Name: Nick Plourde Total pts = /5 PHED 239: High School Module Worksheet - Chapter 3 Be prepared to discuss in class:

1. As a physical educator, what are the implications of grouping high school students by chronological age rather than by developmental level? Give examples. By learning about the developmental characteristics of high school students, physical educators have to plan their lessons so that they meet the wide variety of skill levels associated to these individuals. In addition, factors like the types of activities, length of units, amount of student choice, and the content emphasized are carefully considered in order to provide each learner in the class with opportunities to succeed. In evaluating these components, the teacher is able to encompass the physical, social, emotional, and intellectual qualities of their students, which is aimed to produce favorable outcomes with regards to comprehension. From a learners standpoint, in being merged together with others who share the same chronological age can positively impact their engagement in the material in light of the fact they are classified with those for whom they are already familiar with. For instance, if they are paired with other peers of the same developmental level that they do not know, they might be reluctant to participate due to having to perform in a setting that is more than likely uncomfortable to them. In relation to these implications, it is extremely important that physical educators are aware of them in an effort to promote the most positive learning environment tailored to the progress of all their students. 2. Share examples (at least one each) of characteristics (physical, social, emotional, and intellectual) of high school students, and the implications for each trait. There are a multitude of prevalent distinctions in upper level secondary school learners that have a potential influence for how the classroom environment functions. Furthermore, a physical characteristic linked to high school students is

increased motor ability and coordination. As a result of this attribute, these individuals are more likely to improve their motor skills and learn new content, while physical educators should plan for instructional progressions in which move at a rapid pace to accommodate this ability. One social characteristic of high school students is having a greater social awareness. In relation to the ramifications for this trait, physical educators should offer learners with the opportunity to choose activities they want to perform, an input on dress requirements, time given to change, and course requisites, the option to express beliefs and opinions, and tasks to complete in which they find exciting. For emotional characteristics, their own full development in this domain is the only quality associated to that of high school students. The significance tied to this condition is that physical educators equip learners with additional experiences practicing emotional control as well as model appropriate behaviors and restraint. In regards to intellectual characteristics of high school students, the sufficient development in this area of their makeup is the one element that is of focus. The consequences affiliated to this evolution is that physical educators should target their teachings on the why behind involvement in the subject and objectives of the program, administer choices for activities the class wants to learn, create longer units with further in-depth guidance, place heightened attention on cognitive concepts and developing physical skills, have the learners practice decision making techniques for a more authentic experience, and impart information, attitudes, and actions. These are the main characteristics along with their implications in which correspond to high school students for their physical, social, emotional, and intellectual expertise that physical educators must factor in when delivering knowledge regarding the material they have planned.