Report+Template

**Final Report Template **
 * Final Report Template **

Project Report Kimberly Gunter Mize Executive Summary (Mandatory) 10 points  Today’s society has lost the importance of living a more healthy and active life. The American Heart Association stated that 23.9 million children, ages 2 to 19, are overweight or obese; 33.0% of boys and 30.4% of girls. In order to raise awareness of this epidemic, a fitness program was put into place in the physical education classes. The students were tested using a national test that showed where they fell in the healthy fitness zone based on their gender and age. A presentation was created that would educate the students on a cognitive level what the different about the different components of the fitnessgram test.

 The students were also given information on the healthy fitness components, and how it related to the fitnessgram test. The completed presentation can be seen in small setting, to give students the full impact of making choices throughout the presentation. This product was evaluated by students and peers to ensure the objectives and goals were being met. The response was very positive in that it was beneficial, easy to follow and informative.

**Analysis 20** **points** The objective was for students, faculty and any others using this product, to gain a better understanding of what the components of fitness are. They also would be able to apply that knowledge and link the components to the different Fitnessgram tests. In my research, I was able to see the epidemic childhood obesity has become. It is very evident in the growing population that children need to understand what a healthy lifestyle is, how it is related to fitness and how they can attain a healthy zone of living. As a physical education teacher, I see the evidence of childhood obesity every day. I have taught in an elementary setting, and witnessed five and six year olds who could not jog 50 yards without stopping. As I reflected on areas I had an interest in completing this project in, I continued to come back around to fitness and obesity. One’s environment can play a large role in how you develop. If a child’s surroundings do not support a healthy lifestyle. Children who suffer from obesity can find themselves in that position because of the lack of motivation, support, knowledge and attitude. They lack the motivation to become active in order to live a healthier lifestyle. They lack the knowledge of proper nutrition as the examples given to them are becoming worse. Children and young adolescents are eating more harmful foods than ever before. These students need direct instruction on what nutrition is, how to eat in a healthy way, and what classifications of nutrients there are. The child's attitude is just as important, if not more, than any skills they may possess. The approach of the student will speak volumes as to the outcome of their life. As I put the why behind me in establishing the need to address the obesity epidemic, I moved forward to thinking about the how to deliver portion. How should I present the information, and further, what content needs to be delivered so that the audience is competent at the completion? My learners will be students in grades 9 - 12. I have two physical education one classes, with 38 and 35 students. The students varied in skill level as well as their physical activity abilities. Some students are multiple sport athletes, some have special accommodations, some have IEP's and others are able to participate in a game on a friendly level. A few of my students have BIPs (Behavior Intervention Plans) in the larger class, and had to be monitored closely when engaging in competitive type activities. The larger class also has two students in the OCP course taking the class. One of the students has limited motor movement, and his testing is modified. Things that were considered were tailoring activities to fit the different needs of the students, as well as the size of the classes. As students completed the Fitnessgram test, they were able to see how they fell into the healthy fitness zone for their age and gender. Beginning with the larger concept of “What is Fitness” the learner will be educated on the components of fitness. A description of each component will be given, with examples. The components will then be linked to the Fitnessgram test so that the learner will have concrete application of these concepts. Design and Development 20 points Setting, Activities, and sequence This product was delivered in two parts. The first part was in the presentation, and then the actual Fitnessgram testing was administered in a gymnasium. The most efficient way to deliver this product would be in small group settings. Having the option of using iPads for classroom instruction allows small groups of 2- 3 to be set up. The groups will be positioned around the classroom so that they may interact with each other, and the prezi, without interrupting others. The prezi presentation will be as follows: - The instructor will provide an introduction about the topic “What is Fitness” in a lecture. - The instructor will let the learners begin the prezi presentation. - Four of the five components of fitness will be defined: Muscular Endurance, Muscular Strength, Flexibility and Aerobic Capacity. - The presentation will continue with the explanation on how the fitness components apply to a Physical Education class. - The instructor will review concepts of fitness with learners. - The instructor will continue with the presentation to wrap up the concepts of fitness and fitnessgram testing. This presentation is designed to be delivered in an individual or small group setting. The intended audience ranges in age from 14 – 18, both male and female learners. The environment of this presentation was one that was open and inviting for conversation and learning. There is a self-check quiz at the end of the presentation that allows the learner to apply concepts taught during the presentation. The presentation was set up so that the learner would progress through the fitness components and be able to apply them to a class specific activity. As the progression went from fitness component to fitness component, the learner should have a clear understanding of what it is. The instructor will use question and answer during this time moving from group to group to check for understanding. At the completion of the presentation, the quiz will allow the learners to assess where they are. Throughout the design and development of this product, I had difficulty forming a concrete end product. I started off with the belief I would do an interactive power point. As I discussed this with colleagues, the idea of a Prezi was presented to me. As I looked into the different templates, I decided that using a Prezi was the best course of action. In using the Prezi, it allowed me to take the learner on a course. A clear path was given to students following a step by step explanation of important concepts. The second development decision I made was to include only four of the fitness components in this presentation. I felt that including body composition at this point would overload the learner with information. “Cognitive overload is a situation where the teacher gives too much information or too many tasks to learners simultaneously, resulting in the learner being unable to process this information”(British Council ). At this point in the fitness unit, the learner need only apply the fitness concepts to the important aspects of the fitness gram test. The fifth fitness component, body composition, needs the full attention of students and it would be harder to accomplish if all were lumped together. The third decision I made was to introduce the fitness components before the test. I felt as if the learners would be more prepared for the fitnessgram test if they understood the “why” behind what we do. I made the decision to be very specific with the information that I gave the learners. I tried to do go off on tangents (as I sometimes do concerning childhood obesity). I received feedback that this was in fact a positive aspect of the presentation. “I liked it simple and to the point” was the response from one of the evaluators. The last thing I kept in mind when developing this product was the accessibility to the public. I made sure that all of the copyright information was listed, in the event that another teacher in my department wanted to use the presentation. All information needed to discuss the materials in the presentation is included with it. I felt that this made the information even more efficient because all of the teachers in the school had access (and should use) the presentation. Reflecting on the feedback I was given, I see the importance of adding a right and wrong answer to ensure the learned the concept. Throughout the development of the product, changes were occurring to the design. Upon completing the product, I used it in my classroom of Physical Education 1 students. Before completing the Fitnessgram testing, I had my class in the classroom to deliver the lecture and presentation. Students have access the presentation via their personal iPads. The class went through the presentation with designated stop areas. These fell at the end of each major slide. A question and answer session was held to formatively check for understanding and provide the instructor with positive and corrective feedback. With this knowledge, the instructor was able to go back in and make adjustments. I would also like to incorporate more on physical activity and how it (or the lack of) improves physical education. “ A 2010 European study showed that even teenagers with gene-linked obesity are able to overcome it by exercising for 60 minutes a day”. The summative evaluation was done in the form of a survey completed after the prezi was finished. When I received the votes, all of the survey takers found the presentation easy to navigate with clear understandable definitions. Further, nine out of 10 survey takers stated on a scale of 1 – 4, with 1 being best, that they were able to associate the fitness components with the Fitnessgram Tests. The feedback concerning adding more graphics, answers, etc. was also given during this survey. I feel that the changes will enhance the students learning and overall satisfaction with the presentation.
 * Objectives **
 * Process used for this analysis **
 * Needs analysis **
 * Content analysis **
 * Description of the instruction **
 * Evaluation 40 points **
 * Key development decisions and justification **
 * Evaluation **

**<span style="font-family: "Georgia","serif";">Expected maintenance and distribution requirements **
====<span style="color: #000000; font-family: "Georgia","serif";"> One of the main concerns I have for future use is audio capabilities. If a student is homebound, absent, or wishes to view the presentation individually – it would benefit that student to have a guide throughout the presentation. This will also allow the teacher to still relay the information he or she deems important. This will be something that I look into, and make the prezi better. I am happy with the product, as it is my first rodeo with a prezi presentation. However, I do not feel as if it is completed. I would like to go in and add more options, videos and pictures to enhance the context. As I finalize the product, I feel it will be best displayed on my school Edmodo page, as well as my web domain for the Ed Tech program. As it is posted to my wiki, it will also be available through that source. ====

**<span style="font-family: "Georgia","serif"; font-size: 16px;">References 10 points **
British Council. (n.d.). Cognitive overload. Retrieved from http://www.teachingenglish.org.uk/knowledge-database/cognitive-overload // Fitnessgram //. (n.d.). Retrieved from [] Go AS, Mozaffarian D, Roger VL, Benjamin EJ, Berry JD, Borden WB, Bravata DM, Dai S, Ford ES, Fox CS, Franco S, Fullerton, HJ, Gillespie C, Hailpern SM, Heit JA, Howard VJ, Huffman MD, Kissela BM, Kittner SJ, Lackland DT, Lichtman JH, Lisabeth LD, Magid D, Marcus GM, Marelli A, Matchar DB, McGuire DK, Mohler ER, Moy CS, Mussolino ME, Nichol G, Paynter NP, Schreiner PJ, Sorlie PD, Stein J, Turan TN, Virani SS, Wong ND, Woo D, Turner MB; on behalf of the American Heart Association Statistics Committee and Stroke Statistics Subcommittee. Heart disease and stroke statistics—2013 update: a report from the American Heart Association.Circulation.2013;127:e6-e245. [] <span style="color: #000000; font-family: "Georgia","serif";">Lynessl, D. (n.d.). //Making a change in your life//. Retrieved from http://kidshealth.org/teen/nutrition_fitness_center/fitness/make_change.html

<span style="color: #000000; font-family: "Georgia","serif";">Lynessl, D. (2012, June). //Motivation and the power of not giving up.// Retrieved from []

//<span style="color: #000000; font-family: "Georgia","serif";">5 ways to help unfit teens get moving // <span style="color: #000000; font-family: "Georgia","serif";">. Retrieved from http://www.webmd.com/parenting/raising-fit-kids/move/get-teens-moving


 * <span style="font-family: "Georgia","serif"; font-size: 16px;">Written Report Points (Total points = 100) **