Running head: LEADERSHIP IN PE 1

Curriculum Project: Teaching Leadership in Elementary Physical Education

Tommy Hamlin

Post University
LEADERSHIP IN PE 2

Curriculum Project: Teaching Leadership in Elementary Physical Education

Part I: Statement of Educational Philosophy

The purpose of effective Physical Education programs is to promote overall wellness and

physical literacy. To achieve this, Physical Education teachers must provide learners with a

variety of tools and experiences that allow them to recognize ways in which physical activity can

enhance ones life. Liu, Xiang, Lee, and Li (2017) outlined the achievement goal theory as it

applies to P.E. teachers helping to maximize the impact of instruction time using this model.

The achievement goal theory (Liu, et. al., 2017) seeks to explain the motivation of each

learner. Goals represent the reasons in which one might strive to achieve in a given setting (Liu,

et. al., 2017). This theory, when applied to a P.E. setting, will allow educators to design more

effective instruction and reach students on a new level. In P.E., students should be challenged to

achieve their personal best. Students need to be given the opportunity to practice skills at the

level that is appropriate for their current level of proficiency. If a student is in fifth grade, but

has a first grade reading level, the teacher would provide that student with a reading assignment

that is challenging, but attainable; not the same as their peers. This simple concept is sometimes

missed in P.E. Too often, children are given tasks that may be developmentally appropriate, but

are not within the childs current realm of skills. Students need to gain the skills and knowledge

that enable them to participate in movement activities, but they also must develop the confidence

and understanding that allow them to take on new activities when presented the opportunity.

Sport-specific skills, and knowledge of vocabulary and rules are only helpful for the game to

which they are applied. Understanding, however, will give students the ability to learn any new

activity throughout their life. Such outcomes can only be achieved with a compressive

curriculum design that takes individual differences into consideration.

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The true purpose of school is to develop young people in to well-rounded adults that have

the skills, knowledge, and understandings to make meaningful contributions to society. A skilled

P.E. teacher has the ability to have a profound impact on a childs development. P.E. teachers are

a key influence on student motivations and achieving a healthy lifestyle (Ferriz, Gonzalez-Cutre,

Sicilia, & Hagger, 2016). The end state of a quality P.E. program should be individuals that have

the knowledge and skills to maintain a healthy, active lifestyle. The teacher must become a

catalyst for kinesthetic learning by developing units that challenge students to develop new

knowledge and skills, while gaining a deeper understanding for broad concepts (Wiggins &

McTighe, 2005). P.E. teachers must consider the individual differences between each of their

students. As described in the UDL and UBD instructional models, the teacher must create a

learning community in which students feel accepted (Wojcik, 2016). This can be done by

creating Learner Profiles, and by providing students with a variety of ways in which they

demonstrate proficiencies. Instructional goals that challenge students to develop new academic,

behavioral, and social-emotional skills will also guide P.E. teaching in their planning process.

Backward design, as used in the UBD model (Wiggins & McTighe, 2005), is another tool that

P.E. teachers can use to effectively meet expected outcomes. Diverse students can all achieve at

a high level when the teacher is willing to employ a wide range of tactics. Strategies such as

using verbal and visual instruction, incorporating technology, and using a wide range of analog

materials will help the teacher reach all students. Student assessment is most valid through the

use of authentic performance tasks (APTs) (Wiggins & McTighe, 2005). Authentic learning

allows students to apply theoretical knowledge to realistic scenarios (Simpson, 2016). PE

teachers can create a positive classroom environment by providing students with authentic

experiences that are meaningful and challenging. Students need to know that is it acceptable to
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make mistakes and that they are required for learning and growing. Students will develop as

individuals when the teacher helps them to identify areas in which they can grow and provides

them with strategies for making the necessary changes.

Part II: Rationale of Curriculum

The 400 Kindergarten through fifth grade students at Orchard Elementary School in South

Burlington, VT come from a diverse range backgrounds and needs. There are students from

different cultures who speak different languages. There are many students who receive services

in addition to their regular curriculum to promote their physical or cognitive development. The

majority of students have strong family units, but there are some that lack supports at home or

have experience trauma in their young lives. There are students with Downs Syndrome and

Autism, as well as Cerebral Palsy and visual and hearing impairment. Due to the wide range of

needs, many instructional strategies will be used in this unit.

The unit being outlined in this project is a leadership unit for third through fifth grade

students. Leadership is an important skill that students will benefit from for the rest of their life.

It is often overlooked in other areas of formal education and ties in very well to the personal and

social development standards and goals in Physical Education. There are many students that

would like to have better social interactions with their peers but lack the skills, knowledge, and

understanding to do so. The sequence of learning opportunities in this unit was guided by

backward design as described in the UbD model by Wiggins and McTighe (2005).

Representation is the principle in the UDL model that allows students to demonstrate

competency in a variety of ways (Post, n.d.). To account for variability within learners in this

unit, students will have the opportunity to demonstrate leadership in ways that work for them.

Some students may prefer non-verbal communication to verbal communication. For example,
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when acknowledging teammates, one student may say Nice job! while another is more

comfortable giving a high-five. The result is the same, while the means are different. Action and

expression (Post, n.d.) are also considered in this unit as there will be a bulletin board with

images and words that serve as reminders of key concepts. This will help trigger memories for

more visual learners. The engagement principle allows students to achieve goals in a variety of

modalities (Post, n.d.). Students needs and strengths will be considered in this principle by

allowing students to provide peers with written feedback rather than verbal.
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Part III: Unit Plan

Stage I

3rd-5th Grade PE: Leadership Unit

In this unit, students will be given multiple opportunities for authentic learning that will enable
them to hone their leadership style. Through various team building challenges, students will be
assigned leadership roles and tasked to complete a specific objective. These tasks will require
student leaders to provide their peers with purpose, direction, and motivation. They will
require a high level of effective communication and management in order to succeed.

STAGE 1- STANDARDS/GOALS
What should students understand, know, and be able to do? Stage one identifies the desired
results of the unit including the related state content standards and expected performances,
enduring understandings, essential questions, knowledge and skills.

Content Standard(s)

Generalizations about what students should know and be able to do.

Content Standards Primary Expected Performances

Standard 4: The physically literate Demonstrates effective and respectful

individual exhibits responsible personal communication during leadership experience.
and social behavior that respects self and Respect for self and others is imperative to
others. leadership.

Standard 2: The physically literate Can identify how a strong leader influences the
individual applies knowledge of concepts, overall team performance. The concepts and
principles, strategies and tactics related to principles used can be transferred to leadership
movement and performance. in other areas.

Standard 5: The physically literate Gains knowledge and skills related to positive
individual recognizes the value of physical social interactions with peers. Leadership skills
activity for health, enjoyment, challenge, will make the student more likely to participate
self-expression and/or social interaction. in physical activity.
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Enduring Understandings Essential Questions

Insights learned from exploring
generalizations via the essential questions
(Students will understand THAT)
K-12 enduring understandings are those Inquiry used to explore generalizations
understandings that should be developed
over time, they are not expected to be
mastered over one unit or one year.

Overarching Enduring Understandings: - What makes a leader?

Leadership is an art that continues to
develop with time and experience.
Leadership skills can be transferred to
different types of group settings.
Unit Specific Enduring Understanding
All team members need something different
from a leader.
- What should the relationship look like
between the leaders and those that
follow?
- How can one leader effectively motivate
several individuals with different
personality types?
- Are leaders born, or created through
their experiences?

There are many different ways to be an

effective leader.

Knowledge and Skills

What students are expected to know and be able to do

Knowledge
The students will know

-That leaders provide purpose, direction, and motivation

-That leaders seek to accomplish and goal and improve the team as a whole

Skills
The students will be able to

-Facilitate a group discussion

-Give positive specific feedback to peers
-Make decisions that comply with the best interest of the team
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Stage 2

Stage 2 Assessment Evidence

Performance Task
The authentic performance task of leading a group of peers relates to the planning pyramid from
Stage 1. Upon performing the task, students will demonstrate their skills knowledge and
understanding which will be validated as to whether the student falls into the all, most, or, some
category. The big ideas in outlined in Stage 1are addressed in the rubric at varying levels of
proficiency. This task will be meaningful for learners because they will employ the strategies
and concepts discussed to lead a group of peers. This will be a student guided learning
opportunity which will empower students and reliably show their leadership skills
GRASPS Elements of the Performance Task
G Goal The goal within this scenario (Bridge the Gap) is to move the entire
What should students accomplish by class from one side of the gym to another without anyone touching
completing this task? the floor. Your role within this scenario is the class leader. This
R Role means that you are responsible for everything that the team does,
What role (perspective) will your and fails to do. You will need to communicate effectively with your
students be taking?
team, and provide them with purpose, direction and motivation.
A Audience The target audience for this task is your group of peers;
Who is the relevant audience?
seventeen 5th graders living in South Burlington, Vermont. You
S Situation will need to demonstrate your leadership skills by moving all of the
The context or challenge provided students in our class from one side of the gym to the other without
to the student. any of them touching the floor. If any person touches the gym
floor, the entire group will go back to the start. You will be given
two gymnastics mats to use as you see fit during this task. The
product you are creating is a team that demonstrates respect
P Product, Performance effective communication and the purpose of this task is
What product/performance will the demonstrate your ability to lead a group of peers to complete a
student
create? complex task. Your standards and criteria for success are
communication skill, the attitudes of your team as assessed on the
peer rating sheet, and teacher observation for how well you
provide purpose, direction, and motivation.
S Standards & Criteria
for Success See appendix for rubric.
Create the rubric for the
Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals or other their learning?
means) will students demonstrate achievement
of the desired results? Formative and
summative assessments used throughout the
unit to arrive at the outcomes.
-Leadership Peers Review Card (see appendix). -Pre and post unit self assessment
-Discussions -Guided discussion with peers after task
-Mini leadership exercises in the beginning completion.
stages of the unit. -Teacher prompts during closing discussion:
-What went well?
-What would you do differently?
LEADERSHIP IN PE
Stage 3
Learning Plan (Stage 3)
Where are your students
headed? Where have they been?
How will you make sure the
students know where they are
going?
How will you hook students at
the beginning of the unit?
What events will help students
experience and explore the big
idea and questions in the unit?
How will you equip them with
needed skills and knowledge?
How will you cause students to
reflect and rethink? How will
you guide them in rehearsing,
revising, and refining their
work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
How will you tailor and
otherwise personalize the
learning plan to optimize the
engagement and effectiveness of
ALL students, without
compromising the goals of the
unit?
How will you organize and
sequence the learning activities
to optimize the engagement and
achievement of ALL students?
9
A task will be modeled with the teacher as a group leader
at the beginning of the unit. Afterward, students will be
given the rubric and will discuss the teachers performance
and assign a grade. Students will complete a pre-unit self-
assessment on their perceived leadership skills and set
goals for where they would like to be by the end of it.
The teacher will lead discussions on other leaders and
their contributions to include celebrities, political figures,
civil rights activists, and other school staff. The teacher
will provide students with new tasks to complete each day
so that they need to continue to think and uncover new
solutions. Technology can be used by recording and
reviewing the teams performance.
In order to properly equip students, the teacher will not
only give verbal instruction and demonstrations, but will
also use bulletin board in the gym to create some visual
leadership cues. Words and images that show the
different ways to motivate and effectively communicate.
By using these techniques, elements of representation,
action and expression, and engagement will be included.
Leadership mini-tasks will be completed in the early
lessons of the unit. Students will be given the opportunity
to lead a discussion with peers after completing their task.
During this discussion, the student will identify highlights,
potential improvements, and/or alternative methods to
complete the task or lead the team.
Students will complete a self-reflection card that will be
reviewed with the teachers as the teacher goes over the
rubric with the student.
Learning will be tailored to students in many ways.
Students will be able to lead different sized groups
(ranging from one person to the whole class) and the tasks
themselves will have varying levels of complexity allowing
students with fewer communication skills to effectively
convey their message. Students could also choose to give
directions in a written format rather than verbal. Students
in need could use an iPod for communication. For
accurate evaluation and revision, the student leaders could
be recorded and viewed during the closing.
Students will be given a leadership handout that has
procedures and information regarding the expectations
and tips for being a successful leader. It will give
definitions and examples of different motivational
strategies and ideas on how to communicate effectively.
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# Lesson Title Lesson Activities Resources

1 Introduction -Introduce Unit, Ask EQs -Self-assessments

to Leadership -Brainstorm the definition of leadership -iPad for communication
-Discuss purpose, direction, and motivation apps
-Give examples of leaders students may know -Rubrics
(Professional Athletes, Principal, etc)
-Teacher leads Islands Moonball task
-Group review of rubric and discussion of
teacher performance in leadership role
-Complete pre-unit self-assessment
(W,H, E1)
2 Effective -Discuss methods of communication -iPad for communication
communicatio (Verbal/Non-Verbal) apps
n -Discuss importance of communication -Bulletin Board
-Leadership mini-task Sightless Obstacle
Course
-Closing Discussion: clear and concise
communication
(T,R, E2)
3 Small Group -Opening discussion: motivational strategies -iPad for communication
Leadership (acknowledgement, encouragement, personal apps
effort) to include bulletin board, and -Bulletin Board
leadership handout -Leadership Handouts
-Students are grouped into threes and rotate
through the leadership position in Rope
Scribe task.
-Teams review leaders performance in small
groups
(H,E1,R,T,O)
4 Leadership -Review Rubric -iPad for communication
Evaluation -Divide class into four groups apps
-Leaders will be assigned and given Tug -Bulletin Board
Boat Relay task -Leadership Handouts
-Leaders complete task (tasks will be -Video Camera
recorded to help review) with use of -Peer Review Cards
leadership handout
-Leaders facilitate closing discussion with
guided questions
-Complete peer review and self-reflection
card
(H,E1,R,E2,T,O)
5 Leadership -Review Rubric -iPad for communication
Evaluation -Divide class into four groups apps
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-Leaders will be assigned and given -Bulletin Board

Sculptures task -Leadership Handouts
-Leaders complete task (tasks will be -Video Camera
recorded to help review) with use of -Peer Review Cards
leadership handout
-Leaders facilitate closing discussion with
guided questions
-Complete peer review and self-reflection
card
(H,E1,R,E2,T,O)
6 Leadership -Review Rubric -iPad for communication
Evaluation -Divide class into four groups apps
-Leaders will be assigned and given Across -Bulletin Board
the Pond task -Leadership Handouts
-Leaders complete task (tasks will be -Video Camera
recorded to help review) with use of -Peer Review Cards
leadership handout
-Leaders facilitate closing discussion with
guided questions
-Complete peer review and self-reflection
card
(H,E1,R,E2,T,O)
7 Leadership -Review Rubric -iPad for communication
Evaluation -Divide class into four groups apps
-Leaders will be assigned and given Spider -Bulletin Board
Web task -Leadership Handouts
-Leaders complete task (tasks will be -Video Camera
recorded to help review) with use of -Peer Review Cards
leadership handout
-Leaders facilitate closing discussion with
guided questions
-Complete peer review and self-reflection
card
(H,E1,R,E2,T,O)
8 Leadership -Review Rubric -iPad for communication
Evaluation -Divide class into four groups apps
-Leaders will be assigned and given Bridge -Bulletin Board
the Gap task -Leadership Handouts
-Leaders complete task (tasks will be -Video Camera
recorded to help review) with use of -Peer Review Cards
leadership handout -Post self reflection
-Leaders facilitate closing discussion with
guided questions
-Complete peer review and self-reflection
card, Ask EQs
(H,E1,R,E2,T,O)
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Checking for UDL Principles
Considerations
Required Areas of Study:
Is there alignment between
outcomes, performance
assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful
adjustments to the
curriculum content (not
outcomes), instructional
practices, and/or the
learning environment to
meet the learning needs and
diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher
directed and student
centered instructional
approaches?
Resource Based Learning:
Do the students have access
to various resources on an
ongoing basis?
FNM/I Content and
Perspectives/Gender
Equity/Multicultural
Education:
Have I nurtured and
12
Assess and Reflect (Stage 4)
Comments
The outcomes, assessment, and learning experiences are clearly aligned.
Students are expected to gain skills, knowledge, and understanding on how to
lead a group of people to accomplish a task. The grading rubric give clear
expectations of strategies to use to meet this end and the learning experiences
to include activities and discussions are progressive and will build on one
another.
For struggling students:
The bulletin board and leadership handouts will give students that need it
reminders of the key concepts from the group discussions. Multiple
repetitions early in the units leading smaller groups will help build skills and
knowledge for struggling students. Assistive technology in the form of
communication apps will be used for students in need. Students that struggle
to conceptualize feedback will have the option of reviewing their leadership
experience on video.
For students who need a challenge:
Students that have more leadership experience or those who already possess
leadership characteristics will need to be challenged at a higher level in order
to grow. These students will be challenged by being selected to lead the more
complex tasks and assigned to teams with peers that are more challenging to
lead. This will be a greater test of their use of leadership concepts.
A variety of instructional approaches are used in this unit. A teacher lead
example to start the unit follow by a series of discussions, and practical
exercises are the main methods of instructional delivery. This is supplemented
by handouts, self-assessments, and goal setting.
Students can always reference the bulletin board in the gym with words and
graphics depicting the leadership concepts covered in our discussions. They
will also be given the leadership cards to reference at any time. Students will
be encouraged to research famous leaders on their own time.
In our discussion of famous leaders, I will discuss male and female leaders of
many different races, ethnicities and cultures. This will help promote diversity
and multicultural education during this unit.
LEADERSHIP IN PE 13

promoted diversity while

honoring each childs
identity?

References

Ferriz, R., Gonzalez-Cutre, D., Sicilia, A., & Hagger, M. S.. (2016). Predicting healthy and

unhealthy behaviors through physical education: A self-determination theory-based

longitudinal approach. Scandinavian Journal of Medicine and Science in Sports 26, 579-

592. doi: http://10.1111/sms.12470.

Liu, J., Xiang, P., Lee, J., & Li, W. (2017). Developing physically literacy in K-12 physical

education through achievement goal theory. Journal of Teaching in Physical Education

36, 3, 292-302.

Post University. (n.d.). Developing Instructional Goals: Universal Design for Learning

Instructional Models.

Simpson, J. (2016). Authentic learning- does it improve pass rates and student satisfaction?

Journal of Perspectives in Applied Academic Practice, 4(2), 62-70.

Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Assoc. for

Supervision and Curriculum Development.

Wojcik, J. (2016). Understanding by design and universal design: Instructional models for a

variety of teaching and learning contexts. Post University.

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Appendices

Leadership Peer Review Card

During the task, I felt like a valuable member of the team.

Strongly Disagree Neutral Strongly Agree

0 1 2 3 4 5

Leadership Self-Assessment
I enjoy sharing my knowledge with others.

Strongly Disagree Neutral Strongly Agree

0 1 2 3 4 5

I know how to create a positive change among a group of peers.

Strongly Disagree Neutral Strongly Agree
0 1 2 3 4 5

I know how to communicate my ideas to others.

Strongly Disagree Neutral Strongly Agree
0 1 2 3 4 5

I think of myself as a leader.

Strongly Disagree Neutral Strongly Agree
0 1 2 3 4 5

Others think of me as a leader.

Strongly Disagree Neutral Strongly Agree
0 1 2 3 4 5

My goal:
______________________________________________________________________________
_____________________________________________________________________________

Rubric:
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Criteria Did not meet Meets Standard Exceeds Standard Total Points
Standard (0 (1 pt) (2 pts)
pts)

Provided Team was Most of the team understood The entire team fully /2
Purpose unclear as to the purpose of the task understood the
the purpose of purpose of the task
the task

Provided No plan or The directions given were Directions were given /2

Direction directions were unclear clearly and team
given members understood
their role

Provided The leader The leader used a motivational The leader /2

Motivation made no effort strategy (encouragement, successfully
to motivate the acknowledgement, personal motivated the team
team effort) and was successful in by employing two or
some instances more motivational
strategies

Effective Did not use Used clear and concise Used clear and /2
communication clear and language most of the time concise language
concise throughout the task
language

Peer Rating <2 2-3 4-5 /2

Average Score

Total /10

Leadership Handout
Provide purpose Does the team know what the task is and why it needs to be completed?
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Provide direction.... Do all members of the team know what their role is?

Provide motivation. Do team members want to complete the task?

Motivational Strategies
AcknowledgementWow, Sarah, thats a great idea!
Encouragement Come on, John, you can do it!
Personal Effort Motivation is contagious! Show that you are motivated and others will follow

Effective communication Communication is clear and concise. Team members know

what is expected of them. For example Susie is over there working on that thing so if you
want to, you can go help her with that. OR Please go help Susie finish hanging the banner
over the door.

Planning Pyramid

Some Students Will:

-Be able to effectively lead large groups of peers to successfully complete a complex task
-Employ multiple leadership styles in order to reach a diverse group or peers simultaneously
-Know how to use feedback from their team to make informed decisions for the benefit of the
group
-Understand that team dynamics are always changing and leaders are central to exploiting
strengths and mitigating weaknesses

Most Students Will:

-Be able to effectively lead a small group of peers to successfully complete a moderately
challenging task
-Employ more than one leadership style in order to reach different peers independent to one
another
-Know how to analyze various aspects of the team and informed decisions
-Understand that all team members need something different from a leader

All Students Will:

-Be able to effectively lead a peer to successfully complete a simple task
-Discover and employ their preferred leadership style
-Know that leaders provide purpose, direction, and motivation
-Know that leaders seek to accomplish a goal and improve the team as a whole
-Understand leadership is a skill that can continue to be refined throughout ones life
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