Motor Skills Education Program & Clinic

Bethune-Cookman University

MOTOR SKILLS EDUCATION PROGRAM & CLINIC PROCEDURES HANDBOOK

Bethune-Cookman University School of Education Timothy A. Mirtz DC, PhD, CAPE

CONTACT INFORMATION 640 Dr. Mary McLeod Bethune Blvd. Daytona Beach, Florida 32114 [email protected] Kottle 221 (386) 481-2395

*Revised January 2017

TABLE OF CONTENTS College of Education Conceptual Framework 3 MOTOR SKILLS EDUCATION PROGRAM & CLINIC CLIENT SECTION 4 Program philosophy 4 Program mission 4 Program objectives 4 Opportunities 5 Movement exploration 5 Motor Skills Education Program & Clinic Application 6 Medical & Developmental History Quick Reference Form 6 Release Form 9 Fee for Services Notification 9 Picture Release Form 9 Release of Information 9 Policy on Release of Child 9 Initial Screening 10 Proprioception Tests 11 Coordination Tests 11 Cranial Nerve Assessment 12 Results of Assessment and ABCD Goals 13 Progress Notes 14 MOTOR SKILLS EDUCATION PROGRAM & CLINIC STUDENT SECTION 15 Policies and Procedures 16 Internship Activities Form (see also page 32) 17 Lesson Planning 18 Lesson Planning Rubric 19 Attitudes and Belief Survey Pre-test 21 Journal Reflection Questions 22 Rubric for IEP 23 Danielson’s Contextual Factors 24 TOOLBOX OF ABILITIES 25 Glossary to Terms 26 NASPE Standards 29 Core Principles 30 Addendum: Quick Disposition Form 30 Addendum: Additional Log Hours 31

MOTOR SKILLS EDUCATION PROGRAM & CLINIC CLIENT SECTION

§ Program Philosophy: The belief that all people can learn through play.

§ Program Mission: The mission of the Motor Skills Education Program & Clinic is to offer a curriculum of developmental motor skill activities to children and special needs children and adults in the community and surrounding area and to provide an avenue of an embedded practicum training experience for students majoring in health, physical education, exercise science and therapeutic recreation. An ancillary mission of the program is to offer individualized motor instruction through the program’s clinic.

§ Program Objectives: The Motor Skills Education Program & Clinic seeks to improve the motor fitness of children and adults with special needs by concentrating on fine and gross motor skills and patterns. In addition, the program concentrates on the improvement of self-esteem by strengthening the psychomotor, cognitive and affective domains through success at play. The Motor Skills Education Program & Clinic offers children and adults with special needs a unique opportunity to enhance their psychomotor, affective and cognitive skills and gain success at a variety of activities. Though this program, the person with a special need can gain participation in school and social events; and as a result, the goal of overall development of the learning potential of children and adults can be enhanced.

OPPORTUNITIES

As a client enrolled in the program you will be given the opportunity to enhance your motor skills. Areas that clients work with are in the psychomotor, affective and cognitive learning domains. Motor skill areas include the following perceptual motor skills: Static and Dynamic balance

Laterality and directionality

Gross motor skills

Fine motor skills

Hand-eye and/or eye/hand coordination

Overall motor control

We teach the above skills through the following activities: Bean bag games

Bowling games

Batting games

Throwing games

Catching games

Kicking games

Fun with balloons and balance tubes

And many other fun activities!!!

MOVEMENT EXPLORATION

At the MSEP&C we utilize a technique known as “movement exploration.” This technique concentrates on the improvement of self-esteem by strengthening the creative aspects of a person’s psychomotor, cognitive and affective domains through success at play. As a result, the goal of improved learning potential can be enhanced.

MOTOR SKILLS EDUCATION PROGRAM & CLINIC APPLICATION

Overview of the Program—The Motor Skills Education Program & Clinic is a unique community service offered by Timothy Mirtz who is employed as a faculty member at the Bethune-Cookman University. The mission of the Motor Skills Education Program is to offer a curriculum of developmental motor skill activities to children and special needs children and adults in the greater Daytona Beach, Florida area and to provide an avenue of clinical training for Indiana Tech health, physical education & recreation students.

The Motor Skills Education Program & Clinic seeks to improve the motor fitness of children and adults with special needs by concentrating on fine and gross motor skills and patterns. In addition, the program concentrates on the improvement of self-esteem by strengthening the psychomotor, cognitive and affective domains through success at play. The Motor Skills Education Program & Clinic offers children and adults with special needs a unique opportunity to enhance their psychomotor, affective and cognitive skills and gain success at a variety of activities. Through this program, the person with a special need can gain participation in school and social events; and as a result, the goal of overall development of the learning potential of children can be enhanced.

MEDICAL & DEVELOPMENTAL HISTORY QUICK REFERENCE FORM

Please PRINT and Write Legibly

Child’s Full Name______Current Date______

Full Address______

Phone:______Child’s DOB______Age______(yr & month)

Reason for Referral to Program (Diagnosis)______

What do you hope to see your child accomplish with the Motor Skills Education Program & Clinic? ______

Does Your Child Have Any Allergies?

If Yes, Explain:______

List All Medications Your Child Is Taking?

______

Referred to Program By:______(Name & Title)

______(Physician Address) (Phone) Name of Current School______Grade______

Father’s Name______Age______

Father’s Occupation______Education______6

Mother’s Name______Age______

Mother’s Occupation______Education______

Siblings Names & Ages:______

Used Only by the Bethune-Cookman University Motor Skills Education Program & Clinic for Educational Purposes

CHILD’S MEDICAL HISTORY Birth YES NO UNKNOWN Was your child premature? Baby’s Birth Weight: ___lbs. ____oz APGAR Score If Known:______Normal Birth In Every Respect? Child’s Height At Birth: ______inches

Child’s Health: The Following Questions Pertain to Your Child At Any Time Since Birth

GENERAL HEALTH QUESTIONS Yes No UNKNOWN CONCERNED? Has Your Child Ever Had Any Trouble Seeing? Has Your Child’s Eyes Ever Looked Crossed? Has Your Child Ever Had Frequent Ear Infections? Has Your Child Ever Had Any Trouble Hearing? List All Illnesses: Does Your Child Have Any Allergies? Has Your Child Ever Had Fainting Spells? Has Your Child Ever Had Frequent Headaches? Has Your Child Ever Had Dizzy Spells? Has Your Child Ever Had Convulsions? Has Your Child Ever Had Any Orthopedic Problems? Has Your Child Ever Worn Braces? Has Your Child Ever Worn Corrective Shoes? Has Your Child been In A Cast? Has Your Child Had Problems With Limbs? Is Your Child Active? When Tired, Does your Child Say So? Has Your Child Had Difficulty In Sleeping? Does Your Child Get Along Well With Other Children? Has Your Child Ever Been Given a Psychological Evaluation? Does Your Child Revert To Bad Habits When Under Stress Or Pressure?

Is Your Child A Happy Person? Does Your Child Have Abnormal Fears? QUESTIONS YES NO UNKNOWN CONCERNED? Can Your Child Throw And Catch A Ball? Can Your Child Ride A Tricycle? Has Your Child Confidence In His/Her Movement? Does Your Child Have Good Self-Help Skills? Is Your Child Under The Care Of A Physician? Did Your Child Attend A Preschool Program? Age At Entrance To Kindergarten: Years_____ Months______aaaaa aaaa aaaaaaaaaa aaaaaaaaaaaaa Does Your Child Like School? Has Your Child Ever Repeated a Grade? Does Your Child Have Any Difficulties In School? 7

What Is Your Child’s Weakest Subject In School? Subject(s): ADDITIONAL COMMENTS ABOUT YOUR CHILD OR FAMILY:

______

Motor Skills Education Program & Clinic

Release Form

My child:______will be a participant in the Motor Skills

Education Program & Clinic at Bethune-Cookman University. The Motor Skills Education Program & Clinic program will involve activities in the gymnasium. The program director will supervise each session. I realize that injury during any activity is possible. Should my child become injured during a session, the child’s clinician and/or the program Director will immediately take appropriate assistive measures. However, I will be solely responsible for health insurance and protection.

Client______Parent’s Signature______

Witness ______Date ______

The Motor Skills Education Program & Clinic Fee for Services Notification

By signing below, you acknowledge that you have been informed and accept responsibility for a $30 per hour per session fee for services rendered to your child by the Motor Skills Education Program & Clinic for each semester in which he/she is enrolled in the program. If unable to pay fee, special reduced rate arrangements can be made. Signature ______Will pay fee $____ Reduced rate amount $____ Date ______Pro bono $0______

Motor Skills Education Program & Clinic Picture Release Form

Permission is granted for ______to have His/Her picture taken. These pictures will be used for educational and research purposes.

______Date Signature Parent/Guardian

RELEASE OF INFORMATION

To: ______

Re: Name ______

Address ______

City/State/Zip ______

Telephone ______

Dear ______

I/We understand that by signing this statement I/We authorize the Motor Skills Education Program & Clinic to send to or obtain from other professional agencies or persons, etc. any relevant information regarding: Parent or Guardian ______Date ______

Motor Skills Education Program & Clinic POLICY ON RELEASE OF CHILD

The Motor Skills Education Program & Clinic will not release a child to anyone other than parents, custodians, or guardians of the child. We must have written authorization for the release of the child to anyone other than the specified adults. Please list below the authorized adults who have your permission to pick up your child. All authorized adults will need to provide the Clinic with one piece of picture identification when picking up the child.

NAME PHONE RELATION

______

______Parent Signature

______Date

Motor Skills Education Program & Clinic INITIAL SCREENING

STUDENT ______M ___ F ____ AGE ___ DATE ______EVALUATOR ______Dominant Hand: ______Reflexes______R_____L Dominant Foot: ______Rhomberg +/- Dominant Eye: ______Accomodation +/- Peripheral vision (lateral)______R______L Peripheral vision (superior/inferior)______/______

BODY AWARENESS COMMENTS Identification of Body Parts NA 4 3 2 1 0 Differentiation NA 4 3 2 1 0 Spatial Awareness NA 4 3 2 1 0 BALANCE COMMENTS Static NA 4 3 2 1 0 Dynamic NA 4 3 2 1 0 LOCOMOTOR SKILLS COMMENTS Walking NA 4 3 2 1 0 Running NA 4 3 2 1 0 Horizontal Jumping NA 4 3 2 1 0 Hopping NA 4 3 2 1 0 Skipping NA 4 3 2 1 0 Stair Climbing NA 4 3 2 1 0 Ascending NA 4 3 2 1 0 Descending NA 4 3 2 1 0 MANIPULATIVE SKILLS Gross Motor COMMENTS Catching NA 4 3 2 1 0 Throwing NA 4 3 2 1 0 Kicking NA 4 3 2 1 0 Fine Motor Chalkboard/Whiteboard NA 4 3 2 1 0 Paper/pencil NA 4 3 2 1 0 Self-Help (ability to do basic activities of NA 4 3 2 1 0 daily living ADL) LATERALITY AND DIRECTIONALITY COMMENTS Midline NA 4 3 2 1 0 Reversals NA 4 3 2 1 0 Left/Right Naming NA 4 3 2 1 0 Left/Right in Space NA 4 3 2 1 0 OTHER COMMENTS (Toolbox of Abilities) 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 SCORING RUBRIC 4 3 2 1 0 NA=not assessed 4 Individual is able to complete the task successfully without any observable difficulties. 3 Individual is able to complete the task successfully but there is a minimal amount of difficulty. 2 Individual is able to complete the task and has a moderate amount of difficulty. 1 Individual is unable to complete the task and has a minimal to moderate amount of difficulty. 0 Individual is unable to complete the task totally and has an extreme amount of difficulty. 10

NA Not Assessed

PROPRIOCEPTION TESTS

SKILL TESTING PROCEDURE Proprioceptive Finger-Nose Pt. keeps eyes closed Test Examiner lightly touches 1 of pt.’s fingers & ask them to touch pt.’s nose with that finger Repeats by touching finger on opposite hand Patients with proprioceptive loss have difficulty without visual input Proprioceptive Movement Test Pt. keeps eyes closed Examiner moves pt.’s finger or toe up or down by grasping it on the sides to lessen clues by pressure Pt. then tells which way digit moved Proprioceptive Space Test Pt. keeps eyes closed Examiner places 1 of pt.’s hands or feet in a selected position in space Then ask pt. to imitate position with opposite limb or to find the hand or foot with opposite limb

COORDINATION TESTS

SKILL TESTING PROCEDURE Finger-to- Pt. stands/sits with eyes open & is asked to bring index finger to nose nose test Repeat with eyes closed Both arms tested several times with increasing speed Should be easy, smooth, & quick

Finger- Ask pt. to touch each finger with thumb of same hand thumb test Normal side tested first, then injured side Compare for coordination & timing Hand flip Ask pt. to touch back of opposite, stationary hand with anterior fingers test Flip” test hand over, & touch opposite hand w posterior fingers Several repeats, testing both sides Compare 2 sides coordination/speed Finger Ask pt. to drum index & middle finger of 1 hand up & down as quickly as possible on back of other hand drumming Repeat with opposite hand test Compare 2 sides coordination/speed Hand-thigh Ask pt. to pat thigh with hand as quickly as possible on uninjured side 1st test To make more complex ask pt. to supinate & pronate hand between each hand-thigh contact Compare 2 sides coordination/speed Past Pt. & examiner face each other pointing Examiner holds up both index fingers 6” apart test Ask pt. to lift arms overhead & then bring down to touch examiner’s index fingers Repeat with eyes closed Normally, no problem Pts. with vestibular disease have problems with past pointing Heel-to- Patient lies supine, eyes open knee test Pt. touches opposite knee with heel & then slides down that shin Repeat w eyes closed, both legs Repeat several times, increase speed Note coordination differences, tremor

Cranial Nerve Assessment

SKILL SENSORY, MOTOR, TESTING PROCEDURE REFLEX (1) Olfactory (I) smell provide distinct smelling objects (2) Optic (II) visual acuity & field identify # of fingers, read (3) Oculomotor (III) pupillary reaction shine light in each to assess reaction, upward, downward, & medial gaze (4) Trochlear (IV) eye movements have eye follow finger without moving head, downward & lateral gaze (5) Trigeminal (V) facial sensation & motor identify location of touch about face, hold mouth open against resistance, corneal reflex, grit teeth (6) Abducens (VI) motor, lateral eye have patient move eyes from side to side, lateral gaze movements (7) Facial (VII) motor, sensory smile, wrinkle forehead, wink, puff cheeks, close eye tight, identify tastes with anterior tongue (8) Acoustic (VIII) hearing, balance identify sounds, finger to nose, heel to knee, Rhomberg’s (9) swallowing, voice say “ah”, swallow, Glossopharyngeal (IX) (10) Vagus (X) gag reflex (11) Spinal (XI) neck strength resist head rotation, shoulder shrugs (12) Hypoglossal tongue movement & stick out tongue, move rapidly (XII) strength

ABCD FORM

1. Overall Results of the Assessment, including observed incidental behaviors affecting testing, time of day, conditions of assessment, mood of child etc.

2. Child’s Specific Strengths (list those items that appear to be strengths based on ability)

3. Child’s Specific Needs (as based on the referral, parental concern and assessment)

4. Perceptual Motor Development: Primary Goal(s) and Accompanying Motor Behavioral Objectives

ABCD Method (with example) Goal # A = Audience B = Behavior C = Condition D = Degree (3/4 trials 2 The child (throw, run, do a sit- (a distance of 10 feet days in a row) will… up) independently) Goal 1

Goal 2

Goal 3

5. Projected Completion Date:

6. Equipment Required:

7. Measurable and objective Behavior Objectives: 1. 2. 3.

8. Remediation Activities (lab, school, home) – brief description of each (*activities to meet objectives) (1)

(2)

(3)

OTHER NOTES OF INTEREST

MOTOR SKILLS EDUCATION PROGRAM & CLINIC PROGRESS NOTES STUDENT______DATE______EVALUATOR______

SUBJECTIVE:

OBJECTIVE:

ASSESSMENT:

PLAN/PROGRESS:

This criterion refers to the student's level of performance and application of a variety of skills required across a range of activities. Different activities will demand a different set of motor skills. The higher levels of achievement on this criterion are characterized by competence in a wide variety of skills for the given activity. Excellence in a single skill does not merit the award of the highest levels of achievement. Level of Achievement Descriptor 0 The student does not reach a standard described by any of the descriptors given below. 1 The student attempts to apply physical responses in simple performance environments. 2 The student performs and applies some physical responses accurately in simple performance environments. 3 The student performs and applies a range of physical responses accurately in some complex performance environments. 4 The student performs and applies a range of physical responses fluently and with speed and/or accuracy in most complex performance environments. 5 The student performs, applies and adapts a wide range of physical responses fluently and consistently with speed and accuracy in complex performance environments. SOURCE: PTR Online Planning, Teaching & Reporting Online http://ozpk.tripod.com/assess

MOTOR SKILLS EDUCATION PROGRAM & CLINIC STUDENT SECTION

POLICIES AND PROCEDURES

1. Arrange your schedule so that you can arrive at the school well before your observation is to begin. NEVER enter a practicum site late.

2. If you have not been given a staff identification, go directly to the supervisor’s office and sign in—even if you know your field-based supervisor. The school/agency must keep a record of all visitors. Do not ask the school to take messages for you.

3. Before leaving, be sure to check out with the supervisor’s office. Also, make sure your field-based supervisor understands when your observation is completed.

4. Ask the office personnel for help in locating your room—do not wander through the halls alone. Request a building map and a school policy handbook.

5. Your appearance should be clean, neat, and professionally appropriate. No jeans, t-shirts, caps, low necklines, bare midriffs, or short skirts. Dress as you would professionally in the physical education setting that conveys respect for the field.

6. You are not to bring any food, drink, gum, cigarettes, etc. with you into either the school or classroom.

7. Conduct yourself as a TEACHER while in the classroom and school. DO not converse with the students while the field-based supervisor is speaking or condone misbehavior. Do not leave the classroom once inside unless it is an EXTREME emergency.

8. If you must be absent for part of your observation, you are required to inform your field-based supervisor personally. Failure to notify may result in loss of field placement and a failing grade for the course. Report all field-based absences to course instructor immediately.

9. Follow your clinic supervisor’s directions. Do not ask to do more than your teacher wishes, or refuse reasonable requests. You should be observing as well as participating in the classroom activities. Make a point to ask your field-based supervisor for additional responsibilities and show enthusiasm as you work with students. You are not a substitute teacher and as an unlicensed teacher in training, your field-based supervisor or another faculty member must remain in the room with you at all times.

10. Your assignment is to observe/participate in the classroom, NOT to EVALUTE the field-based supervisor, curriculum, or school.

11. ALWAYS thank the student and parent at the end of your observation. Your gesture will be remembered, and internships will be welcomed in the future.

LESSON PLAN Name______DATE______

Unit: Standard(s): Grade: Lesson Focus: Sequence: Facility/Equipment:

Use of Technology in Lesson (What technology will be used and rationale; explain why technology was not utilized):

Lesson Intro (What will you say to get the students’ attention, communicate the lesson objectives, and motivate students to achieve them?):

Learning Objectives Performance (what the learner Criterion (level of performance Assessment (procedure for should be able to do): considered acceptable): determining whether objectives have been met):

Safety considerations :

Modifications for Diverse Learners (How will your lesson plan address each? Give explanation as to why modifications were not addressed?): 1: ELL 2: Special Needs: 3: Cultural Relevance

Learning Activities Time Formation Activity Bloom’s Transitions; Taxonomy Comments

Closure (What will you say and do to help students recall the lesson objectives and recognize what they’ve learned? How will you meet one or more of the following goals: review, accountability, cool-down, recognition, interpersonal communication, future plans?):

Reflective Comments (to be completed after the lesson):

LESSON PLAN RUBRIC Total NAME ASSIGNMENT ____/3 DATE COURSE 6 ELEMENT Below Expectations Meets Expectations Exceeds Expectations Score 1 2 3 Objective(s) Objectives are not Objectives are clearly written and Objectives are clear; all are included or do not tell most are measurable; objective(s) measurable; they include the condition, what the student will tells what the student will be able behavior, & criteria do. to do; some fit standard. and tell what student will do. They fit the standards. Standards No standards are stated Standards are stated and are Standards are stated and are aligned Each discipline or standards are not aligned with the task. Standards with the task. Standards are selected will identify aligned with the task. are selected appropriately for the appropriately for the developmental the standards developmental level and content. level and content. Aligns to lesson appropriate for objectives, procedures, and the discipline. assessment.

Materials/ Materials/ equipment Necessary materials/ equipment/ Materials/ equipment/ Equipment/ resources are not listed resources for the lesson are listed resources are listed along with the Resources or are inappropriate; or and the quantity needed is noted. details for preparation and use. The sources are lacking. Sources used are cited. equipment/materials/ resources enhance active student participation in learning. Sources used are cited. Modifications Does not identify Identifies appropriate Identifies 3 or more appropriate For Diverse appropriate modifications for 2 diverse groups modifications that fit the lesson and the Populations modifications for (cultural, ELL, exceptionalities) needs of at least 2 diverse groups of diverse learners that fit of learners. learners. the lesson. Technology Uses no technology or Employs appropriate technology Employs appropriately integrated inappropriate linked to task or used to develop technology that extends the learning or technology; or omits a the lesson or provides a rationale lists a potential use of technology for rationale for not using for not using technology. the lesson. technology. Assessment Assessment/rubric is Assessment/rubric is identified Assessment/rubric is appropriate for missing or does not and aligned to objectives and level and lesson, objectives and align with standards. standards, and plans for feedback to standards/objectives. learners. Below Expectations Meets Expectations Exceeds Expectations Score 1 2 3 Lesson Intro No clear introduction or Planned for gathering students, Plan for gathering students, it was unrelated to the communicated behavior and communicated behavior and lesson learning task or lesson objectives. objectives was installed. Plan for objective. motivation through novelty, media, questioning, inspiring, appeared enthusiastic was stated. Learning Only the psychomotor Activities incorporate two (2) of Lesson meets all three (3) of Bloom’s Activities aspect of Bloom’s the three aspects of Bloom’s taxonomy (cognitive, affective, and taxonomy is met in the taxonomy (cognitive, affective, psychomotor). entire lesson plan. and psychomotor). Timing, Time, formation and Activities fit time period and Activities fit time period and Formation, transitions are transitions are feasible. transitions are feasible and detailed and unrealistic based on the plans to facilitate seamless transitions Transitions activity. are included. Safety No description of safety Plan to cover safety of the A thorough plan was presented to was presented. equipment utilized, space, and cover all aspects of the lesson, space, surrounding environment as well equipment and student involvement potential student involvement with equipment and activity was with equipment and space. covered. Closure No description of Planned for closure activities that Closure covered all aspects of review closure activities facilitate recall and review of i.e. accountability, cool-down, presented or they do not lesson objectives. recognition, interpersonal fit lesson objectives. communication and future plans. 19

Reflective Presented no or few Asked at least three (3) basic Presented more than three (3) Comments questions to consider in questions relative to this lesson’s reflective question and at least some of reviewing effectiveness effectiveness. indicate higher order thinking. of class. Attitudes and Beliefs Survey PRETEST POST TEST

Please take your time to answer each question individually and truthfully. There is no time limit or grade associated with your responses. 1. Gender M F 2. Age ______3. Major ______4. Name ______

Circle the response that best indicates your present level. 1 Please rate the amount of experience or None Very Little More than 3 More than 5 contact you have had working with students hours hours with disabilities. 2 Please rate your level of knowledge about None Very little Some A lot disabilities.

Place a check mark in the response that best fits your level of agreement or disagreement. Strongly Disagree Agree Strongly Disagree Agree 3 Students with physical and mental disabilities should be included in a general physical education class? 4 I would gladly teach a student with a hearing impairment. 5 I would gladly teach a student who has a physical disability. 6 I would gladly teach a student who has a visual impairment. 7 I feel confident in my ability to teach a student with a disability of any kind. 8 I get nervous when I think about working with students with disabilities. 9 Students with disabilities have the same potential to learn as students without disabilities. 10 When first approached by a student with a disability, I would feel uncomfortable. 11 This experience will help me develop confidence in working with students with disabilities. 12 I am willing to find ways to broaden my knowledge about methods of teaching special populations. 13 Having this class as a requirement for Physical Education majors and minors is beneficial. 14 Pre-professional experiences are great ways to prepare students for the future. 15 Developing lesson plans for students with special needs is more difficult than preparing lessons for general education students. 16 I am scared to work with students with disabilities. 17 I can effectively communicate with students with disabilities. 18 I feel I can understand students with disabilities adequately. 19 I feel I can meet the needs of my assigned student. 20 I feel that experience is the best way to learn.

Journal Reflection Questions

For every week, you will be required to hand in one journal as a requirement of the class. Please answer the three questions provided in a short answer essay as detailed as you can. submit them to me IN A HARD COPY 5:00 pm, Friday of that week. Remember to save a copy of each journal every week just in case there is a problem.

1. Describe the events of today’s experience. Remember to include your emotions and feelings whether they are good or bad, throughout the experience.

2. Describe a specific event that happened today that stands out in your mind and explain why.

3. Looking back at the day’s lesson, what are some things you think you could have or would have done differently?

Rubric for IEP Paper Definition Developing Progressing Scholarly Paper Goal: The goal The goal is The goal shows some The goal contains a statement is written inadequate, limited thought and thorough properly and includes thought or transference of understanding of all objectives being transference of instruction. content and data. All used. instruction was aspects of the utilized. assignment were evident. 10 points Objectives: The The objectives are The objectives show The objectives contain objectives are written inadequate, limited some thought and a thorough as on sentence thought or fewer than only 3-4 of the 5 understanding of statements with 3 objectives are elements are included content and data. All achievement date, correct or missing in the 3 objectives aspects of objectives student’s name, action elements and of the assignment verb, criteria for were evident. .30 success, and location points in proper order. Baseline: A baseline The baseline is The baseline shows The baseline contains statement is provided inadequate, limited some thought and a thorough for each objective thought or no pretest there was a pretest understanding of written. results for each of the used to determine a content and data. All objectives were not baseline. aspects of the provided or were too assignment were close to pretest evident. 30 points results. Plan: A plan is The plan is The plan was The plan contains a provided that has the inadequate, it did not provided but time thorough student training the provide number of length was not correct understanding with 21 proper number of days or length of time or not enough days the proper amount of days per week and for age group or child were provided. time needed and proper length of time needed. number of days per according to federal week for the child’s guidelines. needs based on federal guidelines. Learning Mode: Two The learning modes The learning modes The learning modes primary learning are inadequate, show some thought contain a thorough modes have been limited thought or and transference of understanding of provides.(seeing, transference of instruction. Two content and data and hearing, doing) instruction was modes were provided how to apply them in utilized. No learning but no example of teaching All aspects modes were provided how to apply them to of the assignment or only one. teaching was given. were evident.. 5 points Sensory Techniques: The sensory There are 2 or more The sensory The student has techniques are techniques presented techniques contain a provided several inadequate, and do not but may not cover all thorough sensory techniques to match any learning learning modes. understanding of use with the client that modes above. content and data and corresponds with the for all designated client’s learning modes All aspects of modes. the assignment were evident. 5 points. 5 points Motor Suggestions: The motor Some of the motor The motor The student has suggestions are suggestions were suggestions contain a utilized the proper inadequate and did provided but not all of thorough four motor not include them. understanding of suggestions in proper demonstration, content and data. All order for teaching a physical shaping, aspects of the step or task. physical and verbal appropriate motor prompting and suggestions were independent evident. 5 points performance. Emotional The emotional The emotional The emotional Considerations: The considerations are considerations they considerations contain student has identified inadequate, or were identified were a thorough a behavior that the not included in report. appropriate but there understanding of client exhibits when was inadequate depth content and data. All upset and has of how to handle it. aspects of the identified an assignment were appropriate response evident. to that behavior. 5 points Criterion for Step The criterion for step The criterion for step The criterion for step Movement: The utilized was movement shows movement contains student has utilized inappropriate. some thought. one of the two one of the two appropriate levels. 5 points

appropriate criterion for step movement.

Danielson’s Contextual Factors Domain 1: Planning and Preparation 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments Domain 2: Classroom Environment 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space Domain 3: Instruction 3a: Communicating with Students 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities 4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism

TOOLBOX OF ABILITIES Note: we do not use “hand-eye coordination” as clinicians Perceptual-Motor Abilities (Fleishman) Reaction Time Important in tasks where there is a single situation and a single response, where speed of reaction is critical, as in simple reaction time (example is a sprint start in a dash). Response orientation Involves quick choices among numerous alternative movements, more or less as in choice reaction time (such as a goalie in hockey responding to a shot on goal). Control precision Requires highly controlled movement adjustments, particularly when larger muscle groups are involved (for example, tasks requiring careful positioning of the arms and feet as in operating large equipment). Finger dexterity Involves tasks requiring the manipulation of small objects (for example, threading a needle or eating spaghetti). Manual dexterity Underlies tasks in which relatively large objects are manipulated with the hands and arms (such as dribbling a basketball). Multi-limb coordination The ability to coordinate the movement of a number of limbs simultaneously (such as serving a tennis ball or playing the drums). Rate control Involves the production of continuous anticipatory movement adjustments in response to the changes in the speed of a continuously moving target or object (such as high-speed racing). Arm-hand steadiness The ability to make precise arm and hand positioning movements where strength and speed are not required (such as a waiter with a tray). Wrist-finger speed Involves rapid movement of the wrist and fingers with little or no accuracy demands (such as playing bongo drums). Aiming A highly restricted type of ability that requires the production of accurate hand movements to targets under speeded conditions (as in the rapid throw of a dart to hit a target). Physical Proficiency Abilities (Fleishman) Explosive strength Ability to expend a maximum of energy in one explosive act Static strength Exertion of force against a relatively heavy weight or some fairly immovable object Dynamic strength The ability to repeatedly or continuously move or support the weight of the body Trunk strength Dynamic strength particular to the truck and abdominal muscles of the body Extent flexibility The ability to extend or stretch the body as far as possible in various directions Dynamic flexibility Involves repeated, rapid movements requiring muscle flexibility Gross body equilibrium The ability to maintain total body balance in the absence of vision Balance with visual cues The ability to maintain total body balance when visual cues are available Speed of limb movement Underlies tasks in which the arm(s) or leg(s) must be moved quickly, but without reaction- time stimulus, to minimize movement time Gross-body coordination The ability to perform a number of complex movements simultaneously Stamina The ability to exert the entire body for a prolonged period of time General Coordination Factors (Keele) Movement rate Similar to Fleishman’s speed of limb movement, applies more to situations in which a series of movements must be made at a maximum speed Motor timing Important for the performance of tasks in which accurately timed movements are essential Perceptual timing Underlies tasks in which accurate judgments about the time course of perceptual events is required Force control Important for tasks in which forces of varying degrees are needed to achieve the desired outcome

GLOSSARY OF TERMS

Aerobic activity Light to vigorous intensity physical activity that requires more oxygen than sedentary behavior and thus promotes cardiovascular endurance and other health benefits (e.g. jumping rope, biking, swimming, running, playing soccer, basketball, or volleyball). Anaerobic activity Intense physical activity that is short in duration and requires a breakdown of energy sources in the absence of oxygen. Energy sources are replenished as an individual recovers from the activity. Anaerobic activity (e.g. sprinting during running, swimming or biking) requires maximal performances during a brief period of time. Assessment Process that enables teachers to evaluate a student’s performance, knowledge, and/or behaviors. Competency Sufficient ability to enjoy safe participation in an activity; the ability to perform and apply skills Complex Motor Skills Skills that require two or more locomotor and/or manipulative skills. Developmentally Appropriate Those aspects of teaching and learning that change with the age, experience, and ability of the learner. Developmentally Mature Movement characterized by mechanically efficient, coordinated, and controlled Pattern performances; movement that can be performed with ease, using the critical elements of a skill (e.g. step with the opposite foot when throwing). Disposition A behavior, attitude, or value.

Domains of Learning Psychomotor Behavior involving the process of change and stabilization in physical structure and neuromuscular function; the performance component. Cognitive Behavior involving the relationship between mind and body; the knowledge component. Affective Behavior involving feelings and emotions as applied to self and others through movement; the feelings component.

Fundamental Movement Skills Locomotor Movements that take a person from place to place (e.g. walk, run, hop, jump, leap, gallop, skip, slide). Non-locomotor Movements performed around the axis of the body (e.g. bend, stretch, twist, turn, push, pull, raise, lower, shake). Manipulative Movements where a person controls an object with hands or feet (e.g. toss, catch, throw, kick, strike).

Movement concepts (used to help students modify motor skills or movement sequences): Body awareness Awareness and understanding of what the body does while moving. Space Awareness and understanding of where the body moves (general or personal/self space); Direction The path of movement (forward, back, side to side, up, down, straight, curvy, zigzag). Level The height at which a movement is performed (high, medium, low). Range The relative location of one’s body (self-space, general space) and how various extensions of the body (wide/narrow, far/near, long/short, large/small) are used in movement. Effort: Awareness and understanding of how the body moves; Force The degree of muscular tension required to move the body or its parts from place to place or to maintain equilibrium (heavy, light, or somewhere in between). Flow The continuity or coordination of movements (smooth or jerky, free or restricted) whether movement is free or bound with varying degrees. 25

Time The speed at which movement takes place (fast, slow, sudden, gradual, erratic, sustained). Relationships How and where the body moves in harmony with objects or other people.

Physical Activity Bodily movement that is produced by the contraction of skeletal muscle and substantially increases energy expenditure (US Dept. of Health and Human Services, 1996).Physical activity is used as an umbrella term that has multiple dimensions or sub- categories of physical activity. Physical Activity consists of a. Exercise the following b. Sport c. Leisure Activities d. Dance e. Others Physical Fitness The body’s ability to function efficiently and effectively. It is a state of being that consists of at least five health-related and six skill-related, physical fitness components, each of which contributes to total quality of life (Corbin, 2001). Modifiable health related Smoking, High Blood Pressure, High Cholesterol, Inactivity risks factors

Health-related (physiological adaptation to increase muscle overload); Cardiovascular Endurance The ability of the cardiovascular and respiratory system to work together over an extended period of time. Muscular Endurance The ability to perform a movement over an extended period of time. Muscular Strength The ability to perform a muscle action at maximum effort. Flexibility The range of motion of various joints of the body. Body Composition The ratio of lean body mass to body fat.

Motor skill related (performance abilities as influenced by); Speed The ability to move from point to point in the shortest time possible. Agility The ability to move from point to point rapidly while making successive movements in different directions. Power The ability to perform a movement with maximum effort in a short period of time. Balance The ability to maintain one’s equilibrium. Two types: Static and dynamic. Coordination The integration of motor sensory systems into a harmonious working relationship. Reaction time The ability to show a reflexive response to a person or object.

Physiological changes The reaction of the body to a task, condition, or stressor. Physical Education Programs related to physical fitness, motor skill development, social development, and knowledge – especially K-12 programs. Siedentop (1998). Proficiency The ability to perform a skill or the art of learning with expert correctness. Sport-Related Skills Movements that are applied to a variety of games, sports, dance, and related recreational activities. Basic locomotor, manipulative, and stability skills are refined, combined, and elaborated upon so they may be used in increasingly demanding activities (e.g. lay up shot, volleyball spike, golf drive, tennis forehand).

NASPE National Standards & Grade-Level Outcomes for K-12 Physical Education The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. To pursue a lifetime of healthful physical activity, a physically literate individual:

• Has learned the skills necessary to participate in a variety of physical activities. • Knows the implications of and the benefits from involvement in various types of physical activities. • Participates regularly in physical activity. • Is physically fit. • Values physical activity and its contributions to a healthful lifestyle. Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

15 Standards of Specialized Knowledge

The purpose of the Adapted Physical Education National Standards project was to ensure that physical education for children with disabilities be delivered by a qualified Adapted Physical Educator. In order to meet this purpose a set of 15 national standards representing the content a qualified Adapted Physical Educator must know to do their job was developed. In addition, a national certification exam was developed to measure the specialized content. The content an Adapted Physical Educator must know was identified and divided into 15 broad standards. The following are brief descriptions of the specific standards. To see the standards in full, you must acquire the Adapted Physical Education National Standards Guide.

Standard 1: HUMAN DEVELOPMENT The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality APE programs.

Standard 2: MOTOR BEHAVIOR Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of APE teachers, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and apply principles of motor learning during the planning and teaching of physical education to students with disabilities.

Standard 3: EXERCISE SCIENCE As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations.

Standard 4: MEASUREMENT AND EVALUATION This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards.

Standard 5: HISTORY AND PHILOSOPHY This standard traces facts regarding legal and philosophical factors involved in current day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in their lives. Major components of each law that related to education and physical activity are emphasized. The review of history and philosophy related to special and general education is also covered in this area.

Standard 6: UNIQUE ATTRIBUTES OF LEARNERS Standard 6 refers to information based on the disability areas identified in the Individuals with Disabilities Education Act (IDEA) found within school age population. Material is categorically organized in order to present the information

28 in a systematic matter. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have.

Standard 7: CURRICULUM THEORY AND DEVELOPMENT As you are planning to teach physical education to students with disabilities, you should recognize that certain Curriculum Theory and Development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by APE teachers. As you have no doubt discovered Curriculum Theory and Development is more then writing unit and lesson plans. Nowhere does this come into play more than when you are planning a program for a student with disability.

Standard 8: ASSESSMENT This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities.

Standard 9: INSTRUCTIONAL DESIGN AND PLANNING Instructional design and planning must be developed before an APE teacher can provide services to meet legal mandates, educational goals and most importantly the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science and curriculum theory and development are applied to this standard in order to successfully design and plan programs of physical education.

Standard 10: TEACHING A major part of any APE position is teaching. In this standard many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science, are applied to this standard in order to effectively provide quality physical education to individuals with disabilities.

Standard 11: CONSULTATION AND STAFF DEVELOPMENT As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues. This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies an adapted physical educator should know related to consultation and staff development.

Standard 12: STUDENT AND PROGRAM EVALUATION Program evaluation is a process of which student assessment is only a part. It involves evaluation of the entire range of educational services. Few physical educators are formally trained for program evaluation, as national standards for programs have only recently become available. Therefore, any program evaluation that has been conducted is typically specific to the school or district, or limited to a small range of parameters such as number of students scoring at a certain level of a physical fitness test. Adapted physical education programs or outcomes for students with disabilities are almost never considered in this process.

Standard 13: CONTINUING EDUCATION The goal of this standard is to focus on APE teachers remaining current in their field. A variety of opportunities for professional development are available. Course work at a local college or university is just one avenue. APE teachers can take advantage of workshops, seminars and presentations at conferences, conventions or in service training. Distance learning opportunities are also becoming abundant.

Standard 14: ETHICS A fundamental premise of the Adapted Physical Education National Standards Project is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been

29 developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices.

Standard 15: COMMUNICATION In recent years, the role of the professional in APE has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the APE teacher effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities.

. Physical Education Core Principles

We will have great enthusiasm.

We will have great attitude.

We will give great effort.

We will do quality work that we can be proud of.

We believe that all people can learn.

We view people as more normal than abnormal.

We are proud to be Physical Literacy Educators.

PHYSICAL EDUCATION HEALTH AND EXERCISE SCIENCE

NAME(print)______Signature______ID______DATE______Disposition Exemplary (2) Proficient (1) Unsatisfactory (0) Score Attendance The student maintains The student maintains regular The student demonstrates less than a regular attendance with no attendance with few proficient level of attendance. exceptions. exceptions. Punctuality The student maintains The student maintains The student demonstrates less than a punctuality with no punctuality with few proficient level of punctuality. exceptions. exceptions. Integrity The student consistently The student displays honesty The student demonstrates less than a displays the highest levels and integrity in proficient level of honesty and of honesty and integrity in academic/professional integrity in academic/professional all academic/professional endeavors. endeavors. endeavors. Diversity The student displays high The student displays respect The student demonstrates less than a levels of respect for cultural for cultural diversity and proficient level of respect for cultural diversity and individual individual differences, and diversity and individual differences, or differences at all times, and believes that all students can does not believe that all students can believes that all students can learn. learn. learn. Reliability The student maintains The student maintains The student demonstrates less than a and consistent completion of consistent completion of proficient level of consistency in the Dependability assignments, tasks, and assignments, tasks, and duties completion of assignments, tasks, and duties on time with no on time with few exceptions. duties on time. exceptions. Appearance The student dresses The student dresses The student demonstrates less than a appropriately at all times. appropriately with few proficient level of regard for the exceptions. importance of appropriate dress.

Self-Control The student maintains a The student generally The student demonstrates less than a positive and professional maintains a positive and proficient level of maintaining a countenance at all times, professional countenance, professional and professional even when experiencing even when experiencing countenance. personal challenges. personal challenges. Collaborative The student is a leader in The student is willing to The student demonstrates less than a and collaboration and collaborate and partner with proficient level of willingness to Cooperative partnership with others, and others, and work effectively collaborate and partner with others or works effectively with with peers, supervisors, and work effectively with peers, peers, supervisors, and other other professionals. supervisors, and other professionals. professionals. Motivation The student demonstrates The student demonstrates The student demonstrates less than a for Learning self-management of self-management of personal proficient level of self-management of personal learning strategies learning strategies for personal learning strategies for for successful academic successful academic successful academic performance performance and seeks to performance and seeks to and/or seeking to deepen their deepen their understandings deepen their understandings understandings of content. of content at all times. of content. Problem The student models critical The student demonstrates The student demonstrates less than a Solver and creative thinking for critical and creative thinking proficient level of critical and creative problem solving while for problem solving while thinking and problem solving. 31

exhibiting confidence in exhibiting confidence in seeking solutions. seeking solutions. Flexible and The student models The student is able to reflect The student demonstrates less than a Open-minded reflection on experiences on experiences and feedback, proficient level of reflection on and feedback, and evaluates and continually evaluates the experiences and feedback, and/or the effects of ideas, choices, effects of ideas, choices, and evaluation of the effects of ideas, and actions at all times. actions. choices, and actions. TOTAL

32 INTERNSHIP LOG SHEET

DATE LIST OF ACTIVITIES OBSERVED TIME SPENT

Subtotal of hours in school/agency (must equal 180 or more hours). Hrs. INTERNSHIP HOURS TRACKING SHEET

STUDENT:______PLACEMENT:______1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Totals SEP - This Month - - Cumulative - OCT This Month

Cumulative

NOV - This Month - - Cumulative - DEC This Month

Cumulative

JAN This Month

Cumulative

FEB - - - This Month ------Cumulative - - - MAR This Month

Cumulative

APR - This Month - - Cumulative - MAY This Month

Cumulative

Grand Total