Joshua Gardynski

CV
Monday 6pm
Spring 2019

A. Present Level of Performance

Introductory Paragraph: The student will be currently teaching is named CV. He is a very high-spirited individual
who tends to sometimes get discouraged when he isn’t doing his best. CV enjoy bright colors like pink and the
colors of the rainbow. CV is very creative and has a very big imagination. The lab setting is very good for CV
because we have a lot of open space with very little distractions. We are in the gym across from the rock-climbing
gym so there are more space and less people. For my assessment I simply observed CV do the skills and did some
skills alongside CV to keep him motivated. We were able to assess all the motor skills within the designated gym. I
also used the TGMD model to assess his fundamental motor skills. I also used a modified checklist when assessing
the skills.

Present Level of Performance:

Fitness: Overall, I believe that CV can improve on his physical fitness levels. Throughout our lessons he
frequently lays down claiming he’s tired and constantly wants to get a drink. While this is perfectly fine
and understandable, it can lead to difficulties when we need to do some things within the lesson plan.

Cognitive: CV seems to show very good understanding of pretty much all the fundamental motor skills.
When we were doing various skills, I would give him some feedback about the cues and he would correct
himself just based off the feedback, so that shows he understand some of the cues when I tell him. He also
would self-correct himself for a couple of skills which also shows he understand what he may have done
wrong or what he could have done better.

Affective: From experience, CV has said to been “adequate” with other students. He has had confrontation
with some students but only on a couple occasions. From my experience he seemed to do very well when
engaged with other students. He was very cooperative; however, I could tell at some points he would get a
little discouraged because the other student was doing better than him with some of the skills/tasks. Also, at
some point CV was somewhat disrespectful towards me, however this was quickly straightened out.
Overall, I believe that CV is good with other students but could use some work on how he interacts with
directions/instructions.

Motor: Overall CV has a pretty good ability with all the fundamental motor. He also understands most
movement concepts and can do most tasks when asked to do so. Here are all the motor skills we assessed
based on the TGMD model:
• Run: CV was able to get a 3 out of 4 on his run. He was able to moves arms in opposition, there
was a brief period where both feet were off the ground and had narrow foot placement landing on
heel or toe. However, he didn’t lift his nonsupport to 90 degrees.
• Gallop: CV was able to achieve 3 out of 4 on his gallop. He kept his arms bent and lifted them to
waist level at takeoff while also getting both feet off the ground. But he was never able to maintain
a rhythmical pattern.
• Hop: CV was able to achieve 3 out of 4 on his hop. His nonsupport leg stayed behind him and was
able to hop on his preferred and non-preferred leg 3 consecutive times. But failed to swing his
non-support leg in a pendular fashion and swing arms for force.
• Leap: CV was able to get a 2 out of 4 on his leap. CV landed on opposite foot from takeoff foot.
And there was a period where both feet were off the ground. However, there was no forward reach
with the arm of opposite foot.
 • Jump: CV was able to achieve a 3 out of 4 on his jump. C CV hris took off on 2 feet and landed on
2 feet simultaneously. While bending knees and extending arms in the air. But failed to thrust
arms downwards on landing.
• Slide: CV was able to get a 4 out of 4 on his slide. CV kept his body sideways, his trail legs
followed his lead leg, and was able to do four continuous step-slide cycles to the right and left.
• 2 Handed Strike: CV was able to get a 3 out of 5 on his strike. He placed his dominant hand above
his non-dominant hand. He had his nonpreferred side facing the tossed and was able to contact the
ball. But did not manage to transfer body weight while rotating hips and shoulders.
• Dribble: CV achieved a 2 out of 4 on his stationary dribble. CV contacted the ball at waist level
and did not slap the ball to bounce it. But he did not contact the ball out in front and couldn't
maintain control of the bounce.
• Catch: CV obtained a 2 out of 3 on his catch. CV kept his hands out front and extended his arms
towards the ball when it arrives. However, CV didn’t always catch the ball with just his hands.
• Kick: CV was able to get a 4 out of 4 on his kick. CV had a rapid approach, had an elongated
stride prior to the ball, non-kicking foot placed evenly with ball, and kicked ball with preferred
foot.
• Throw: CV achieved a 2 out of 4 on his throw. CV had a downward movement of arm and had
weight transfer by stepping with opposite foot. But he never rotated his shoulders and didn’t
follow through diagonally across his body.
• Underhand Roll: CV was able to get a 3 out of 4 on his roll. CV swung his hand behind his truck
while chest faced the target, stepped forward with opposite foot of preferred rolling hand, and
released the ball lower to avoid bounce. However, CV never really bent his knees to lower his
body.

Description of performance in general physical education class: While CV seems to be a wonderful

student I feel that in a traditional physical education setting it would be difficult for CV to accommodate.
CV tends to be easily discouraged when engaged in physical activity, so if that were to happen in a regular
class setting he wouldn’t want to do anything. Also, with other students in the class they could potentially
say things to CV about his abilities, and that can lead to a major conflict. If CV was to get discouraged
within the physical education class, it would be difficult for one teacher to help all the students while
attending to CV. So, if CV was able to get some one-on-one time throughout a school year or even have a
teacher’s assistant with CV during a class then CV would do well. But overall in a general class setting it
would be very difficult for CV to progress and succeed.

B. Long-Term Goals and Short-Term Objectives

Fitness Goal:
Long-Term - CV will be able to properly take his heart rate and with that information he
will determine whether he needs to work harder or not based on max heart rate.
Short-Term - During the lessons CV will understand the importance of increasing your
heart rate during physical activity.
Short Term - During the lessons CV will be able to properly find his heart rate after an
activity.

Cognitive Goal:
Long-Term - CV will be able to describe at least 2 fundamental motor skills by saying all
the cues as well as being able to give feedback about those fundamental motor skills.
 Short-Term - During the lesson CV will properly describe at least 1 cue of any of the
fundamental motor skills.
Short-Term - During the lesson CV will be able to describe a sport by explaining the rules
and some strategies associated with that sport.

Affective Goal:
Long-Term - CV will always show respect by constantly listening to the teacher, using the
equipment correctly, and will not talk back to the teacher when giving him instructions.
Short-Term - During the lesson CV will understand how to properly use equipment so he
doesn’t break it or hurt others around him.
Short-Term - During the lesson CV will display respect by allowing other to participate as
well as sharing the equipment with others.

Psychomotor Goal:
Long-Term - CV will become proficient in all the fundamental motor skills by completing
all the cues when performing any of the fundamental motor skills.
Short-Term - During the lesson CV will be able to properly perform all the cues for at
least one of the fundamental motor skills.
Short-Term - During the lesson CV will be able to properly perform all the cues for the
locomotor skills.

C. Health Considerations

Overall there are no major concerns will CV during physical activity. However, he tends to get
discouraged when he doesn’t do something correct or he messes up during a task. The best thing
to do is have him keep trying and give frequent feedback. As for safety I believe the only
concern is working with other students. CV tends to create some issues with other students during
group activities.

D. Behavioral Considerations

The only behavioral concern I have for CV is the fact he doesn't also listen to instructions well
and during activities he doesn't like he is very unresponsive and uncooperative. To fix this I feel
that I need to be sterner about what activities we are doing and as for instructions I need to be
clear and more direct with what I expect.

E. Accommodations, Modifications and Services

There are no major concerns for CV. He was diagnosed with Autism; however, it does not affect
his physical ability and he is fully capable of doing most activities. The only modifications CV
may require is some equipment that makes the activities somewhat easier to learn and
understand.

F. Projected starting date for services and modifications along with anticipated
frequency, location, and duration of those services and modifications

CV has is receiving one hour of instruction in physical education on campus each week
throughout the Spring 2019 semester in SUNY Cortland’s Adapted Physical Education Program.

G. Instructional Strategies

1. One adaptation you can do is making sure there is plenty of visual aids, so the
instructions are clear and can easily be interpreted.
2. Another adaptation is to make sure the equipment is age appropriate and is easy enough
for CV use.
3. Another adaptation is to ensure there is plenty of space for every activity CV is doing. If
CV loses control or falls, you want to make sure he is not near other students.

H. Provide a statement regarding assessment

Throughout the semester I will be doing checklists and using the TGMD model for activities that
the student does based around the fundamental motor skills. The parents will be able to see what
their child can do for each motor skill based off the checklists and the TGMD model.

I. Provide a statement of transition services needs of your student as he/she progresses

from age 16 into adulthood

My student is not 16 or older.