The Virginia Journal Spring 2017

assessment in all three learning domains (psychomotor, cogni- tive, and affective). From the information collected the teacher can decide if additional practice is needed, if the information needs to be covered again, and whether the children are ready to move on to the next part of the unit. Summary  Set inductions and closures are an integral part of every lesson. While physical education teachers already know that set induc- tions and closures should be a part of every lesson, it is important to spend time revisiting these integral parts of the lesson. It is important that teachers spend deliberate energy preparing a qual- ity beginning and ending to every lesson. Teachers who include set inductions and closures are likely to see improved retention in student learning. Set inductions should be developed using the components of orientation, transition, operation, and evaluation to engage and ignite interest in the content of the lesson. Closures

should check for understanding and let the students know what is to come while also providing the teacher with valuable insights into where to go next in the learning experience. Set inductions and closures sandwich the instructional portion of the lesson and are necessary to enhance the overall learning experience. References Graham, G., Holt/Hale, S., & Parker, M. (2013). Children mov- ing. A reflective approach to teaching physical education (9 th edition). New York: McGraw Hill. Rink, J.E. (2014). Teaching physical education for learning (7 th edition). New York: McGraw Hill. Schuck, R. (1969). The impact of set induction on student achievement and retention. Journal of Educational Research, 74(4), 227-232. SHAPE America (2016). Physical Literacy. Retrieved from http://www.shapeamerica.org/events/physicalliteracy.cfm.

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