Assessing Learners in HPE
Along with teaching the key aspects of movement skills, demonstrating these skills and giving effective feedback, educators must know where to observe from in order to assess effectively. The following chart as quoted from the Coaching Association of Canada’s 2011 NCCP Fundamental Movement Skills Coach Workbook (pg. 10) illuminates the best possible location for assessment of Throwing, Running, Kicking, Striking, Jumping, Balance, Catching and other locomotor skills.
(NCCP Fundamental Movement Skills Coach Workbook, 2011)
Assessing Fundamental Skills (video examples)
THROWING https://www.youtube.com/watch?v=fZL6gV2JN5s&index=2&list=PLC7c0J_v62jqsJSzDA4lhWYSvxmTmr1JB
CATCHING https://www.youtube.com/watch?v=A65WTMAbkgY&list=PLC7c0J_v62jqsJSzDA4lhWYSvxmTmr1JB&index=3
STRIKING https://www.youtube.com/watch?v=OhrxryZs_OQ&index=7&list=PLC7c0J_v62jqsJSzDA4lhWYSvxmTmr1JB
CO-ORDINATION https://www.youtube.com/watch?v=8oq9Id9JPiU&list=PLC7c0J_v62jqsJSzDA4lhWYSvxmTmr1JB&index=10
Sample Lesson - Throwing
The following is a sample lesson of fundamental movement skill ‘throwing’ taken from Ophea. Included below the lesson is a checklist for assessment (also provided by Ophea).
Grade: 2
Fundamental Movement Skill: Throwing
Students will actively participate in target activities, send a variety of objects to a target using an underhand throw using simple tactics, and demonstrate behaviours and apply procedures to maximize safety.
Curriculum expectations:
A1.1 - actively participate in a wide variety of program activities, according to their capabilities while applying behaviours that enhance their readiness and ability to take part (2010 Ontario H&PE Curriculum p. 88)
A3.1 -demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity (p. 90)
B1.4 - send objects of different shapes and sizes at different levels and in different ways, using different body parts (p. 92)
B2.2 - apply a variety of simple tactics to increase their chances of success during physical activities (p. 93)
Materials: Masking Tape, 25 beanbags, 5 of each colour (i.e. 5 red, 5 green, 5 blue, 5 yellow, 5 orange)
Activity: Target Toss!
Make five lines using different coloured tape (or consider using lines on the activity area floor). Lines will have about 30 centimetres between them.
The fifth line (the farthest line) is worth five points. The fourth line is worth four points, the third line is worth three points, the second line is worth two points and the first line (the closest line) is worth one point.
For a larger group than what we currently have in our colour groups, set up a number of playing areas, allowing students to work in groups of 3 – 5.
Each player is given five beanbags of a colour that is different from the other players’.
Standing 10 paces behind the first line, the players alternate throws, trying to accumulate the highest number of points with their five beanbags.
Teacher moves among students individually reminding them about proper underhand throwing technique discussed earlier. Teacher prompt: “What happens when you throw with more force?”
Student response: “The beanbag goes farther, and higher up in the air too!”
Working in their groups, students select one of the strategies worked on throughout this lesson and practise it while repeating Target Toss. This time teams play cooperatively without values assigned to lines. Partners work together to have one of their team mate’s beanbags on each line. To allow for variance in abilities, allow students to select which line they would like to throw to.
To modify the task, reduce the space between lines; shorten the throwing distance (5 paces instead of 10).
Assessment of the Fundamental Skill:
A checklist will be used to determine if students have ‘got it’ or are ‘still working on it’ based on the following underhand throw success criteria:
Application B1.4 Sending Objects
Preparation
Execution
Follow-Through
Application B2.2 Apply Simple Tactics
Strategies
Feedback:
Encourage students to focus on their form, rather than randomly throwing the bean bag or ‘just trying to win’. Model and demonstrate proper form if necessary. Give specific feedback as it relates to preparation (are you focused on the target, are your eyes in the direction that the beanbag has to travel), execution (is the student stepping with the opposite foot so that it is in line with the target line? Are they using varying force?) andfollow-through (is the follow-through toward the target ?) Also encourage communication and cooperative behaviour with team mates and use descriptive feedback to help students be successful.
Link to PDF of lesson:
http://teachingtools.ophea.net/lesson-plans/hpe/grade-2/kicking-and-throwing-accuracy/target-toss
Target Toss Assessment Checklist:
Grade: 2
Fundamental Movement Skill: Throwing
Students will actively participate in target activities, send a variety of objects to a target using an underhand throw using simple tactics, and demonstrate behaviours and apply procedures to maximize safety.
Curriculum expectations:
A1.1 - actively participate in a wide variety of program activities, according to their capabilities while applying behaviours that enhance their readiness and ability to take part (2010 Ontario H&PE Curriculum p. 88)
A3.1 -demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity (p. 90)
B1.4 - send objects of different shapes and sizes at different levels and in different ways, using different body parts (p. 92)
B2.2 - apply a variety of simple tactics to increase their chances of success during physical activities (p. 93)
Materials: Masking Tape, 25 beanbags, 5 of each colour (i.e. 5 red, 5 green, 5 blue, 5 yellow, 5 orange)
Activity: Target Toss!
Make five lines using different coloured tape (or consider using lines on the activity area floor). Lines will have about 30 centimetres between them.
The fifth line (the farthest line) is worth five points. The fourth line is worth four points, the third line is worth three points, the second line is worth two points and the first line (the closest line) is worth one point.
For a larger group than what we currently have in our colour groups, set up a number of playing areas, allowing students to work in groups of 3 – 5.
Each player is given five beanbags of a colour that is different from the other players’.
Standing 10 paces behind the first line, the players alternate throws, trying to accumulate the highest number of points with their five beanbags.
Teacher moves among students individually reminding them about proper underhand throwing technique discussed earlier. Teacher prompt: “What happens when you throw with more force?”
Student response: “The beanbag goes farther, and higher up in the air too!”
Working in their groups, students select one of the strategies worked on throughout this lesson and practise it while repeating Target Toss. This time teams play cooperatively without values assigned to lines. Partners work together to have one of their team mate’s beanbags on each line. To allow for variance in abilities, allow students to select which line they would like to throw to.
To modify the task, reduce the space between lines; shorten the throwing distance (5 paces instead of 10).
Assessment of the Fundamental Skill:
A checklist will be used to determine if students have ‘got it’ or are ‘still working on it’ based on the following underhand throw success criteria:
Application B1.4 Sending Objects
Preparation
- Focus on the target
- Eyes are in the direction that the bean bag is to travel
Execution
- Students steps with opposite foot so that it’s in line with intended target
Follow-Through
- Follow through is toward target
Application B2.2 Apply Simple Tactics
Strategies
- Moves closer to target to be successful
- Sends with varying force
- Communicates with team mates
Feedback:
Encourage students to focus on their form, rather than randomly throwing the bean bag or ‘just trying to win’. Model and demonstrate proper form if necessary. Give specific feedback as it relates to preparation (are you focused on the target, are your eyes in the direction that the beanbag has to travel), execution (is the student stepping with the opposite foot so that it is in line with the target line? Are they using varying force?) andfollow-through (is the follow-through toward the target ?) Also encourage communication and cooperative behaviour with team mates and use descriptive feedback to help students be successful.
Link to PDF of lesson:
http://teachingtools.ophea.net/lesson-plans/hpe/grade-2/kicking-and-throwing-accuracy/target-toss
Target Toss Assessment Checklist: