OVERVIEW

• PSYCHOMOTOR DOMAIN • SKILL DEMONSTRATION

• OBJECTIVES
• ASSESSMENT
• TRUSTWORTHINESS OF DATA
• DATA • CHANGES IN STUDENT LEARNING
• FITNESS DOMAIN • REFLECTION
• OBJECTIVES • OPEN TO QUESTIONS
• ASSESSMENT • FINAL MESSAGE
• DATA
PSYCHOMOTOR OBJECTIVES
NYS AND NATIONAL STANDARDS
• NEW YORK STATE-1A:
STUDENTS WILL PERFORM BASIC MOTOR AND
MANIPULATIVE SKILLS. STUDENTS WILL ATTAIN COMPETENCY
IN A VARIETY OF MOTOR AND SPORTS ACTIVITIES.
OBJECTIVE
• BY THE END OF CLASS STUDENTS WILL PERFORM
THE ENTIRE BUNNY JUMP DANCE WITH PROPER
RHYTHM AND ORGANIZATION.

• NATIONAL-S1.M1.6

DEMONSTRATE CORRECT RHYTHM AND PATTERN FOR 1 OF

THE FOLLOWING FORMS: FOLK, SOCIAL, CREATIVE, LINE OR
WORLD DANCE.
 CHECKLIST Name On Rhythm Pattern Head Kick
Up Right x2
Kick
Left x2
Proper
Jumps
ASSESSMENT
Student 1
Student 2 X X X
CHECKLIST:
ON RHYTHM Student 3
CORRECT PATTERN Student 4 X X
PERFORM WITH HEAD UP Student 5
KICKS LEGS TO RIGHT 2 TIMES
Student 6 X X X X
KICKS LEGS TO LEFT 2 TIMES
JUMPS FORWARD, BACK, FORWARD
(3X) JUMPS
 BUNNY JUMP
A SHORT CLIP DEPICTING THE BUNNY JUMP IN
ACTION

HTTPS://WWW.YOUTUBE.COM/WATCH?V=GWNDL5N6EDI
 DATA FOR PSYCHOMOTOR DOMAIN
Psychomotor Results
6
Psychomotor components (out of 6)

0
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11
Pre-Assessment Post-Assessment
FITNESS OBJECTIVES
NYS AND NATIONAL STANDARDS OBJECTIVE
• NEW YORK STATE-1B: • OVER THE DURATION OF CLASS, STUDENTS WILL
STUDENTS WILL DESIGN PERSONAL FITNESS PROGRAMS TO ACCOMPLISH 500 STEPS OR
IMPROVE CARDIO RESPIRATORY ENDURANCE, FLEXIBILITY, MORE WHILE MOVING AROUND AND DANCING.
MUSCULAR STRENGTH, ENDURANCE, AND BODY
COMPOSITION
• NATIONAL-S3.M1.6:
DESCRIBE HOW BEING PHYSICALLY ACTIVE LEADS TO A
HEALTHY BODY
 NAME:__________________ STEPS:____/500___

EXIT SLIP 1A) DO YOU KNOW WHY WE CALL IT THE BUNNY JUMP INSTEAD
ASSESSMENT OF THE BUNNY HOP?
STUDENTS WERE ASSESSED ON:

• FITNESS ASSESSMENT
• COGNITIVE ASSESSMENT
1B) DO YOU THINK YOU DEMONSTRATED RESPECT TO YOUR
• AFFECTIVE ASSESSMENT PARTNER TODAY? IF YES, HOW SO?
DATA FOR FITNESS RESULTS
TRUSTWORTHINESS OF DATA(ALL)
- Reliability(consistency): Pretest/posttest were the same, taught same components as tested, and
reasonable practice time.
- Validity(accuracy): Measured what we wanted to measure; the dance taught.
- Authenticity(Real life situation): Realistic assessment of simple dance components. (ex. Electric Slide)
- Objectivity(without bias): Assessment on components. Not how far someone jumped. Also Teacher
monitored Checklist-No friendly bias.
- Practicality: Good life skills, minimal cost to teach, time of one class period. Easy to teach.
 CHANGE IN STUDENT LEARNING
• Little to no prior knowledge of dance
• Performance of all 6 components
• Minimal attempts at performance
• Cognitive Stage
• About 18% knew parts of the Bunny Jump
• Full comprehension of Bunny Jump
• Performance of all 6 components
• Consistent performance (permanent learning)
• Autonomous Stage
• 100% of students performed entire dance
REFLECTION
WHAT WE LIKED WHERE WE WOULD LIKE TO IMPROVE
• STUDENTS ON TASK • AFFECTIVE ASSESSMENT-EASE OF DATA
• EFFICIENT INSTRUCTION ORGANIZATION
• HAVING TWO INSTRUCTORS
• SIMPLE AND ACCURATE ASSESSMENT
• MORE CHALLENGING LESSON
• MINIMAL STRAIN ON STUDENTS • TEACH TO STUDENTS POTENTIAL
• STUDENTS ENJOYMENT IN LEARNING (COGNITIVE
ASSESSMENT)
FINAL MESSAGE
WE BELIEVE RHYTHMS AND DANCE IS A KEY COMPONENT TO THE PHYSICAL EDUCATION PROCESS AND HAS
MANY BENEFITS FOR OUR CHILDREN TO NOT ONLY INCREASE THEIR PHYSICAL ACTIVITY TO PROMOTE
BETTER HEALTH. AS WELL AS TRANSFER THEIR LEARNING INTO THE CLASSROOM AS WELL.
EXAMPLES:
• INCREASES PHYSICAL ACTIVITY
• TRANSFER OF LEARNING
• AIDS RHYTHMIC MOVEMENT IN SPORTS AND SCHOOLWORK