Physical Education Learning
Activity Types
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,
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This taxonomy of learning activity types in physical education is
intended to illustrate and suggest tasks that can comprise a curriculum-based
lesson, project, or unit that addresses cognitive, psychomotor, and affective
learning objectives. The
activity types are rooted in the National Association for Sports and Physical
EducationÕs (NASPE, 2004) standards that assist students in building the
knowledge, skills, and confidence to achieve, enjoy, and maintain a physically
active and healthy lifestyle. The description of each individual activity type
includes a list of possible technologies that may be
used to support it. Tools such as exergames,
pedometers, and heart rate monitors can provide creative ways to engage in
physical activity and its monitoring (NASPE, 2009).
The
taxonomy incorporates physical fitness and motor skills development activities.
Consequently, the two major categories in the taxonomy are physical fitness and motor
skill development. Physical
fitness is sub-divided into those learning activities that help students build cognitive understanding (knowledge development and application) and psychomotor development (practice and application). The motor
skill development section is also subdivided into cognitive and psychomotor categories. In all, we have
identified 56 distinct learning activity types within these subdivisions of
physical education. Teachers should consider planning each lesson, project, or
unit to include more than one activity from each of the cognitive and
psychomotor tables that follow.
In
each of the following activity types, affective learning outcomes are linked to
explicit cognitive and psychomotor goals. Whether affective learning is a
component or the central focus of instruction, specific instructional
strategies may be employed to ensure its inclusion. A combination of activity types such as
learning game-playing strategies while playing the game and cooperating as a team member, for example, represent
important aspects of both affective and cognitive learning in physical
education. In a physical fitness unit, students could self-assess their
physical fitness levels, then create fitness programs using that information.
The
physical education activity types are presented in the tables that follow,
along with possible technologies that may be used to
support each type of learning activity.
Physical Fitness
Physical
fitness is a physical state of well being that helps people to perform daily
activities with vigor, reduces the risk of health problems related to lack of
exercise, and provides a fitness base for participation in a variety of
physical activities. The activity types below
reflect two areas of physical fitness: health-related physical fitness
(HRPF) and skill-related physical fitness (SRPF) (Miller, 2005). Combining and
sequencing the activities below can help students to understand, acquire,
practice, and use physical fitness. Educational technologies can assist studentsÕ linking
specific physical fitness knowledge and concepts to real-world situations, and to
measure, interpret, and prescribe appropriate fitness activities.
Cognitive. The purpose of physical fitness-related
cognitive activities is to build knowledge about the effects of exercise on
health, to engage in practices that develop and maintain physical fitness, and
to value physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction.
Knowledge
development.
Activity
Type
|
Brief
Description
|
Possible
Technologies
|
Read text
|
Students
extract information from textbooks, laboratory activities, etc.; both
print-based and digital formats
|
Web site,
electronic book, online databases
|
Take notes
|
Students
record information from lecture, live or recorded games, videos,
presentations, group work
|
Word
processor, mobile device, tablet, wiki
|
View images
|
Students
examine still images/objects; print-based or digital format
|
Document
camera, digital camera, Web site
|
View a
presentation/demonstration
|
Students gain
information from teachers, guest speakers, and peers; moving images/objects
(video, animations); synchronous/asynchronous; in-person or multimedia
|
Presentation
software, video, Web-based virtual demonstration
|
Explore/examine
concepts and/or principles
|
Students
gather information/conduct research using print-based and digital sources
|
Web search
engines, content-specific interactive tool
|
Ask questions
|
Students
develop questions related to course material/concepts
|
Word
processor, wiki
|
Answer
questions
|
Students
respond to teacher, peer, written, or digitally posed questions
|
Word
processor, quiz software, discussion board, wiki, student response system
|
Discuss
|
Students
engage in dialogue with one or more peers; synchronous/asynchronous
|
Discussion forum, email, text message, videoconferencing
|
Take a
quiz/test
|
Students
respond to questions on a test or quiz
|
Word
processor, quiz software, Web site, student response system
|
Create a
representation
|
Students
develop a representation of a physical fitness concept or process (in text,
images, presentation, concept map, etc.).
|
Drawing
software, concept mapping software, presentation software, video camera
|
Knowledge
application.
Activity
Type
|
Brief
Description
|
Possible
Technologies
|
Learn a
procedure
|
Students learn
how to use equipment safely and appropriately
|
Video
demonstration, Web site, text file
|
Practice a
procedure
|
Students
practice using equipment and software, measuring and collecting data
|
Realtime data collection tool,
content-specific software
|
Select a
health-related physical fitness test
|
Students learn
the correct form(s) for and choose relevant test(s) to measure a physical
fitness component (e.g., muscular strength, agility, coordination)
|
e-book, Web site, virtual
demonstration
|
Generate/collect
data (pre- and post-)
Used in:
Physical Activity Tracker (elementary)
|
Students
generate data (e.g. heart rate, number of sit-ups, etc.) by performing and
administering HRPF tests
|
Realtime data collection tools,
content-specific assessment software
|
Analyze data
Used in:
Physical Activity Tracker (elementary)
|
Students
compare and contrast data collected against criteria and/or previous analyses
|
Spreadsheet,
mobile device
|
Set goals
|
Based upon
previous data analysis, students identify appropriate physical fitness goals
|
Word
processor, content-specific assessment software
|
Maintain a
physical activity log
|
Students
record a log of activities, perceptions, reflections on feelings; both in
school and outside school
|
Concept
mapping software, word processor, spreadsheet
|
Create a
fitness plan
|
Students
design and modify individualized fitness plans to address specific goals
(e.g., to improve flexibility, endurance)
|
Concept
mapping software, word processor, spreadsheet
|
Observe and
evaluate self and/or peers
|
Students
observe their own or a peerÕs performance and analyze the performance against
predetermined criteria (form and/or product)
|
Digital
camera, digital video camera, content-specific assessment software, realtime data collection tool
|
Provide
feedback & recommendations
|
Students use
information from fitness assessments to improve selected physical fitness
components
|
Word
processor, videoconferencing, audiorecorder,
discussion forum
|
Demonstrate/teach
a physical fitness concept or principle
|
Students share
their understanding of a physical fitness concept or principle
|
Digital
camera, digital video camera, presentation software, realtime data collection tool
|
Psychomotor. Psychomotor learning
activity types help learners
to practice and apply health and skill-related physical exercises to develop
and maintain a healthy lifestyle. The sequence of these activities—in
that they appear following the knowledge-related activities described above—demonstrates
how students can engage in activities to understand, acquire, practice, and
perform appropriate exercises in to improve physical fitness.
Practice.
Activity
Type
|
Brief
Description
|
Possible
Technologies
|
Do an
exercise/calisthenics
|
Students
select and perform an appropriate exercise to improve a specific component of
physical fitness
|
Exergames
|
Practice an
exercise
|
Students
continue to do a previously-learned exercise to develop and improve a
specific component of physical fitness
|
Exergames
|
Practice
various types of physical conditioning
|
Students
practice a variety of physical activities to develop a component of physical
fitness
|
Exergames
|
Evaluate and
revise physical performance
|
Students
review, consider, and make changes to an exercise performance based upon
feedback from teachers and/or peers
|
Exergames, digital video camera
|
Activity
Type
|
Brief
Description
|
Possible
Technologies
|
Demonstrate/teach
a physical fitness concept or principle
|
Students
communicate their understanding of a fitness concept or principle
|
Digital
camera, digital video camera, presentation software, realtime data collection tool
|
Create an
exercise or exercise routine
|
Students
create a series of movements to address a particular fitness concept and
perform them
|
Digital
camera, digital video camera, presentation software, Web site, Web authoring
software
|
Maintain a
personal fitness program
|
Students
incorporate fitness-related components in a conditioning program
|
Exergames
|
Motor Skill Development
Motor skill development activity types reflect three stages of
motor skill acquisition: cognitive (understanding), stage associative
(practice), and stage autonomous (automatic) learning (Fitts & Posner, 1967). Combining
and sequencing the activities below can help students to understand, acquire,
practice, and perform motor skills automatically.
Cognitive. The overall purpose of cognitive
activities in physical education is to help students understand movement
concepts, principles, and strategies, which aids the development of motor
skills and performance of sports and other types of physical activities.
Knowledge
development.
Activity
Type
|
Brief
Description
|
Possible
Technologies
|
Read text
|
Students
extract information from paper-based and digital resources
|
Web site, electronic book, online database
|
Take notes
|
Students
record information from lecture, live or recorded game, video, presentation,
group work
|
Word
processor, mobile device, tablet, wiki
|
View images
|
Students
examine still images/objects; print-based or digital format
|
Document
camera, digital camera, Web site
|
View a
demonstration
|
Students gain
information from teachers, guest speakers, and peers; moving images/objects
(videos, animations); synchronous/asynchronous; in-person or multimedia
|
Presentation
software, video, Web-based virtual demonstrations
|
Explore/examine
concepts, rules, and/or strategies
|
Students
gather information/conduct research using print-based and digital sources
|
Web search
engines, content-specific interactive tools
|
Ask questions
|
Students
develop questions related to course material/concepts
|
Word
processor, wiki
|
Answer
questions
|
Students
respond to teacher, peer, written, or digitally posed questions
|
Word
processor, quiz software, student response system, discussion board, wiki
|
Discuss
|
Students
engage in dialogue with one or more peers; synchronous/asynchronous
|
Discussion
board, email, text message, videoconferencing
|
Take a
quiz/test
|
Students
respond to questions on a test or quiz
|
Word
processor, quiz software, Web site, student response system
|
Create a
representation
|
Students
develop a representation of a movement concept or skill (in text, images,
presentation, concept map, etc.).
|
Drawing
software, concept mapping software, presentation software, digital video
camera
|
Create a game
|
Combine rules,
strategies, and motor skills to form a new way to play a game
|
Drawing
software, concept mapping software, word processor, digital video camera
|
Plan for
collaboration in a game situation
|
Students
develop a strategy or game plan to address specific goals
|
Concept
mapping software, word processor, spreadsheet
|
Knowledge
application.
Activity
Type
|
Brief
Description
|
Possible
Technologies
|
Do movement
analysis
|
Students
assess movement patterns and/techniques to improve performance
|
Movement
analysis software
|
Generate/collect
data
|
Students
generate data by performing motor skill
|
Realtime data collection tool,
content-specific assessment software
|
Analyze data
|
Students
compare and contrast data collected against criteria and/or previous analyses
(e.g. proper techniques)
|
Spreadsheet,
mobile device, movement analysis software
|
Observe and
evaluate self and/or peers
|
Students observe and analyze their own or a peerÕs
performance.
|
Digital
camera, digital video camera, content-specific assessment software, realtime data collection tool
|
Provide
feedback & recommendations
|
Students
communicate the results of performance analysis and provide recommendations
to improve motor skills.
|
Word
processor, videoconferencing, audiorecorder, discussion forum
|
Set goals
|
Students
determine appropriate motor goals based upon observations and/or movement
analysis.
|
Word
processor, content-specific assessment software
|
Plan a
training program
|
Students design
a training program for skill development and/or improvement based upon
self/peer evaluation
|
Digital
camera, digital video camera, presentation software, Web site, Web authoring
software
|
Psychomotor. Psychomotor learning
activity types focus on practicing
and applying motor skills that lead to the automatic performance of those
skills. The sequence of these activities—in that they appear following
the knowledge-related activities described above—demonstrates how
students can engage in activities to understand, acquire, practice, and perform
appropriate exercises to improve motor skill performance.
Practice.
Activity
Type
|
Brief
Description
|
Possible
Technologies
|
Imitate/execute
the mechanics of a motor skill
|
Students
imitates specific skill mechanics over and over to address a particular motor
skill (e.g. stance, follow-through, etc.)
|
Digital video
camera, Web site, Exergames
|
Refine the performance of each part of the motor skill |
The students practice parts of a motor skill
separately. (e.g. a spike in volleyball can be
broken down into run up, stepping, jumping and striking).
|
Digital video
camera, movement analysis software, Exergames
|
Combine
parts of a motor skill in a sequence
|
Students practice the whole motor skill
(e.g. a spike in volleyball)
|
Exergames
|
Adjust the
sequence the motor skill
|
Students make
corrections to the performance of a motor skill in response to feedback
|
Digital video
camera, movement analysis software
|
Automatic
performance.
Activity
Type
|
Brief
Description
|
Possible
Technologies
|
Perform a
motor skill automatically
|
Students
practice of one or more motor skills without thinking
|
Exergames
|
Participate in
a game
|
Students
select and apply specific sportsÕ tasks (e.g. motor skills), rules, and/or
strategies in an individual or team-based game-play situation
|
Exergames
|
Collaborate
and strategize in a game
|
Students work
as a team to apply relevant knowledge and skills during a controlled
game-play situation
|
Exergames
|
Modify &
adapt performance
|
Students
revise, consider, and make changes to a performance based upon feedback from
teachers and/or peers
|
Exergames, digital video camera
|
Demonstrate/teach
the mechanics of a skill
|
Students share
their understanding of a game concept or principle
|
Digital
camera, digital video camera, presentation software, realtime data collection tool
|
References
Fitts, P. M., & Posner, M. I. (1967). Human performance. Belmont,
CA: Brooks/Cole.
Miller, D. K. (2010). Measurement by the physical educator:
Why and how (6th ed.). Boston, MA: McGraw Hill.
National Association for Sport and
Physical Education. (2009). Appropriate use of instructional technology in
physical education. Reston, VA: Author.
National Association for Sport and
Physical Education. (2004). Moving into the future: National standards for physical education (2nd
ed.). Reston, VA: Author.
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