Everyone Can: Enhancing Quality of Instruction in General Physical Education for ALL Students

Article excerpt

Introduction

Given rising health risks associated with obesity in children, and a growing need for ALL children to be more physically active, the need for high quality physical education programs that can document effectiveness and achieve stated goals has never been greater. Everyone CAN (Kelly, Wessel, Dummer, & Sampson, 2010) has been designed to assist general and adapted physical education teachers address these needs in their schools. Everyone CAN is the integration of the Achievement-Based Curriculum (ABC) model (Kelly, 2011; Kelly and Melograno, 2004; Kelly & Wessel, 1991; Wessel & Kelly, 1986), and over 40 years of research and development in designing physical education resource materials designed to help teachers address physical and motor needs of their students (Kelly, 1988; 1991; 1993).

Everyone CAN's roots can be traced back to Project I CAN, developed by Janet Wessel, and staff of the Field Service Unit at Michigan State University. I CAN (Wessel, 1976; 1979) was initially designed to assist special school faculty and staff at state residential institutions, and special schools address physical education needs of their students with intellectual disabilities. Development and field testing of I CAN was supported by grants (Wessel, 1975; 1980) funded by U.S. Department of Education--Special Education and Rehabilitative Service, formally called the Department of Health, Education, and Welfare--Bureau of Education for the Handicapped.

With passage of PL 94-142, I CAN was adapted and modified to address physical education needs of students with disabilities in least restrictive environment in public schools. Over the years, until they went out-of-print in the mid 1990's, I CAN materials were adapted and modified by teachers, and used as foundations for many school physical education programs (e.g., Smart start; Wessel & Zittel, 1995), state physical education standards (e. g., Michigan's Education and Assessment Program for Physical Education), and for standardized assessment instruments (e.g., Test of Gross Motor Development--2, Ulrich, 2000).

Everyone CAN Overview

Everyone CAN is the application of the ABC model to address demands for accountable standards-based physical education programs, and provide assessment based-instructional resource materials addressing needs of today's inclusive elementary school physical education classes. Everyone CAN provides step-by-step procedures to guide schools and teachers through processes of designing curricula, assessing, implementation planning, teaching, and evaluation. In addition, Everyone CAN provides extensive field tested instructional materials to assist teachers in addressing unique needs of the full range of students in their classes. A strength of Everyone CAN is that while it provides concrete examples to illustrate each step in the ABC model, it does not dictate what content should be taught or how it should be taught. Instead, it guides teachers through a series of decisions allowing them to decide what content should be addressed in their program, and how it could be best taught. It then provides a wealth of resources to assist them in implementing what they have designed.

There are two components to Everyone CAN: an eight chapter book, and a web-based database of over 2,000 teaching resources. Figure 1 shows interrelationships between the book content and resource materials. The book is used to explain the ABC model, illustrating how it is implemented in elementary school physical education. The book is also used to describe the design and purpose of the Everyone CAN resource materials, and how they complement implementation of the ABC model. Type and quantity of resource materials provided in Everyone CAN are shown in Figure 2. Resources are designed to provide teachers with all necessary materials needed to begin designing, assessing, implementing, and evaluating their instruction. …