There are a few basic Physical Education objectives that I have chosen for this unit. The objectives that I am using are in alignment with the New Haven Public Schools Physical Education Curriculum Unit Guide. Even though the curriculum unit contains writing activities within it, having the students perform physical activities is still a very important aspect of the class.
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My first objective to have the students physically active for at least 20 out of the 30 minutes of class.
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My second objective is to “develop the concept of playing together in an atmosphere of trust and freedom.”1 These games are new to the students and require teamwork, cooperation, and communication. It’s vital to the class and to the teacher that the students are able to work together. The Physical Education Performance Standard 4.2 states: “Students will develop skills to participate productively and safely in a group in both cooperative and competitive activities.”2
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My third objective is to have the students perform the various locomotor movements properly during the different activities.
The objectives that I am using will incorporate the three domains of learning, which are Psychomotor, Cognitive, and Affective. Each of these three domains must have conditions and criteria that must be met in order to measure success. Each of the examples provided below are taken from the lessons plans included in the curriculum. The Psychomotor domain deals with the physical and perceptual, and the action or performance of the skill. An example of a Psychomotor objective would be as follows:
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Students will be able to perform the variety of locomotor movements with basic competency. Some examples of basic locomotor movements include skipping, hopping, sliding, walking, and running. The conditions for evaluating the proper form of the locomotor movements are during any class activity involving these movements. An easy way to see if the criteria are met is that the teacher can visually check each student to see if they are performing the given movement properly.
The Cognitive domain deals with knowledge, thinking, and the ability to acquire, evaluate and synthesize information. An example of a Cognitive objective would be as follows:
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Students will demonstrate their unscrambling and spelling capabilities in the activity called “Make a Word.” The conditions are during the “Make a Word” activity. One measurable criterion is to see which group was first to unscramble and spell the given word correctly.
The Affective domain deals with the student’s thoughts, feelings, and values. This domain is the hardest one to measure. An example of an Affective objective would be as follows:
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Students will demonstrate proper manners during any Physical Education class. The criteria are congratulating classmates, shaking hands, and cheering their classmates on during any activity. The teacher can visually observe these acts during class.
