a lordosis or kyphosis is
aligned depending on whether the ear, the acromion, elbow, knee, lateral malleo
lus and indicate any deviation lordosis and kyphosis.
In high school we have two capabilities of two
Areas: Organic Body language and motor -
Perceptive
driving.
A
its
time
we
components:
Group interaction and Culture
Physical and Health. Do not forget that the
attitude will also be evaluated separately.
SHELDON INDEX
SIZE (cm) - (weight (kg) + thoracic perimeter medium) SIZE
³ √ WEIGHT
<41 endomorph> 45 ECTODERM MESOFORFO 41-45
Pigneto
SIZE (cm) - (weight (kg) + thoracic perimeter media)
FIG. 5 CAPABILITIES OF AREA AND SUB. COMPONENTS
<10 high 10 to 20 half> 20 weak
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DIVERSION OF COLUMN.
10
CONTENT
The contents are composed as follows: 10.1 10.1.1 Force organizational capacity
plant:
a. B. absolute strength C. Maximum force D. relative strength Explosive force sp
eed: fast
Scoliosis
Kyphosis
Lordosis
Deviations of the spine are common in 10.1.2 Flexibility a. b. Liabilities c. as
sets 10.1.3 Mixed a. Reaction speed is
youth and children, if we do not act
corrective
and
identified
the
problems
likely to become permanent. Detection
timely can reverse the problem depending
of its etiology.
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45
b.
METABOLISM MAN = 66.4730 + (13 751 x weight) + (5.0033xaltura) - (6.755xedad) WO
MAN = 655.0955 + (9.463x weight) + (1.8496xaltura) - (4.6756x age)
Contraction
CALORIES
c.
Displacement
10.1.4
PROTEIN
Resistance
a. General resistance
g
b. Local Resistance
c. Endurance
d. Anaerobic endurance
i. Alactic
CALORIES CALCIUM IRON MATCH A B1 B2 C
IU met grams grams mg mg mg mg
10.2
Perceptual DRIVE
DAILY CONSUMPTION
ii. Lactic
POTASSIUM SODIUM SULPHUR AND CHLORINE H20 CARBOHYDRATES
liters grams grams grams grams grams mg
10.2.1
Features
mental
0.75 * 2.00 kg * kg adult ...... ..... ..... teenage children 3.00 * Kg. Applyin
g formula 0.01 * 0.02 * 12 kg 5000 kg 1.8 - 2.3 2,2 - 3 100 150 pregnant ..... .
..... .... 75 infant adult 0.5 2.5 * K 5 4 to 5 May 300-800 2 ...... adult 4-5 p
regnancy .....
perception and thought
With the following formula we can determine the amount of calories they consume
daily. And so you can make a balanced diet.
10.2.2
Sensory functions
a. Hearing
b. Visual
c. Vestibular
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67
1.15
MEASUREMENT TABLES
d. E. Smell F. proprioceptive G. Touch Taste h. Temperature-related sensations i
. and others. 10.2.3 Coordination a. Neuro musculoskeletal functions related to
the movement. 10.2.4 Space temporo Notion a. B. Time 10.2.5 Space Relationship v
estibular balance and movement a. B. Static Dynamic additional sensory functions
> 3.5 cavus <2.5 flatfoot
To measure the level cavus or need to measure
widest part of the foot and more parallel
narrow and the division of these if you are in the
range between 3.5 cm. and 2.5 cm.
Body mass index (BMI) weight = (height) 2
Women
Rating non-obese men <25 and obese Obese Moderadament 25-30> 30
<27 27-30> 30
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10.2.6 This form can be:
Body Image
specialist
doctor
is
that
must
give
the
a. Awareness
indications we only need to be careful.
body and its application
time and space.
b. Laterality
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65
test, steps, etc. will serve to measure and see if
11
SKILLS AND SKILLS
plasmo be taught or not. We must take
also note that unfortunately we have only assessment
two hours a week and a large amount of
students
the
which
difficult
a
personalized and comprehensive. But we can not lower
guard and we avail ourselves of elements
help us to evaluate.
Below is a series of
forms of tests that will serve to record
and to evaluate. 11.1 launched The Race The fours crawling The climb The drives
or jumps. Locomotor skills
Importantly, all teacher
Physical education must first make a statement
health€for security at the beginning of the year, and
preferably before school starts. This
form must be signed by the parents to
put the most relevant for their health and if sense
referral to find a problem area
health
corresponding
in
this
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49
Landslides
15 REVIEW OF PHYSICAL EDUCATION
Transport other
2.11
Skills locomotives not
Swing
Bow
Stretch
Double
Balance
Push
Squirm
Lying dorsal ventral lateral ulna
Other unspecified
11.3
Projection - Reception
TABLE 5. RECORD OF ASSESSMENT
Throw - throw
Passes
Receptions
The
teachers
of
Education
Physical several elements need to judge and evaluate. These elements are the exa
ms,
Pickups
Impacts
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63
Education .. Always respecting the freedom and Skills The adaptations 4.11
Pipes
autonomy enhance the development and improvement
of our students by pointing to a future
better.
Optimization is the skill. The activities carried out in whole or equipment be p
laced in perceptual motor preference. If there were any doubt that ability to pl
ace or classify the activity or content, classified as either teaching your inte
ntion to develop strength, endurance, coordination, etc.
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51
12
SPECIFIC CAPACITY (RTL) • Lack of update. It pupil, contraindicated exercises, e
tc. • Forgery this factor is identified when known former identifies this proble
m when capacity
optimal move wrong or have learning
As a potential capacity of an action and
of
higher
content
cognitive
the
on the
specifically expressed in the third person.
regulations
And we can classify them as a way concrecional:
sport, using outdated equipment, makes
Specific Capabilities:
taught this student out of context and contradicts their reality and therefore d
oes not help their personal development.
1. Imitate
Identifies, recognizes - plays.
2. Explore
Preintención - discovers manipulation - question - is important to identify by a
ssessing the factors that help or hinder learning, in order to optimize our work
and life is good learner however stress that the observation of professional ed
ucation plays a role profile within the
investigates
3. Rate
Notes - Calculation - Measures - Rate - Compare
4. Conceptualized
Describe - characterize - Define-conceptualized
Generate Hypothesis - Thesis Formula
5. Predict
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61
environment of a person when 6. transformed. Disintegrates - Combine - Modify -
Adapt 7. Reduce running
Idealiza - Intuos - Forecasts - Projects
are present or absent, improve
the
operation
and
disabilities.
Repeat - Use - Practice - Make - Run "(Modified from Jara 2001)"
Barriers
These are all factors in the
environment of a person who, when they generate
are present or absent, limiting
operation
and
disabilities.
•
Problems in the application.
Problems in the application even if they know
theoretically as it should be done but at the
practice what they do wrong.
•
Conflict of knowledge.
When they have learned differently from
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53
13
EVALUATION MATRIX to severe in terms of quantity or quality, in carrying out the
activity, compared with the manner, extent or intensity that is expected to und
ertake a person without that condition. • Are the restrictions on participation
issues that can
The evaluation matrix will be able to give us
weight at seeing the needs indicators
we encounter in our students. Some
Sometimes we see it convenient to give greater
weight to one indicator to another.
Taken from the Ministry of Education 2007
experience an individual to engage in life situations in the culture or society.
• Environmental factors. It refers to all aspects of the extrinsic or external
world that forms the context of an individual life, and as such the performance
of that person.
Facilitators. These are all factors in the
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59
the interaction between the individual (with a "1 Conditions
14 EVALUATION OF AN INDICATOR Prima FORMULATION
DE
health) and contextual factors (
environmental and personal).
• o
Deficiencies.
Son
problems
in
the
2
functions
3
body structures such as a deviation
significant or "lost."
•
Activity limitations
Are difficulties an individual may
4actividades have to make. One limitation
activity ranges from a slight deviation
1
Umbrella term for disease (acute or chronic), disorder, trauma and injury. (CIF
2001)
TABLE 4 EVALUATION IN PRIMARY "taken from the curriculum design 2005"
They are the physiological functions of body systems, including psychological fu
nctions.
2
They are the anatomical parts of the body as organs or limbs, and their componen
ts classified in relation to body systems 4 is the ratio of a task or action by
an individual.
3
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55
Be structured to assess the
Reagents indication that gives students on the task to be undertaken to demonstr
ate that he learned. The reagents we use it as
assessment indicator, composed of
follows:
INDICATOR
CAPACITY + + CONDITION OR CONTENT EFFICIENCY =
synonyms of examinations or tests for educational issues. Because other areas as
a test or exam can have various reagents in our particular area can be confusin
g, the reagents can be converted into reactive sub because the movement by attem
pting to evaluate several variables enter which need to be engulfed by it was lo
cked on the test. The assessment will help us to find: • Disabilities. It is an
umbrella term deficits, limitations in activities and restrictions on participat
ion. Indicates the negative aspects
Of the Evaluation Criteria.
The evaluation criteria in secondary education are the capabilities and attitudi
nal area ..
RUN INDICATOR EVALUATION OF RELEASES TO Encesta + 50% at a distance of 3 meters
ARO
CAPACITY
CONTENT
CONDITION
O
EFFECTIVENESS
Runs
Releases
to the
TIROS
Ring
IN
TRYING TO
BASKETBALL
Hit more
50% A 3
METERS
In each area, attitudes are also a criterion for evaluating the area.
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57