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Underhand Rolling
Ryan McWilliams & Andrew McGuire
Dr. MacDonald
6th Grade
Fall 2017
South Orangetown Middle School
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Table of Contents

Part 1: Standards and Learning Goals page 3

Learning Goal 1 Ryan McWilliams
Learning Goal 2 Ryan McWilliams
Learning Goal 3 Andrew McGuire
Learning Goal 4 Andrew McGuire

Part 2: Assessment of Student Learning page 4

Part 3: Block Plan page 13
Part 4: Analysis of Results page 15
Part 5: Grading page 19
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Part 1: Standards and Learning Goals

Goal Standards Assessment Tool Domain

Learning goal 1: Students will NYS Std: 1A Skill Rubric graded Psychomotor
perform underhand rolls with SHAPE Std: by teacher Skill
proper form Standard 1

Learning goal 2: Students will NYS Std: 2A Step Counter Psychomotor-

combine underhand rolling with SHAPE Std: fitness & physical
cardiovascular endurance by Standard 3 activity
sprinting to set up pins and
retrieve the bowling ball

Learning goal 3: Students will NYS Std: 1A Written Quiz Cognitive

take a written quiz at the end of SHAPE Std:
class answering what the cues Standard 2
of underhand rolling consist of.

Learning goal 4: Students will NYS Std: 2A Peer Assessment Affective

fill out a Peer Assessment Scale SHAPE Std: Scale
based off of their partner’s Standard 4
communication and teamwork.
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Part 2: Assessment of Student Learning

Assessment Plan Overview

Learning Goals Assessment Format Accommodations

LG 1 (skill): Pre-Test Qualitative rubric based on Certain students

Underhand psychomotor performance of needed the distance
Rolling underhand rolling towards bowling to be increased or
pins. decreased from the
cones, using
challenge by choice.

Formative Teacher observation, self- Different sized balls

assessment, and peer review of were used to make
partner’s skills during gameplay. the skill easier/more
difficult.

Post-Test Rubric based on psychomotor Low numbered

performance of underhand rolling scales and
towards bowling pins. straightforward
questions on exit
slips.

LG 2 (fitness): Pre-Test Students use step counters to Students were able

Cardiovascular determine the amount of steps they to go at their own
Endurance took during the lesson and pace during the
cardiovascular fitness component. cardiovascular
fitness component
of the lesson.

Formative Students use a watch or phone to Students can use

calculate steps while they are any type of step
participating in rolling, cardiovascular counter during this
component, and gameplay piece of the lesson as long as it
lesson. is accurate and
correct.
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Post-Test Students use step counters to Students can write

determine the amount of steps they their numbers on
took during the lesson and an exit slip and
cardiovascular fitness component. numbers will not
They will write this number onto an be shared with
exit slip. other students.
Only collected for
data.

LG 3 (cognitive): Pre-Test Written test for knowledge of cues Short, simple

Written Quiz on and performance in underhand questioned quizzes.
Cues rolling.

Formative Checking for understanding, review Feedback given to

cues out loud during gameplay. students who are
rolling incorrectly.

Post-Test Written test asking for cues Short, simple

discussed and strategies used. questioned quizzes.

LG 4 (affective): Pre-Test Students will use a peer assessment ( Students can use
Peer Assessment rating scale to record how their their own
Rating Scale partner, during the pre-assessment, judgement of how
portrayed teamwork and t they believe their
communication. partner behaved in
th this domain.

Formative S Students fill out an exit slip that n (r Students will write
is consists of a peer assessment rating down how they
scale based off of their teamwork think their partner
and communication. performed in the
affective domain.
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Learning Goal 1: Psychomotor Skill

Pre-Assessment explanation, collection procedures, alignment

Our Pre-Assessment tool consisted of three tests. A psychomotor, cognitive, and affective
assessments were apart of the way we collected data throughout our lesson. For our psychomotor
assessment, we had our students work with a partner during an underhand rolling drill and each
partner would fill out a rubric based on their technique of the skill. Our learning goal #1 was in
alignment with Shape Standard 1 which states, “The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.” Also, this pre-assessment is
aligned with NYS Standard 1A which states, “Students will perform basic motor and
manipulative skills. Students will attain competency in a variety of motor and sports activities.”

Psychomotor Pre -Assessment (Rubric):

4 3 2 1

Underhand Student steps Student steps Student steps Student never steps
Rolling with opposite with opposite with opposite with the correct foot.
Technique foot of rolling foot of rolling foot of rolling No follow through. Ball
arm and arm most of arm rarely. rarely or never stays
follows the time. Little or no on ground. No follow
through. Ball Follow follow through after roll.
stays on the through through. Ball
ground. limited but bounces on
Follows present. Ball ground
through after stays on the occasionally.
roll. ground. Rarely follows
Sometimes through after
follows roll.
through after
roll.
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Formative assessment description

Our Formative assessment went right along with our psychomotor assessment. Since we had a
rubric in our psychomotor part of the lesson, this same rubric let partners grade each other on
their technique of underhand rolling, this peer assessment allowed us to observe the data and
understand where our students were at in their skill development. Using peer assessment as a
formative assessment tool helped us, as teachers, become better at what we had to focus on
instructing and emphasizing so that the students would maximize their ability to carry out this
skill. The students filled out this rubric during the lesson, therefore it is a formative assessment
tool.

Formative Assessment (Rubric):

Underhand Student steps Student steps Student steps Student never steps
Rolling with opposite with opposite with opposite with the correct foot.
Technique foot of rolling foot of rolling foot of rolling No follow through. Ball
arm and arm most of arm rarely. rarely or never stays
follows the time. Little or no on ground. No follow
through. Ball Follow follow through after roll.
stays on the through through. Ball
ground. limited but bounces on
Follows present. Ball ground
through after stays on the occasionally.
roll. ground. Rarely follows
Sometimes through after
follows roll.
through after
roll.
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Post-Assessment collection procedures

Our Post-Assessment tool was the same rubric used for the Pre-Assessment rubric because we wanted to
collect and measure the student’s skill progress throughout the lesson. This allowed us to measure where
our students were at after the final lesson of underhand rolling had been taught.

Post-Assessment (Rubric):

Underhand Student steps Student steps Student steps Student never steps
Rolling with opposite with opposite with opposite with the correct foot.
Technique foot of rolling foot of rolling foot of rolling No follow through. Ball
arm and arm most of arm rarely. rarely or never stays
follows the time. Little or no on ground. No follow
through. Ball Follow follow through after roll.
stays on the through through. Ball
ground. limited but bounces on
Follows present. Ball ground
through after stays on the occasionally.
roll. ground. Rarely follows
Sometimes through after
follows roll.
through after
roll.

Learning Goal 2: Fitness and Physical Activity

Pre-Assessment explanation, collection procedures, alignment

Our Pre-Assessment of the Fitness and Physical Activity Learning Goal was a step counter log that was
filled out at the end of the Pre-Assessment. Our goal for the class was to reach 200 steps in our Pre-
Assessment rolling activity. Step counters kept track of the students movement and physical activity
levels throughout the lesson. Our learning goal #2 was aligned with National Standard 3 which states,
“The physically literate individual demonstrates the knowledge and skills to achieve and maintain a
health-enhancing level of physical activity and fitness.” Also, our learning goal #2 aligned with NYS
Standard 2A which states, “Students will demonstrate responsible personal and social behavior while
engaged in physical activity.”
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Pre-Assessment (Step Counter Log):

Steps: _________ Goal = 200 Steps

Formative assessment description

Our Formative Assessment during this lesson was the step counters themselves. The students would use
their phones or smart watches to record their steps throughout the activity, therefore making them an
effective formative assessment tool.

Formative Assessment (Step Counter):

Post-Assessment collection procedures

Our Post-Assessment was still the same Step Counter Log as the Pre-Assessment, however, we
tripled the step count because we had a longer time to teach during our Post-Assessment lesson.
We believed that the more time that was given to the students for the bowling drills and pin
guard gameplay, then the number of steps would increase for each student at the end of the
lesson.

Post-Assessment (Step Counter Log):

Steps: _________ Goal = 600 Steps

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Learning Goal 3: Cognitive

Pre-Assessment explanation, collection procedures, alignment

Our Pre-Assessment of the Cognitive learning goal was a written test on the cues and strategies
of the underhand rolling skill and pin guard gameplay and asking how many pins were knocked
down during the bowling activity. The quiz helped us collect data about what students knew the
cues and how to attempt to maximize success during the gameplay portion of our lesson. This
learning goal aligned with National Standard 2 which states, The physically literate individual applies
knowledge of concepts, principles, strategies and tactics related to movement and performance.” This
learning goal also aligned with NYS Standard 1A which states, Students will perform basic motor and
manipulative skills. Students will attain competency in a variety of motor and sports activities.”

Pre-Assessment (Written Quiz)

1) Name three of the four cues explained for underhand rolling.

2) Which foot is supposed to be forward when rolling?

3) How many pins did you and your partner knock down?

Formative assessment description

Our Formative Assessment in this lesson was a check for understanding with the students by the
teacher. The two teachers, Ryan McWilliams and Andrew McGuire, reviewed the cues often
before, during, and after the lesson. Our cues were “Step, Bend, Release, and Follow Through.”
We reinforced these cues many times and constantly asked our students what the cues were
during the lesson, making the check for understanding an effective formative assessment tool.

Formative Assessment (Check for Understanding of Cues)

What were the four cues of underhand rolling?

Step
Bend
Release
Follow Through
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Post-Assessment collection procedures

Our Post-Assessment of the Cognitive learning goal was a written test at the end of the final
lesson. We asked questions to see if our knowledge progressed from the pretest to the post-test.
We wanted to measure how much progress our students had made, cognitively, throughout the
lesson.

Post-Assessment (Written Quiz)

1) Name three of the four cues explained for underhand rolling.

2) Which foot is supposed to be forward when rolling?

3) How many pins did you and your partner knock down?

Learning Goal 4: Affective

Pre-Assessment explanation, collection procedures, alignment

Our Post-Assessment for the Affective learning goal was a rating scale that every student filled
out about themselves. The rating scale ranged from 1-5 and asked where the students felt they
were on their demonstration of respect for others and teamwork during the lesson. This aligns
with NYS Standard 4 which states, “The physically literate individual exhibits responsible personal
and social behavior that respects self and others.” Also, this learning goal aligns with NYS Standard 2A
which states, “Students will demonstrate responsible personal and social behavior while engaged in
physical activity.”

Pre-Assessment (Rating Scale):

On a scale of 1-5, how much did you demonstrate respect for your partner in today’s lesson?

1--------------------------------------------------------------------------5

On a scale of 1-5, how much teamwork did you cooperate in during this lesson?

1--------------------------------------------------------------------------5
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Formative assessment description

For our formative assessment in this learning goal, we used teacher observation to see if the
students were exhibiting appropriate behavior throughout the lesson. We were specifically
looking to see if the students demonstrated respect for others and if they were demonstrating
teamwork. This was an effective tool to use because our teacher observation lasted throughout
the entire lesson.

Post-Assessment collection procedures

Our Post-Assessment consisted of the same rating scale that was used in the pre-assessment. We
wanted to see if there was a difference in how our students believed they behaved during the
post-assessment. This was an effective scale for us because it gave the students a chance to
reflect on their behavior for the final lesson.

Post-Assessment (Rating Scale):

On a scale of 1-5, how much did you demonstrate respect for your partner in today’s lesson?

1--------------------------------------------------------------------------5

On a scale of 1-5, how much teamwork did you cooperate in during this lesson?

1--------------------------------------------------------------------------5
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Part 3: Instructional Planning

School Name: South Orangetown Middle School Unit Content: Underhand Rolling
Students: 11

Day 1 Day 2

Warm-up: Dynamic Stretching Warm-up: Dynamic Stretching

Lesson focus: Learning the basics of Lesson focus: Reviewing the cues of
underhand rolling underhand rolling and creating more distance
between.

Fitness component: Jumping Jacks while

partner rolls Fitness component: Push-ups while partner
rolls
Physical activity goal: 500 steps
Physical activity goal: 25 successful push-
ups
Assessment: Step Counter

Assessment: Cue Exit Slip (Cognitive)

Day 3 Day 4

Warm-up: Underhand Roll to Partner Warm-up: Underhand Roll to Partner

Lesson focus: Target rolling for accuracy Lesson focus: Accuracy for rolling

Fitness component: Sit-ups while partner Fitness component: 5 mountain climbers

rolls between each roll

Physical activity goal: 5 sit ups in between Physical activity goal: Get to max heart rate
each
roll
Assessment: Write down heart rate at the
end of class
Assessment: Affective Exit slip
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Day 5 Day 6

Warm-up: Rolling with non-dominant hand to Warm-up: Rolling with non-dominant hand to
partner/targets partner/targets

Lesson focus: Focusing on non-dominant Lesson focus: Focusing on accuracy of non-

rolling dominant hand rolling

Fitness component: Squatting Fitness component: Jumping Jacks between

rolls
Physical activity goal: Get 40-50 air squats in
by the end of the lesson Physical activity goal: Get 50-75 jumping
jacks in by the end of class time

Assessment: Psychomotor Rubric (self-

assessment) Assessment: Cue Exit Slip (Cognitive)

Day 7 Day 8

Warm-up: Roll towards pins with a partner
Lesson focus: Accuracy of rolls during pin
guard game/activity
Warm-up: Rolling in opposition at pins with
partner
Lesson focus: Accuracy of non-dominant
rolls during gameplay

Fitness component: Sprint to pick up pins, set Fitness component: Constantly moving in
them up, and run back to partner with ball. gameplay

Physical activity goal: Get to max heart rate Physical activity goal: 1000 steps

Assessment: Record max heart rate before Assessment: Step counter, affective and
and after gameplay cognitive exit slips
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Part 4: Analysis of Results

(Figure A, Skill Pre-Test)

We wanted to be clear that our goal and expectations

for the class was for students to have full knowledge of the

cues and technique in rolling while hitting the pin at a

consistent rate. Our other expectations were that students

reach a certain step goal in both lessons and also cooperate

with their partners.

As you can see in in Figure A (top right) to test our goal in the Pre-Test we had students

get in groups of two and take turns trying to bowl at a single pin about 20 feet away. We gave

students time to practice a little before we played a small-sided game. After about a minute of

practice we put the timer on and gave the students a minute to see how many pins they can knock

down. During this game there is only one pin so the student will bowl the foam ball and then run

down, retrieve the ball, and place the pin back where it started. The student will then run the

foam ball back to their partner who will then bowl. This allowed us to involve fitness and

cardiovascular endurance in our lesson as well. So as you see in Figure A students were very

similar in score except the first did exceptionally well almost hitting the pin every time. During

the time we saw students got about 10 rolls in as a group so to score 9 in the pre-test is great.

(Figure B, Skill Post-Test)

Moving onto the Post-Test, as you can see in Figure B (right), scores definitely increased

as a class. Almost every group increased their score except the groups (1,2 and 5,6) as they

stayed the same. As for student learning the average amount of pins knocked down as a class for

Pre-Test was 5.9 while the Post-Test average was 7 pins. I believe some big factors in the

progression was the better knowledge of cues, time awareness, and opportunity to beat their last
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score. Some adjustments and modifications that were

made and could be made include bigger foam balls,

bigger pins, and decrease the distance for low skilled

learners. For students in wheelchairs we had scoopers to

help roll and pick up balls for the games.

(Figure

C, Fitness Pre-Test)

The biggest success in our lesson had to be our fitness component. Our goal for the Pre-

Test was every student to reach at least 200 steps in the 7 minute lesson. As you can see in

Figure C (right) only 3 out of the 11 students did not reach that goal. But the average for the

class was around 220 steps so we were fine with that result. Now the Post-Test was 21 minutes

long so we had to multiply our expectations by 3. So

looking for an average of 600 steps for the class, the results

ended up being in our favor. As shown in the Figure D

(Figure D, Fitness Post-Test) chart (right) did increase. With 3

times the amount of time the students averaged around 685

steps. This is our biggest success because this exceeded it’s

expectations more than any of the others. We believe the steps increased more than just 3 time

the original because we added the game “Pinguard” into the lesson. “Pinguard” is a full court

game where we split the teams in two and split the gym in half. Each team had 4 pins on their

side and the objective was to know down the other team’s pins by underhand rolling. Steps were

increased in this game because students were able to block the rolls with their feet so everyone

was running around protecting the pins. The change in student learning was present because

first they started on just trying to knock down the pin with no obstacles and now since there are
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defenders, students must use different strategies to knock down the pins. Also students don’t

realize how much their running when involved in a game rather than sprints. Some adjustments

for the fitness domain could be using “pushes” instead of “steps” for wheelchair users.

The cognitive domain of our lesson contained the

biggest (Figure E, Cognitive Pre-test)

increase in student learning. As you can see in Figure E (right)

after the Pre-Test lesson only 36% of the students remembered

the correct cues for underhand rolling. We were very

disappointed when seeing those results. With only 7

minutes to introduce a skill and then perform tasks with

that skill, it’s tough to combine everything equally. Our

way of assessing if our students remembered the cues was a

exit slip given out at the end of class. Once we saw the exit

slip answers we knew we had to emphasize the cues more in

the next lesson. As you can see (Figure F,

Cognitive Post-Test)

in Figure F (right) we definitely emphasized the cues more.

We were very excited that 91% of our students remembered

the cues given during the lesson. There was only one student in the class who couldn't name all

the cues. As you saw in both charts this domain had the strongest increase in student learning.

We would like to credit the learning to emphasizing the cues before and during the lesson more,

and the increase in lesson time. Some adjustments we could make for the cognitive domain could

be making the questions on the exit slip a little easier for low skilled learners such as making it

multiple choice or matching.

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The affective domain of our lesson was very important because we wanted to measure

certain aspects of our student’s behavior during class. We distributed a rating scale which let the

students self assess themselves based on their respect for their partners and their teamwork levels

throughout the underhand rolling lesson. The affective pre-assessment and post-assessment were

the same, using teacher observation as the formative assessment. Our pre and post-assessments

for the affective domain are pictured below:

On a scale of 1-5, how much did you demonstrate respect for your partner in today’s lesson?

1--------------------------------------------------------------------------5

On a scale of 1-5, how much teamwork did you cooperate in during this lesson?

1--------------------------------------------------------------------------5

You can see the results from our assessments in the charts below. As you can see the
results from the post-test were stronger. The affective pre-test average score for respect was 4.27
while the post test average for respect was 4.72. Also the average result for teamwork increased
from 4.18 to 4.72. We expected these results because we believe our students get along great.
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Part 5: Grading

After some time brainstorming and

trial and error, we believe we came up with

a solid grading scale for our physical

education class. We believe our scale hits

all the right factors when assessing a

student for a physical education grade. As

you can see from the chart we believe

psychomotor is the most important factor in grading followed by affective, and cognitive.

We chose psychomotor as the biggest factor in grading because we believe that since it is

a physical education class, students should be graded on their activity involvement and skill

learning. We both went through bad grading scales as kids where students just received a A if

they came and dressed for class everyday. Those two things would make up most of a student’s

grade and they had nothing to do with physical education. So the factors that fill up the 50% of

psychomotor grade would include participation, effort, skill learning, and improvement.

We chose affective as our second highest grading factor because we believe the affective

characteristics are more important than the cognitive. Some contributing factors in grading for

affective include cooperation, teamwork, safe play, and behavior. This is also where we would

input if students attended class and dressed. We believe once a student doesn't dress more than

one class, the grade starts to decrease. In middle school and high school attendance is mandatory

unless excused with a doctor’s note. As long a the student shows up dressed, behaves well,
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cooperates with students they should do great with the 30% affective. For cognitive we believe

that 20% is enough because students are in classrooms all day with teachers using about 90%

cognitive activities, so having a break from using the brain always helps. Some of the factors

contributing to the cognitive part would be knowledge of gameplay, rules, and sometimes

strategy. For a successful physical education curriculum, psychomotor, affective, and cognitive

domains must be present.