Current Course Title & Author:

Introduction to Fitness Methods, Dr. Leah Holland Fiorentino, Florida Atlantic University

Topic Focus of Activity:

Planning & Teaching FitnessGram Items

Student Learning Objectives:

1. ÝThe teacher candidate will be able to plan for a unit based on the Physical Best FitnessGram test items

2. ÝThe teacher candidate will be able to develop digital student materials to supplement instruction

National Standard Connections:

NASPE/NCATE ñ 5.2; 6.8; 9.3

Description of Idea:

After the lectures on planning and implementing a unit based on the Physical Best FitnessGram test items, class participants are assigned the following task.

To supplement student partner groups and to facilitate a more efficient administration of the FitnessGram test items, create a DV file that students could view to provide performance cues and instruction for those learners more comfortable with visual cueing.Ý Videotape yourself performing each of the FitnessGram test items.Ý Each segment should span between 15-20 seconds. Start each segment with a title slide that identifies the segment.Ý In your written plan, include a reference to a computer station that students could refer to for specific help with performance questions.Ý

Once your unit is planned, make arrangements (schedule a camera, equipment, and facilities) to video tape your self performing each of the FitnessGram test items (this may mean bringing a colleague along to collect the footage).Ý On the scheduled day, be sure to arrive early enough to set up the video camera, and set up the equipment.Ý Test the video camera to be sure you have it set correctly to collect footage. Bring along an extra video tape, battery, and an extension cord (if you need power).

You can sign out a departmental digital video camera or use your own equipment, but remember that the cameras must be able to connect to the MAC computers so you can use the iMovie software.Ý You will need a minimum of 2 minutes of footage for EACH PLANNED ACTIVITY to successfully complete this project so keep the camera running as long as possible. Use the play back feature on the video camera to be sure you collected correct footage before you leave.Ý If for some reason you need more footage, collect it before you leave the taping site on that day. Ý Once you return home, review the video tape on a large screen once through to see "what you really captured" on tape.  On the second run through with your footage, identify the ìbestî examples of:

a. Each of the FitnessGram test items

You are now going to create a project to share with the class and eventually with the students that you teach in grades 5-12 that demonstrates your ability to plan and implement a unit based on the Physical Best FitnessGram test items relative to the content covered in class lectures and related readings. Connect your video camera to the MAC computer and launch the iMovie software.  Follow the directions from the technology instruction manual. Organize the clips to follow the list above.Ý Group the samples for each test item together and plan to repeat the footage several times for the students; set a title slide to start off each new test item.  Within each file, segments should span 15-20 seconds ONLY, but may intentionally be repeated so as to help students learn the skill.Ý A title slide should introduce each new item, and a voice over should be included to provide verbal cues for the student.Ý Save the project and submit it on-time.

All student projects are shared in a small group discussion format in a subsequent class period, where all projects are displayed via an LCD projector integrated with small group discussions of the successes identified by each individual student.

Assessment Technique:

Students are assessed on the quality of the submitted DV file with attention given to appropriate identification and demonstration of the Physical Best FItnessGram test items which are appropriate for the skill level and attention span of the students.

Approximate time required:

Student time out of class includes, (in addition to planning) approximately 30 of video capture at the assigned pre-school site; 30 minute initial review of footage; 45 minute second review of footage and identification of the required items; 45 minutes of iMovie creation.  In-class time for project review is determined by class size, each file could be up to 10 minutes long (so samples should be shown) and small group discussion should last 5 minutes per project.  Plan for a final summary of projects before dismissing class.