Secondary Literacy Framework – Writing Modeling: Health and Physical Education


today we’re going to be discussing
having students in health and physical education write their smart goals this
could be done in the physical education setting or the health classroom setting
we try to emphasize that we can be doing just as much literacy reading and
writing in the gym as a classroom today we’re going to be working on students
identifying an area of deficiency regarding their health and wellness
scores this student would be choosing to improve their cardio respiratory or
cardiovascular endurance and choosing their pacer test one of the challenges
that we come across sometimes with our students is having them be reflective
and identify what areas they need to improve they may not realize that their
pacer score or their curl-ups or the push-ups are below
the healthy zone so I think it’s important that as teachers we provide
evidence somehow instead of just telling our students you need to improve on this
and that we want to have them do the research and identify and reflect on
their own so what I would recommend is printing out and providing each student
with their fitness portfolio and also posting or giving handouts of the
healthy zones we can work through with the students to have them identify which
of their scores are meeting their healthy zones and which of their scores are not
hopefully this student would come across that their pacer score either needs
improvement or is below the healthy zone this could be a student that is doing
very well on their fitness scores and they just decide that they really want
to shoot for the stars with their Pacer score and that’s great too but I would
provide all the students with their portfolios will should be a normal thing
when we go over our fitness scores that they can write in their scores and
they’re the ones keeping track we’re keeping track and if it’s but it’s
important for them to put pencil to paper and have some ownership of their
own scores instead of just running the test or performing the tests and we do
all the recording so having the students reflect on this this student again would
choose their pacer score and what I plan on doing
walking the class or the student or the entire class through how to write a
proficient smart goal I want to model for them the example of a poor smart
goal and what I hope is for the class to in a class discussion share and think
out what’s wrong with this goal I could reference my list down here my SMART
goal chart where as a class we should be able to identify every part of this
every row of this chart and within our SMART goal so we’re constantly going to
be checking back here making sure that by the time we get to a proficient SMART
goal it meets all those standards ok so now I’m going to kind of switch over to
the teacher modeling as if I’m teaching the class to my students okay class so
today we’re gonna be talking about writing our SMART goals and identifying
an area that you would like to improve this could be an area where you’re
within the healthy zone and you really want to just shoot for the stars and get
the best score you can this could be a area of your physical fitness that you
feel is lacking or you’re showing a deficiency we’ve handed out your fitness
portfolio so we’re gonna spend some time going through our portfolios and kind of
circling and identifying which of our scores need improvement to meet those
zones if all your scores fall within the zones that’s awesome but we’re still
going to choose a a test or a component of your fitness that you choose to
improve so for example when we talk about writing these SMART goals let’s
pretend that you chose your Pacer test is what you wanted to improve I have an
example here of a poor smart goal and this one says I will improve my Pacer
test so as a class what can we identify right off the bat is wrong with this
goal we should be able to identify that this goal is specific it’s talking about
the Pacer test but it is missing a lot of components of the SMART goal this has
no time-bound component this this poor smart goal does not
talk about when they’re gonna be completing this goal it’s specific in
talking about the Pacer test but it does lack specificity and how much they want
to improve just saying you want to improve on something is a very vague and
broad term so let’s think about how much we actually want to improve so as a
class we have come up with a way to improve this statement by saying I will
improve my Pacer test by five laps now this is definitely an improvement we’ve
made it more specific where we’re talking about the Pacer test and now we
have a measurable goal that is more specific by saying five laps I’ll know
that if I got 40 laps on my pacer and I’ve reached a 45 I’ve met my goal if
I’m at 42 I still have three laps to meet my goal
now we’re still missing some parts of this to make it proficient what exactly
is what needs to be added to this goal to make it a proficient smart goal that
makes it specific measurable attainable relevant and time-bound would this goal
be relevant or attainable if I said I wanted to improve my pacer score by 50
laps maybe not if you’re giving your best effort completing a 50 lap or a
drastic improvement over a short amount of time is not realistic and it might
not be attainable for all of us so as a class we’ve come up with an
improvement to make this as a proficient goal by saying I will improve my pacer
test by five laps within the next eight weeks so when we write a goal like this
especially a smart goal one of the most important parts is the T the time bound
we need to know how much work we have left and how long we have until we reach
that goal eight weeks two months is a great
amount of time to where we if we really practice this and work on our cardio
respiratory endurance this may be attainable five laps in the next eight
weeks do we only have to run the Pacer in order to achieve this goal absolutely
not what are some other activities we can do
in order to increase our cardiovascular cardiorespiratory endurance we could
talk about going on a run with our parents running with our dog other
activities such as swimming playing in your soccer games playing basketball
staying active it doesn’t just have to be your Pacer test this goal is specific
it’s measurable by our pacer test is a very measurable test where we know
exactly how many laps we’ve run this is an attainable goal saying that within
eight weeks you’re gonna be able to run five laps it’s realistic for you and
again it is time bound so that kind of wraps up our model of our lesson today
again one of the biggest challenges sometimes is getting our students
started and having them be successfully reflective on within themselves whether
you’re talking about nutrition or again Fitness scores or self-image anything
any of the things we talk about in health and PE sometimes it’s good to
have some material to jumpstart the reflection in it before they can
actually start writing

You may also like...

Leave a Reply

Your email address will not be published. Required fields are marked *