Activities designed are based on a pre-evaluation, objectives of the course and student needs.  Effective instruction demands congruence between the instruction and intended outcomes.

Students receive significant opportunities to practice and improve performance.  Activities designed should be challenging and interesting to students.

Feedback

Students receive positive, specific, congruent feedback about performance.  For example, in performing a forearm pass In volleyball a student might be told, “Great job creating a flat platform to pass the ball.”  The emphasis is on positive and constructive feedback.

Group Formation

Small groups are formed in a manner that preserves the dignity and self-respect of all students and facilitates learning objectives.

Teaching and Learning Approaches

Instructors use a variety of teaching methods including both teacher and student centered approaches based on the instructional goals and needs of the students.

Formal Closure

Each class has a daily debriefing that consists of bring together salient aspects of what happened, observations of the class and what will come next.

Role of Assessment

Instructor decisions are based on continuous, systematic observation and evaluation of steps toward student achievement of course objectives.

1.  Equipment purchased with student activity fees budgeted to physical education can only be used within the confines of an offered physical education course.

2.  Equipment purchased with student activity fees budgeted to physical education can not be loaned out, borrowed or provided for any use other than an offered physical education course.

Students are allowed only 3 absences from an activity course during the fall and spring semesters. Students are allowed only 2 absences during a summer semester course. Two tardies to class at any time in the school year constitutes an absence. If a student exceeds these limits they will not be awarded credit for the course.