Throwing with Accuracy with Distance at a Target

Brooke Monroe & Chelsea Proudlock

Department of Educational Technology and Literacy, Towson University

ISTC 667: Instructional Design and Development

Dr. Cai

March 9th, 2021

 Part I

Background Information

Bel Air Middle School in Harford County serves more than 1,500 students from

6th to 8th grade. The school uses the Harford County Physical Education curriculum

which is based on the National Society of Health and Physical Educators (SHAPE

America) Standards. Based on SHAPE Standard One, students in Physical Education

should be able to demonstrate competency in a variety of motor skills and movement

patterns. More specifically, based on the Harford County Physical Education curriculum,

students in grade six should be able to demonstrate mature throwing skills within

modified games. However, it is evident that many sixth grade students are unable to

complete a mature throw in game situations in Physical Education. For example, one of

the most common mistakes that students demonstrate when throwing an object is not

stepping with opposition towards the target. It is difficult for students at this level to

demonstrate this mature throwing skill in authentic activities such as flag football,

softball, baseball, frisbee,and handball. The focus of this project is to design and

develop effective instruction to help a class of twenty-five sixth grade students

demonstrate a mature throwing pattern in game situations with accuracy. This involves

practicing the essential elements in isolated activities and progressing into authentic

game situations. The instruction will focus specifically on a softball unit where students

will have an opportunity to demonstrate these skills in softball activities. At the end of

instruction, students should be able to demonstrate all essential elements of the

overhand throw while hitting a specific target with accuracy.

 As the instructional designers of this project, we both have received degrees in

Health and Physical Education. We have experience playing sports in high school and

at the college level. We also have been involved in coaching outside of the Physical

Education setting. We both teach at the middle school level and have knowledge of the

skills that students should achieve in sixth through eighth grade. We have taught a

variety of units that cover a wide range of sports and activities to teach specific skills,

vocabulary, and content to students. As Health and Physical educators, we have

attended professional developments that focus on designing effective instruction for our

students. Beginning in March of 2020, we began our virtual teaching experience and

have continued virtual teaching in the 2020-2021 school year. We have had

opportunities to design virtual lessons and use a variety of technology tools and online

resources. These skills, knowledge, and expertise will allow us to develop effective

instruction in the Physical Education setting.

Considering the program resources available for the students is an important

aspect of the design. In a school setting, students have access to many types of

equipment and large spaces to complete activities. Softballs and softball gloves will be

provided in a school setting where students will have access to space inside the gym or

in outdoor spaces. Virtual learning can change the available resources that students

have at home. Alternative equipment ideas will be provided for students when access to

equipment is limited at home. Due to the current pandemic, all students now have

access to personal devices to aid in learning. Various online tools and resources will be

used throughout the learning process. Students will be able to access videos that can

be used to promote skill development. In addition, a personal device will be used as a

student resource where the student can record themselves and assess their own skills.

This also allows for teachers to ensure that they are closely reviewing each student’s

videos to assess their progress and address problem areas.

Lastly, we have considered the constraints that we will have to combat to ensure

that the instruction is effective and successful. The time that we will have to allocate to

complete this project will be a challenge due to schedules of the designers. However,

the virtual learning model that our schools are following provides us one day a week of

asynchronous lessons for our students. On these days, we will be spending a portion of

our day working on the design of this project. Unfortunately, our asynchronous teaching

days do not fall on the same day, therefore the designers will collaborate in the

evenings through the use of Google meet. In a learning environment that is constantly

changing, we will have to consider students not having access to the appropriate

equipment. In addition, students have a variety of home environments which can limit

space where students can perform the activities. Another constraint that we have to

consider is the possibility of technical issues arising due to the use of online tools and

resources. This can cause frustration and have a negative impact on student motivation.

This will require us as teachers to be more creative in the design process to keep

students on task and motivated. Another limitation to consider is the vast difference in

student skill levels. Many students who participate in sports and extracurricular activities

outside of school have more success performing specific skills than other students who

have never had experience or practice with those skills. When students are performing

at different skill levels, it is a challenge to design activities that promote the success of

varying skill levels and abilities. Lastly, we have to consider students having limited
support to practice throwing. In a school setting, students would have the opportunity to

practice and participate in game-like situations with other students in the class. In a

virtual setting, some students may not have someone at home to practice with. Although

this is not a requirement, it does support the game-like skill that students are

progressing towards.

Analysis of the Learning Problem

The whole learning problem that 6th grade students are expected to perform is

“demonstrating the essential elements of a mature throw with accuracy for distance or

power in a game situation”. This learning problem is aligned with the following

curriculum standards:

● SHAPE Standard 1: The physically literate individual demonstrates competency in

a variety of motor skills and movement patterns.

○ M2: Invasion and Field Games (Throwing): Throws with a mature pattern

for distance or power appropriate to the practice tasks (example:

distance= outfield to home plate; power= 2nd base to 1st base)

○ M5: Invasion Games (Passing and Receiving): Throws while stationary, a

leading pass to a moving receiver.

● SHAPE Standard 4: Exhibits responsible personal and social behavior that

respects self and others.

○ M3: Accepting feedback: Demonstrates self-responsibility by implementing

specific corrective feedback to improve performance.

● Harford County Public Schools Physical Education:

 ○ Sixth Grade Throwing and Catching Rubric #16 (Psychomotor)

○ Sixth Grade Throwing and Catching Rubric #17 (Cognitive)

The learning problem consists of a progression of four sub-problems which are

shown in Figure 1 below. Table 1 describes the knowledge components and skills that

students will need to master in order to address each sub-problem. The table also

describes what the students must be able to demonstrate in order to move forward to

the next sub-problem. Guidance will be provided by the instructor through

demonstrations, practice activities, multimedia resources, and assessment.

The summative assessment for the end problem will be a self-evaluated

performance assessment. Students will work with a partner. Students will be throwing

to a target at three different distances (10 feet, 20 feet, and 30 feet). Students will

throw eight times in each trial for a total of 24 throws. Students will record how many

successful throws they made on the assessment. Additionally, for each trial, the partner

will record the student throwing using an iPod. After each trial, the student will be

required to watch the video of his or her performance and assess their own throwing

skills. In this self-assessment, the student will determine if he or she used all of the

essential elements of a throw. Each set of trials will be worth eight points for a total of

twenty-four points. Students who score 19/24 or higher have mastered the skill of

throwing and have a strong understanding of the end problem. Additional interventions

will be provided for students who did not achieve the goal of scoring 19/24. Additional

practice and demonstrations will be provided to these students.

Figure 1

1 2 3 4

Identify and demonstrate Throw an object to a Throw with a mature Throw an object to a target
the essential elements of target with accuracy. pattern for distance or during game play while
a mature throw. power. demonstrating all essential
elements.

Sub-problems of the whole learning problem:

Table 1

Knowledge Components, Applications, and Guidance

Sub-problem 1 2 3 4

Knowledge Essential elements All KCs from the All KCs from the All KCs from the
of a mature throw previous sub- previous sub- previous sub-
components
problem problems problems
(KC) needed
to address Accuracy is an Force, velocity, and The ability to throw
each sub- essential component trajectory are factors an object with
problem of throwing in game relating to the accuracy to a target
situations distance or power during an authentic
needed to throw an game is an essential
object skill to learn in order
to be successful

Improve performance
by implementing
specific corrective
feedback to improve
performance
 Application: -Proper grip of the -Understand the -Understand the -Demonstrate and
object while standing definition of definitions of force, understand all
What do
sideways to the accuracy and how it trajectory, and essential elements of
audience do target relates to throwing velocity a throw
to
demonstrate -Elbow up, arm bent -Identify ways to -Increase power by -Use accurate
they can at 90 degrees improve accuracy rotating the trunk passes in authentic
when throwing towards the target game play
address
-Rotating the trunk and increasing the
each sub- towards the target -Release the object velocity of the throw -Adjust the force and
problem? in desired distance velocity of a throw
-Step with opposition and trajectory -Describe how the during game play
towards the target essential elements of depending on the
a mature throw relate distance of the target
-Follow-through directly to the force
towards target placed upon the -Evaluate throwing
object to increase the skills in order to
power of the throw make adjustments to
improve

Guidance Teacher Teacher modeling Peer modeling Individual practice

demonstration and and practice with a
modeling Practice throwing to Multimedia resources partner
a target (individual demonstrating how
Text and/or and group) force, power, and Self-assessment
multimedia trajectory are involved
resources to Text and/or in the throw Use of video to
memorize the multimedia record a throw
essential elements resources to explain Practice throwing to a
of the overhand concepts target from various Summative
throw distances (individual assessment
ad group)
Peer feedback

Needs Analysis and Learner Analysis

Robert Mager’s Model (1988) was implemented for performance and needs

analysis. Our audience are 30 sixth grade students at Bel Air Middle School in the

Harford County Public School District. A sample of 12 students were selected for needs

analysis, including four high skill-performing, four average skill-performing, and four
lower skill-performing students based on informal evaluation of the teacher in a

throwing and catching activity at the beginning of the school year. To collect data for

the needs analysis, an informal evaluation of student’s performance skills was

conducted based on the HCPS sixth grade throwing and catching rubric. The informal

evaluation determined whether or to what extent students could successfully perform

the specific knowledge components and skills, which could help identify the specific

learning goals for this project. The table below presents the findings of needs analysis.

Table 1

Needs Analysis: Knowledge Components, Data Sources, Findings

Knowledge Components Data Sources Findings

Essential elements of a mature Individual demonstration 4 out of 12 students could

throw using HCPS 6th Grade demonstrate correctly
Throwing Rubric #16

5 Question Quiz 8 out of 12 students could place

demonstrating cognitive the essential elements of
knowledge of essential throwing in the correct
elements sequence

Accuracy is an essential HCPS PE Grade 6 Throwing Score: 42% of students

component of throwing in game and Catching Benchmark answered #6 correctly on the
situations Assessment Question #6 benchmark quiz (5 out of 12
students)

Trunk rotation, velocity, and Individual demonstration 4 out of 12 students could

trajectory are factors relating to
the distance or power needed to
throw an object
using HCPS 6th Grade demonstrate correctly
Throwing Rubric #16
HCPS PE Grade 6 Throwing Score: 67% of students
and Catching Benchmark answered #5 correctly on the
Assessment Question #5 benchmark quiz (8 out of 12
students)
 Explain how ability to throw an Short answer entrance ticket 6 out of 12 students could
object with accuracy to a target explain correctly
during an authentic game is an
essential skill to learn in order to
be successful

Explain and demonstrate HCPS PE Grade 6 Throwing 42% of students answered #3

throwing to a moving target and Catching Benchmark correctly on the benchmark quiz
Assessment Question #3 (5 out of 12 students)

Individual demonstration 4 out of 12 students could

using HCPS 6th Grade demonstrate correctly
Throwing Rubric #16

Improve performance by Individual demonstration 9 out of 12 students could

implementing specific corrective using HCPS 6th Grade improve performance based on
feedback to improve performance Throwing Rubric #16 specific corrective feedback
from the instructor

The above table reveals that students struggle in applying the concepts of force,

velocity, and trajectory to increase accuracy in the skill of throwing in game play.

Students also have difficulty demonstrating all essential elements of the overhand

throw. Through individual demonstration, it is evident that the most common challenge

among students is the skill of “stepping with opposition”. Additionally, students have

difficulty understanding and demonstrating the concept of throwing to a moving target.

Therefore, this project will focus on the following learning goals:

- Demonstrating all essential elements of the mature overhand throw, focusing

specifically on stepping with opposition

- Explain how accuracy is an important skill to achieve in order to be successful in

game play
 - Demonstrate and explain how to throw an object for distance or power using

trunk rotation, velocity, and trajectory

- Throw an object to a stationary target and a moving target to demonstrate

accuracy

- When throwing to a moving target, explain and demonstrate that the object

should be thrown to where the receiver is going to be

- Demonstrate the ability to increase accuracy when performing an overhand

throw by implementing the following: get closer to the target, follow through to

the target, step with non-dominant foot

Learner Analysis

The audience of this project are 30 sixth grade students, aged between 11 and

12. There are 8 female and 22 male students. The Dick and Carey model (2011) was

adopted for learner analysis. The results are summarized below.

Entry Skills and Prior Knowledge

In elementary school, students learn the basic elements for demonstrating an

overhand throw. As students move up throughout elementary grade levels, key

elements such as opposition, trunk rotation, and follow through become the focus when

teaching students how to demonstrate the overhand throw. By fifth grade, students

should be able to accurately throw an object to a moving target in modified game

activities.
Attitudes Toward Content and Academic Motivation

A study was conducted in 2007 to “investigate the attitudes of middle school

students toward physical education, to determine whether attitudes were differentiated

by gender, to determine whether differences existed on subject matter by grade, and to

assess whether gender and grade level influenced student attitudes toward physical

education” (Siegel, 2013). The study consisted of 995 middle school students (46%

female, 54% male) between the ages of 12 and 14 with diverse cultural backgrounds.

Researchers found that in general, students had moderately positive attitudes toward

physical education. “Participants overall scored higher in the enjoyment domain than

the perceived usefulness domain. This was consistent across both genders” (Siegel,

2013). There were no gender-by-grade differences. The study showed that as grade

levels increase, student interest and enjoyment decreases.

In my experience as a middle school Physical Education teacher, one of the

major reasons why a student may be unmotivated to participate in class or have a poor

attitude towards a specific activity is because a student is uncomfortable in the learning

environment or struggles to perform a specific skill. Students at the middle school level

are very focused on themselves and how they are perceived by their peers. Therefore,

a student may withdraw from activities that make them feel uncomfortable or

embarrassed. Students with low confidence in their physical skills and abilities are

reluctant to participate in class activities.

Educational and Ability Levels

 In sixth grade physical education, there is a wide range in students’ physical

skills and abilities. There are many students who are involved in extracurricular

activities and sports outside of school. Students may come from families that are very

active and have experience with many different physical activities. On the other hand,

many students have no experience participating in sports or extracurricular activities

outside of school. These students may come from families who do not value physical

activity or may be involved in other extracurricular activities that do not involve sports.

These experiences outside of school can have a major impact on a student's

performance in physical education.

Learning Preferences

In any given class, students have a wide array of learning preferences including

visual, auditory, and kinesthetic learning. Instruction in physical education requires a

considerable amount of visual demonstration and hands-on learning through physical

practice with the skills. Because physical education focuses largely on physical skill

development, most activities will allow for students to practice a skill individually or with

a group of students. Visual demonstrations can include teacher demonstration, student

demonstration, visual diagrams, graphic organizers and watching videos of specific

skills. Because not all students learn visually or kinesthetically in any given class, it is

important for a teacher to talk students through the elements of skills being taught as

well as engage students in discussion to meet the needs of auditory learners.

Group Characteristics

Specific information about student and group characteristics was sent to

instructors at the beginning of the school year. 73% of students are general education

students. One student (3.33%) has a visual impairment. Four students (13.33%) have

an IEP for a Specific Learning Disability related to ADHD. Two other students (6.66%)

have an IEP and are flagged as having an OHI (Other Health Impairment). One student

(3.33%) has an IEP for an Emotional Disability relating to severe anxiety.

Part II

Task Analysis

The importance of a task analysis is to break down the sequence of a skill in

order to improve student performance and learning. With this project and learning

problem considered, this analysis will focus on throwing an object to a moving

target with accuracy using all essential elements of the overhand throw. The

task analysis below indicates the specific knowledge, skills, thought processes, and

steps needed to complete this specific skill.

 References:

Brown, A. H., & Green, T. D. (2020). The essentials of instructional design: Connecting

fundamental principles with process and practice (4th ed.). New York: Routledge.

National PE Standards: SHAPE America Sets the Standard. (n.d.). Retrieved February 11,

2021, from https://www.shapeamerica.org/standards/pe/

Siegel, Donald (2007). Middle School Students’ Attitudes Toward Physical Education.

Journal of Physical Education, Recreation & Dance, 78:9, 9, DOI:

10.1080/07303084.2007.10598090