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Cortland Middle School

8th Grade Cardiovascular Activities

Mackenzie Zajac, Kayla Sweeney

Dr. Adem Kaya

PED 434 Spring 2019

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Table of Contents

Part 1: Standards and Learning Goals page 3

Learning Goal 1 (Kayla Sweeney)

Learning Goal 2 (Mackenzie Zajac)
Learning Goal 3 (Kayla Sweeney)
Learning Goal 4 (Mackenzie Zajac)

Part 2: Assessment of Student Learning page 6

Part 3: Block Plan page 13

Part 4: Analysis of Results page

Part 5: Grading page

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Part 1: Standards and Learning Goals

Goal Standards Assessment Tool Domain

Learning goal 1: NYS Standard:1A Rubric and Grading Psychomotor

Students should be Shape Standard: 1 Scale
able to perform all the
psychomotor skills
presented to them at a
level of at least ⅔
based on the grading
rubric

Learning goal 2: NYS Standard:1B RPE and Heart Rate Affective & Cognitive
Students should be Shape Standard: 5 Scale
able to correctly assess
their RPE throughout
the stations and be able
to list benefits of having
raised RPE levels

Learning goal 3: NYS Standard:2 Exit Slip Cognitive

Students should be Shape Standard: 2
able to receive at least
an 8/10 on the post-
assessment exit slip

Learning goal 4: NYS Standard:2A Exit Slip Affective

Students should be Shape Standard: 4
able to be respectful of
their peers and space,
and answer the
questions on the exit
slip

Cardiovascular activities are taught to students through many physical education

programs at a young age. We started our cardio stations unit by using the cognitive

domain and teaching the techniques and proper form for each of the activities that were

presented to the students. As we demonstrated and talked about each station, we also

showed modifications for students who were having difficulty, to use instead. Following

our cognitive instruction, we then went to the psychomotor domain and assessed each

student by using a rating scale which included a rubric of critical elements, and gave the
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students a score for each station they completed. We started each lesson with a

dynamic warm up and allowed them to stretch to prevent injury.

Throughout the cognitive part of the unit, we were looking for the students’

previous knowledge of the skills, as well as from our demonstrations and explanations.

The students who were highly confident in how to perform the skill were more likely to

complete the skill at a faster pace within the thirty seconds allotted for that station. We

walked around and gave corrective feedback for students who might have still been

confused on how to perform the skill after the demonstration and explanations. We

started out with three basic skills to see where our students were with each and how

familiar they were. Then, we eventually had a total of seven different skills to make up a

total of seven stations.

Our first learning goal for the students was to perform all of the skills and receive

at least a two out of three on the rating scale based on how many critical elements they

included while participating at each station. Each student was assessed by at least one

of the teachers and given feedback. This goal was appropriate because students were

able to make mistakes and still receive a two out of three on the scale, and we

demonstrated beforehand so they could see how to complete the skill. Our second goal

was for the students to assess their own RPE after each station and be able to list

benefits of having RPE levels increase. Based on how hard the student worked for the

thirty seconds at the station, they rated themselves which also includes the affective

domain. This was an appropriate goal because the students were previously taught

what RPE was and how to use it. Our third learning goal was for students to receive at

least an eight out of ten on the final exit slip. We asked them questions on critical
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elements of each skill, terminology, how they felt during the lesson and how they rated

it. This was an appropriate goal because while demonstrating, we pointed out important

cues and critical elements of the skills as well as terminology like RPE we were going to

be using. Lastly, our fourth learning goal was for students to be able to respect other

classmates and personal space and to be able to answer the affective questions on the

exit slip. In all physical education classes, students need to be able to work together

either on a team or with a partner, and behave appropriately while doing so. This was

appropriate and a good way of reinforcing the affective domain by having the students

work in partnerships. These learning goals were important to have the students be

aware of what they were expected to do, but also for us teachers to cover each domain

and it helped us plan what instruction would come next in the unit.
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Part 2: Assessment of Student Learning

A. Psychomotor Domain Pre-Assessment:

● For our pre-assessment of our psychomotor task we gave the students a fair task
aligned with an objective.
● Objective: The goal is to achieve a 2 out of 3 on the grading rubric during class
stations. (Standard 1, Psychomotor domain)
● For this assessment we used the NYS Shape standards list for appropriate
guidelines and goals for the students.

Names: 1 2 3 1 2 3 1 2 3
push-up push-up push-up Jump Jump Jump sit-up sit-up sit-up
rope rope rope

Scoring Guide:

1- Poor, weak

2- Good, acceptable, satisfactory

3- Exceptional, mastery

Sit-up:
Critical Elements:
● Lie on your back, bend your knees and plant your feet about hip distance apart.
Place your hands across your chest, point elbows out to the sides.
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● Raise torso by bending your hips and waist. Lift up until your torso is inches from
touching your thighs.
● Controlled return to start position

Push-up:
Critical Elements:
● Hands under shoulders with fingers spread apart.
● Up position, arms straight, back and legs straight.
● Down position, elbows 90 degrees, body straight.

Jumping rope:
Critical elements:
● Hold the jump rope by the handles.
● Hold it down by your waist.
● Swing the rope with your wrist not your arms.
● Time your jump and focus on rhythm.

According to our rubric we focused on the main critical elements for each station. The
highest goal to reach was receiving a three out of three on each skill showing that the
student demonstrated all of the critical elements, or only missed one.

B. Psychomotor Domain Formative Assessment:

● For the formative assessment, we went over what they will be tested on, how
they will be graded, and how long they will have at each station to perform the
different skills.
● We explained the difference between a 1,2, and 3 in the rating scale.
● We did not allow for students to rate each other in order to avoid skewed results.
● We gave the students time to adjust their mistakes when performing the different
cardio skills.
C. Psychomotor Domain Post-Assessment:
● Rather than only testing jump roping, push-ups, and sit-ups, we also tested other
skills along with the skills tested in the pre-assessment.
● We used the same rating scale (1-3) as used in the pre-assessment.
● The critical elements of all of the skills were used to evaluate each students
performance.
● Each skill was performed for 30 seconds and then the students would rotate to
the next skill.
● Students would also take their heart rate after every station.
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A. Cognitive Domain Pre-Assessment:

● For our cognitive test, we gave the students an exit slip type formative
assessment to see how much then knew without us teaching and demonstrating
the different skills.
● Objective: At the end of class, students can correctly answer the exit slip
questions. (NYS Standard 1 and National Standard 3)
● The exit slip quiz had questions regarding critical elements of the skills
performed, and cardio activity as a whole.
● Before students performed skills during the psychomotor pre assessment we
briefly touched on how to modify the skill to make it easier or harder.
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B. Cognitive Domain Formative Assessment:

● We frequently tested the knowledge of the different skills and what critical
elements need to be present in the execution of the skill.
● We asked students questions before class, during class, and at the end of class
about the different critical elements and the different skills they performed in
class.
C. Cognitive Domain Post-Assessment:
● We handed out an exit slip at the end of class.
● The post-test included some of the same questions as the pre-test in order to test
growth and understanding
● We also added a few questions to test other skills they learned throughout the
class.
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A. Affective Domain Pre-Assessment:

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● Throughout class students will work together and be respectful of personal space
(NYS Standard 2 and National Standard 4).
● The students are expected to be respectful of their peers and the equipment.
● Students will be given an exit slip and two questions on the exit slip will be
questions based on the affective domain.

B. Affective Domain Formative Assessment:

● We checked for understanding throughout the stations/taks.
● Safety and rules were reviewed before beginning the different stations. We also
explained that we want to see everyone giving their best effort when participating
in the different tasks/stations.
● Based on the assessment at the end of class, we got an understanding if the
students enjoyed the activity and felt it was very difficult or easy for them to
complete.

C. Affective Domain Post-Assessment:

● We handed out a slip for the students to fill out as they went through every
station.
● This slip had the students give an RPE for each station and it had them keep
track of their heart rate at the end of every station.
● We also handed out an exit slip with affective based questions on them in order
for us to get an understanding about how the activity made the students feel.
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Fitness Objective:
● Students will have to take their RPE and heart rate.

Assessment Plan Overview

Learning Goals Assessment Format Accommodations

Learning goal 2: Formal We provided

Students should be assessment: enough stations for
able to correctly Allowed the the students so
assess their RPE Pre-Test students at the end they were never
throughout the of class to provide standing around
stations and be feedback based on except for
able to list benefits their effort demonstrations
of having raised according to the
RPE levels RPE scale in class

Formal or informal: We provided

Formative We encouraged enough stations for
students to help the students so
each other with the they were never
skill as well as standing around
encourage each except for
student to succeed demonstrations

Same as the pre- Based on our

Post-Test assessment student’s feedback
with the activities,
none of the
students felt the
activity wasn’t
beneficial and
everyone scored at
least a 6 on the
RPE scale

● Based on our cognitive and affective testing at the end of each class, we asked
the students to put their RPE after they completed each station
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Part 3: Block Plan School Name: Cortland Middle School

Students: Mackenzie Zajac, Kayla Sweeney Unit Content: Cardiovascular Activities

Day 1 Day 2

Warm-up: Introduce dynamic and static Warm-up: Dynamic and static stretching
stretching routines that will be used routine
throughout the unit (led by teacher)
Lesson focus: Techniques of a push-up
Lesson focus: Learning what activities are in
the cardiovascular category Fitness component: Work on warming the
body before hand to prevent injury
Fitness component: Work on warming the
body before hand to prevent injury Physical activity goal: Be able to list the
critical elements and explain each of a push-
Physical activity goal: Be able to list examples up and do them
of cardiovascular activities we could perform
in class and do them Assessment: Pre-Test: cognitive and affective
exit slip, Formative: CFU throughout lesson,
Assessment: Pre-Test: cognitive and affective Post-Test: more advanced cognitive and
exit slip, Formative: CFU throughout lesson, affective exit slip
Post-Test: more advanced cognitive and
affective exit slip

Day 3 Day 4

Warm-up: Dynamic and static stretching Warm-up: Choose 2 students to lead the
routine dynamic and static stretching routine, and
have them add a new stretch
Lesson focus: Techniques of a sit-up
Lesson focus: Techniques of jump roping
Fitness component: Work on warming the
body before hand to prevent injury Fitness component: Work on warming the
body before hand to prevent injury
Physical activity goal: Be able to list the
critical elements and explain each of a sit-up Physical activity goal: Be able to list the
and do them critical elements and explain each of jump
roping and do them
Assessment: Pre-Test: cognitive and affective
exit slip, Formative: CFU throughout lesson, Assessment: Pre-Test: cognitive and affective
Post-Test: more advanced cognitive and exit slip, Formative: CFU throughout lesson,
affective exit slip Post-Test: more advanced cognitive and
affective exit slip
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Day 5 Day 6

Warm-up: Choose 2 new students to lead the Warm-up: Choose 2 new students to lead the
static and dynamic warmup and have them static and dynamic warmup and have them
add a new stretch add a new stretch

Lesson focus: Techniques of sliding Lesson focus: Techniques of mountain

climbers
Fitness component: Work on warming the
body before hand to prevent injury Fitness component: Work on warming the
body before hand to prevent injury
Physical activity goal: Be able to list the
critical elements and explain each of sliding Physical activity goal: Be able to list the
and do them critical elements and explain each of
mountain climbers and do them
Assessment: Pre-Test: cognitive and affective
exit slip, Formative: CFU throughout lesson, Assessment: Pre-Test: cognitive and affective
Post-Test: more advanced cognitive and exit slip, Formative: CFU throughout lesson,
affective exit slip Post-Test: more advanced cognitive and
affective exit slip

Day 7 Day 8

Warm-up: Choose 2 new students to lead the Warm-up: Choose 2 new students to lead the
static and dynamic warmup and have them static and dynamic warmup and have them
add a new stretch add a new stretch

Lesson focus: Techniques of squat jumps Lesson focus: Combining all of the skills into
stations and completing each skill
Fitness component: Work on warming the
body before hand to prevent injury Fitness component: Work on warming the
body before hand to prevent injury
Physical activity goal: Be able to list the
critical elements and explain each of squat Physical activity goal: Be able to list the
jumps and do them critical elements and explain each of every
skill in the stations routine and do them
Assessment: Pre-Test: cognitive and affective
exit slip, Formative: CFU throughout lesson, Assessment: Pre-Test: cognitive and affective
Post-Test: more advanced cognitive and exit slip, Formative: CFU throughout lesson,
affective exit slip Post-Test: more advanced cognitive and
affective exit slip

Part 4: Analysis of Results

Data Analysis: Learning Goal 1 (skills)

Pre-Assessment
For our pre-assessment in the psychomotor domain, we evaluated the students
performance when jumping rope, doing push-ups, and doing sit-ups. While evaluating
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the students we had a teacher generated checklist we were filling out along with the
critical elements of the three different skills. We rated the students on a scale of 1-3, 3
being the highest. After we had the scores of every skill added together the maximum
number of points a student could have was 9. Student 1 had 9/9, student 2 had 6/9
points, student 3 had 8/9 points, student 4 had 7/9 points, student 5 had 5/9 points, and
student 6 had 9/9 points. The class average for the pre-test was a 7/9 total points or a
77.7%.
Post-Assessment
Four our post-assessment in the psychomotor domain we had 7 different stations set up
around the gym. These stations each covered one skill. The different skills were
jumping rope, push-ups, sit-ups, jumping jacks, mountain climbers, shuffles, and squat
jumps. We had the students spend 30 seconds at each station and then had them
rotate after the 30 seconds was done. While the students were participating in the
stations we walked around with a teacher generated checklist and rated the students on
the same scale of 1-3. The post test included 4 more skills than the pre-test did
therefore, the post test was out of 20 points total. Student 1 scored a 19/20, student 2
received a 17/20, student 3 scored an 18/20, student 4 scored a 19/20, student 5
received a 15/20, and student 6 received a perfect 20/20. The class average for the
post-test was an 18/20 or a 90%.
Reliability and Content Validity
All of the data taken in both the pre-assessment and the post-assessment were taken
by the teachers. At no time did the students give grades to other students for their
psychomotor abilities. This ensured that all of the data for the cardio activities was
taken by the same two teachers each time and is reliable.
Adjustments
Based on our scores having an average of 77.7%, we adjusted demonstration time for
our lesson and planning. Most teachers would expect to see about 7 out of 9 students
on average able to perform the tasks at hand so we were not surprised when that was
the average. We made sure to add extra time to go over each station and the cues of
every skill and to show the students the correct way to perform each skill. As the lesson
progressed we made sure everyone was pushing themselves and trying to do the
different exercises for the entire 30 seconds. We also walked around and gave
feedback. We did this so that the students could realize what they were doing incorrect
and adjust it. Overall, our entire class showed improvement from the pre-test to the
post-test.
Change in student learning
● Results based on a 3 point rating scale- pre-test added up to a total of 9 points
and post test added up to a total of 20 points
- Pre-test average: 7/9= 77.7%
- Post-test average: 18/20= 90%

Data Analysis: Learning Goal 2 (fitness, physical activity)

Pre-Assessment
For our pre-assessment in the fitness domain, we conducted a simple self-test with all
students in which everyone calculated their own heart rate after each station they
participated in. This was done by having them find their pulse either on their wrist or
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neck, and telling them when to start and stop for time. We timed them for 6 seconds and
then they multiplied their score by 10 to calculate their heart rate. Six students attended
both the pre-assessment and post assessment. Their pre-assessment average heart
rates are; student 1- 115, student 2- 95, student 3- 135, student 4- 120, student 5- 80
and student 6- 110.
Post-Assessment
For our post-assessment, we conducted the same heart rate procedure after each
station to have reliable data to compare the pre and post assessments. Their average
heart rates were student 1- 135, student 2- 105, student 3- 142, student 4- 144, student
5- 88 and student 6- 138.
Reliability and Content Validity
This data is somewhat reliable based on how hard the student was trying while
participating, and if they actually calculated their heart rate the correct way. We had the
students assess themselves in this aspect, but we assessed the students in all of the
other aspects. This was a good way of teaching how to get your own heart rate and
allowing the students to do it multiple times before we finished the lesson.
Adjustments
Based on having some students with much lower heart rates compared to others, we
would try to motivate all students to go as hard as they can with as many reps in the
time allotted. The goal would be to have each student improve their heart rate each
class period, so we could make competitions and try to get students to motivate each
other to work harder. We were still content with how each student improved their heart
rate from the pre-assessment to the post-assessment.
Change in student learning
● Results: based on heart rate of each individual
● Pre-Test average: 109
● Post-Test average: 125

Data Analysis: Learning Goal 3 (cognitive)

Pre-Assessment
For the pre-assessment in the cognitive domain we gave all the student an exit quiz at
the end of class. The exit quiz consisted of 4 questions relating to the critical elements
of the skills and why it is important to take part in cardio activity. Every question was
out of 2 points to add up to being out of 8 points total. Student 1 received an 8/8,
student 2 scored a 8/8, student 3 earned a 6/8, student 4 scored an 8/8, student 5 got a
6/8, and student 6 scored an 8/8. The class average on this quiz was a 7.3/8 or a 91%.
Post-Assessment
For the post-assessment in the cognitive domain we gave all the students an exit quiz at
the end of class. This exit quiz had some of the same questions as the pre-test, but it
also had different ones added onto it. The exit quiz was 10 questions, each question
being worth 1 point for a total of 10 points. Student 1 scored a 10/10, student 2 scored
a 10/10, student 3 received an 8/10, student 4 scored a 10/10, student 5 received a
10/10, and student 6 scored a 10/10. The class average on this quiz was a 9.6/10 or a
96%.
Reliability and Content Validity
The formatting of the questions on our written exam were all similar to make studying
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the content easier for the students. The exam given in the pre-test had some of the
same questions in the post-test. The only things added into the post-test that were not
on the pre-test were the new skills we learned throughout the unit. This makes our data
taken consistent and allows us to use it to measure progress throughout the unit.
Adjustments
Our cognitive test during the pre-assessment showed positive results. All of the
students passed or exceeded passing and received a 100%. We expected good
grades, but since the class average was a 91%, that means that they were already
familiar with the topic or could learn more information rather that just was was provided
in day 1. During the next lesson we added 4 more skills, taught them and went over all
the critical elements of each skill. While the students went through each station we
frequently asked questions to check for understanding and to see if the students were
learning the new information as we taught it.
Change in student learning
● Results: Based on a 4 question exam for a total of 8 points and a 10 question
exam for total of 10 points.
- Pre-test average: 7.3/8=91%
- Post-test average: 9.6/10=96%

Data Analysis: Learning Goal 4 (affective)

Pre-Assessment
In our pre-assessment for the affective domain, we gave all the students an exit quiz of
two questions. One question related to how they felt about the activity and the other
asked what RPE they would personally give the activity. For the pre-assessment
students rated the activity on an RPE scale of 1-10. Student 1 felt as if the RPE of the
activity was a 7/10 , student 2 said it was a 5/10, student 3 said 6/10, student 4 said
7/10, student 5 said 7/10, and student 6 said it was an 8/10. The average RPE for the
pre-test was a 6.7/10.
Post-Assessment
In our post-assessment for the affective domain we gave the students the same two
written questions about how the activity made them feel, but we also added a slip for
them to fill out after each station. On this slip the students had to write the RPE they
would give each station and they would have to write their heart rate after every station.
The RPE scale remained the same and it was a scale of 1-10, 1 being east and 10
being very difficult. Student 1 had an overall RPE of 9/10 for the days activities.
Student 2 had 6.3/10, student 3 had said the RPE was a 7/10, student 4 said it was an
8/10, student 5 said it was a 9/10, and student 6 also said it was a 9/10. The average
RPE of the class for the post-assessment was an 8/10.
Reliability and Content Validity
All of the questions asked that fall under the affective domain require the student s to
give their opinion and explain how they were feeling. From the pre-test to the post-test
the difficulty (RPE) increased for all of the students. Throughout the activities students
were also required to share equipment, work together, and be respectful of one another
and the equipment used.
Adjustments
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Our affective test/evaluation was our way of making sure students were participating in
the different stations and it was our way to keep the engaged in the activity. By having
our students keep track of their RPE and heart rate it required them to actually engage
in the activity so they could determine their own scores. We noticed during out pre-
assessment that some of the students were not giving their best effort. Therefore, by
adding in heart rate and how difficult they felt the activity was it required them to pay
attention to how they were feeling (tired,energized, etc.).
Change in student learning
● Results: Based on a 1-10 rating scale of RPE
- Pre-assessment average: 6.7/10
- Post-assessment average: 8/10

Part 5: Grading

Grading Rubric
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Key:

Blue: 40% Participation

Orange: 30% Skill Performance (based on critical elements)
● 1- Poor, weak
● 2- Good, acceptable, satisfactory
● 3- Exceptional, mastery
Gray: 20% Responsibility
Yellow: 10% Cognitive (Quizzes/Tests)

Psychomotor Assessment:
● Based on this portion of the class, this assessment will count towards 30% of
their grade. Based on our grading rubric each student has the option to score a
3 which equals 100.
● Each grade will be added up so the max score on pre-test is a 9 and the max
score on the post-test is 20.
● Each student will be given the opportunity to retest if they score lower than a 2, if
they meet the attendance requirement.
● As the unit progresses we will add the grades together to better fit a total grade
for the unit.
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Pre-Test average: 7/9 or 77.7%

Post-Test average: 18/20 or 90%

Cognitive Assessment:
● This factor will be a total of 10% of the students grade at the end of the unit.
● Students will receive a total of 4 questions on the pre-test cognitive exam and a
total of 10 questions on the post-test cognitive exam.
● The max score on the pre-test for the cognitive exam was out of 8 points (2
points per question) and the max score on the post-test was out of 10 points (1
point each).
● Pre-test:
- 4x2=8
- 3x2=6
- 2x2=4
- 1x2=2
- 0x2=0
● Each student will be given only 1 chance to take the test. No make-ups.
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Pre-test average: 7.3/8= 91%

Post-test average: 9.6/10= 96%

Affective Assessment:
● The affective domain was worth 20% of students overall grade.
● For this test we asked questions about how they felt about the activity and how
difficult or easy the activity was for them.
● We also had students write down their heart rate and RPE after every station in
the post-test.
● Having students write their RPE down is a good way to see how easy/difficult
they felt the activity was for them.
● The RPE was on a scale from 1-10, 1 being easy and 10 being very challenging.

Pre-test average RPE: 6.7/10

Post test average RPE: 8/10

Fitness Assessment:
● All students heart rate increased throughout the activity from the pre-test to the
post-test
● Our goal was to have the students calculate their own heart rates so they would
learn and understand the process.
● In the beginning of the class there was a little confusion on how to calculate their
heart rat, but then we explained it again and gave them an example and they
ended up understanding.
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Pre-test average: 109

Post-test average: 125