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Standard 3 Reflection

Physical education candidates are expected to plan and implement developmentally appropriate learning experiences aligned with standards. This includes creating short- and long-term objectives based on student assessments that are measurable, tailored to student needs, and aimed at developing cognitive, affective, and psychomotor skills. The student created an individualized education plan for an adaptive student that included short- and long-term goals based on a pre-assessment in order to provide a tailored learning experience and track progress.

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62 views1 page

Standard 3 Reflection

Physical education candidates are expected to plan and implement developmentally appropriate learning experiences aligned with standards. This includes creating short- and long-term objectives based on student assessments that are measurable, tailored to student needs, and aimed at developing cognitive, affective, and psychomotor skills. The student created an individualized education plan for an adaptive student that included short- and long-term goals based on a pre-assessment in order to provide a tailored learning experience and track progress.

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Standard 3.

Planning and Implementation


Physical education candidates apply content and foundational knowledge to plan and implement
developmentally appropriate learning experiences aligned with local, state and/or SHAPE
America’s National Standards and Grade-Level Outcomes for K-12 Physical Education through
the effective use of resources, accommodations and/or modifications, technology and
metacognitive strategies to address the diverse needs of all students. 
3.a Plan and implement appropriate (e.g., measurable, developmentally appropriate,
performance-based) short- and long-term plan objectives that are aligned with local, state and/or
SHAPE America National Standards and GradeLevel Outcomes for K-12 Physical Education. 

Artifact: PED 356 Individualized Education Plan


Date: Spring 2019
Reflection:

While taking Adaptive Physical Education and Sport class at SUNY Cortland, I had the
opportunity to work with a young individualized once a week in the gymnasium. During the
semester I had the chance to conduct a pre and post assessment which allowed me to assess the
students’ performance levels in the beginning of this program and compare it at the end. With the
help of the pre assessment, I was able to put together an Individualized Educated Plan (IEP) for
this young student. By creating an IEP, it allowed me to create short and long term goals that I
believed were developmentally appropriate based upon her present skill level. I provided an IEP
to the student’s family members as well which allowed them to see what their child was working
on currently as well as what they will be capable of performing in the run.
This IEP is relatable to component 3.a due to the fact I provided measurable short and
long term goals for my student within. All goals were developed and created around cognitive,
affective, and psychomotor aspects to ensure all components were met. Lessons each week were
revolved around the students’ needs and present level performance to ensure they were working
on tasks that were developmentally appropriate to maximize the learning environment.
The use of short and long term goals within a physical education setting are critical to
students. Short term goals allow students to obtain that feeling of success in order to motivate
them to keep going the extra mile. Whereas, long term goals are incorporated to motivate
students to use these skills to create and maintain a healthy lifestyle routine.

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