Grading as a Motivator

After reading an Op Ed essay in the New York Times about how routine it has become to give kids trophies and how meaningless, too, I thought of the year I transferred to a “REDBOOK” school of national excellence, with a much heralded principal who took the time to come to all gym classes to tell them that they are all “A” students, and make it clear to me that 98% of the student body passed “gym” every year. I cannot tell you how excited I was to be working with such a great group in such a great school. It took just a few weeks for the truth to reveal itself.

Classes, mine and everyone else’s, had 20% sitting out every day. After recognizing the extent of the apathy, and how none of my colleagues seemed to mind, I knew if I was to get the kind of participation I was used to I needed to change the culture – something which would take a while and likely be a shock to a few people. Knowing full well that it would be politically incorrect to rock the boat, and if I didn’t I would be a very well-paid babysitter, I instead opted to teach – not to cheerlead – once again. Again you ask? When was the first time?

Background

I had eighteen years of teaching enthusiastic junior high school students when my junior high merged with its receiving high school. With fond memories of my former students, I looked forward to the merger and reuniting with students I knew would be a bit older, a bit wiser, and a bit better. In truth, as junior high students, my biggest task with them –after getting over the eighth grade hump – was to harness their energy and preserve their enthusiasm while teaching new skills and setting new goals. With this in mind, when I met my alumni and took them out to the field for the first time, I was horrified. The only thing moving during that class was the ball.

The following weeks found me pulling out my hair, trying everything in my educational and psychological bag of tricks to turn things around: verbal encouragement, team strategy, prodding, humor, and guilt. I even resorted to re-teaching that which had been successfully learned. There was no improvement. I couldn’t believe it but couldn’t stop trying either. When I started to sound like a nag and realized that their passive resistance, failure to move, and total disinterest had me totally stumped, I was standing in front of them wondering out loud how I was going to grade them since the marking period was nearing an end and, with the exception of two or three kids trying their best, they still weren’t moving. That stream of thought created a spark of life and made an impression. I seized the moment thinking, if that is what it takes, I would resort to the grading incentive. I did not threaten. I simply used the positive approach. To my surprise the change was dramatic.

From that day forward, instead of giving the outstanding athlete the highest skills score and working my way down, I graded achievement outcomes. The difference was that anyone who learned what was taught could get a high skills grade and lots of praise, even though they might not be a highly skilled athlete.

Choosing Standards That Will Change Student Weaknesses

The response to that wonderful but infuriating group of senior girls made me think out of the box. The girls had the necessary skills when they were younger and showed evidence of them during skills practice, but did not use them during the game because they never moved to the ball. So I bluntly told the class that the game of soccer required, if played correctly, movement seventy-five percent of the time and that I couldn’t begin to grade skills unless they were moving three quarters of the time they were on the field. Well, they ran.

Gosh, was I pleased with myself, but I also realized that in order for the improvement to continue I needed to set up specific expectations, and announce them early, so the kids could know what to aim for and have time to adjust. My aim was a list of easily understandable goals that required effort and focus, but could be achieved by everyone who tried. I decided to strive for the reachable “A,” with the ultimate objective of having the kids achieve a cardiovascular workout via a game that everyone was involved in and enjoyed.

Teaching Skills but Grading Outcomes

Those reticent young ladies had to move 75% of the time and were challenged to use their skills to fulfill the responsibility of their positions on the field. For example, I gave credit to any forward who used: (1) footwork before passing, (2) made their passes laterally, and (3) stayed in line with the ball during its forward motion. I also credited them for their ability to drop back when the defense had the ball so that they were not further than thirty yards from their defensive backs. For each of these specifics, I assigned points that were written on a blackboard in the gym.

Needless to say, I did the same for the defense but gave them a different set of objectives. Halfbacks (midfielders) were credited for being able to: (1) slow down the opponent, and (2) force a pass or trap the ball. They were also credited for positioning in relationship to both the ball and their teammates (3), and for their ability to pass the ball to an open forward (4). Fullbacks were asked to: (1) quickly retrieve balls for penalties and swiftly return the ball to play, be able to ( 2) clear the ball down the field, (3) pass the ball toward the closest sideline, and (4) to play up to the center line when their offense was down field, being ready to recover when the advantage was lost.

These goals were achievable by every girl and because the girls started to move in order to reach them the games became more dynamic, the kids more engaged in what was going on, and before long they were smiling and sweating and working like a team. Their satisfaction was everyone’s reward, as was the physical workout. Success was so obvious during that soccer unit that I thought I had won them over. When we started a volleyball unit I realized I still had work to do. I changed the objectives for volleyball, and watched as these new objectives dramatically changed the experience for everyone. With that in mind I started to do the same for each unit, age group, and skills level.

Teachers Must Be Creative and Know Their Class

It helps to decide what to grade early, but it is equally important to examine the strengths and weaknesses you see during game play before deciding what skills need the most work, so you can encourage their practice. As you observe, determine what outcomes will reverse a team’s strategic problems and remind the team what would correct their issues before and during their class games. If things aren’t moving along on their own, announce the outcomes that will be graded so students have time to work on meeting your expectations.

For instance, when the problem for my class was no longer getting to the ball, a different game ruining habit was acquired; the “hot potato” syndrome. Students would get the ball and immediately kick it away. This problem reversed itself after the class learned that grading would be based: (1) on the trap, and (2) using a short dribble before passing. Both these skills slowed down the game and encouraged players to keep the ball longer.

When other classes developed the habit of kicking the ball straight ahead, I chose to focus on an outlet pass for the defense, and the inlet pass for the offense, and later graded it. When students backed off the ball and let it drop, I provided additional pre-game practice in heading and body traps, and then credited all body traps and heading that occurred during the game.

TIP: Define the skills that will improve the student’s game, limit the choices to what can be accomplished within the unit, encourage skills practice, and then clearly explain and post the desired outcomes several weeks before grading takes place.

Assessment Progressions Can Encourage Annual Progress

Set new but attainable goals annually. Make certain the desired standard can be met within the limitations of the schedule and you will find that students make the effort to achieve whatever they feel is within their reach. The importance of this is paramount. If students perceive that standards are unreachable many will not try at all. By setting realistic expectations each year, the skills of the individual improve and the games become more active and FUN.

Frequently, age groups learn and behave in patterns that are individually their own that often detract from their game performance and their team’s enjoyment of it. Take the maturation level of each age group into account when determining expectations. My experience with volleyball, which most students like to play, illustrates how to adjust expectations to the age group while teaching each grade valuable skills and asking for more complex outcomes as they get older. Let me identify the behaviors I noticed from my students and how I dealt with them.

The young middle schoolers (5th-7th grades) did not seem to know what to pay attention to once the game started. Their attention wandered easily. Other students felt useless unless they could get the ball over the net from anywhere on the court; ignorant as to how difficult or inappropriate such an effort would turn out to be. Others caused the game to break down because they lacked confidence. They were afraid to hit the ball and risk making a mistake. In not wanting to ruin it for their teammates, they avoided meeting the ball at the last minute and let it drop to the floor. Aggressive players would try to take all the responsibility without realizing that these efforts were working against the team. To counter these issues and unrealistic expectations, I used these standards:

• Keep your eyes on the ball while the ball is in play.
• Use a bump pass to convert low balls up into the air.
• Use a set to convert high balls back up in the air.
• Successfully serve from off the court at least once.
• Extra credit was given to players saving their teammates errant taps with the emphasis on backing-up, not taking over.

Eighth graders seemed to react as if they believed that when a good player touched the ball it was unnecessary for them to be prepared to become part of the play. Strangely, as their personal confidence increased, teamwork decreased. Rallies would get longer, but less people were involved because the hitters continued to hit the ball back and forth to each other. As a result, I set the following expectations:

• Back line players were to pass to front line player.
• Front line players were to try and touch the ball before it passed over the net.
• Servers should confidently put the ball in play during their turn of service.
• Taps passing over the net should change direction or be hit deep.
• Extra credit was given to anyone making a save out of the net.

Ninth and tenth grade young men, perhaps wanting to prove their athleticism, would kill the ball every chance they got. Many girls, being all too aware of this goal were often intimidated. As a result, new team dynamics developed. The girls backed away from the ball and the guys hogged the whole court, running out of position quickly and going for the kill even when the set-up was not there. To discourage this and encourage good team volleyball, I placed the focus on:

• Hit high bumps that remain on one’s own side of the court.
• Use the set as the second tap.
• Place the serve by aiming for holes in your opponents’ court coverage.
• Serve consecutive serves over the net and onto the court.

Tenth Grade

• Use the overhead serve or any other offensive service delivery.
• Set to best player on the front line.
• Leave the ground to hit the third tap over the net.
• Send the bump pass to one’s own center of the court.

The upper grades, already proficient in basic skills, demonstrated an understanding and acceptance of their own strengths and weaknesses. The challenge for them was to make the game happen the way they wanted it to, taking advantage of their team’s strengths and avoiding its weaknesses. I asked them to begin identifying and exploiting the weakness of their opposing teams during the rallies.

Eleventh Grade

• Slow down the game by using three taps before sending the ball over the net.
• On most plays, attempt a clear bump/set/spike strategy.
• Have a successful overhead serve.
• Assume third tap responsibility when it becomes necessary.

Twelfth Grade

• Identify and define teammates assets; i.e., who is best on defense and on offense, assign responsibilities; once in designated roles, demonstrate whichever skill is required by them; and play controlled bumps, well directed sets, and successful spikes and blocks.
• On defense, blocking and lining up for anticipated path of the spike.
• Switching positions to best take advantage of team assignments.
• Using an occasional change of pace to fake-out opponents.

Other Aspects That Must Be Considered

Professionally, I believe that what is taught and learned should be what is valued and assessed when grading. But, there are other considerations. Districts like mine can and do legislate the weighting of the physical education grade. If this occurs, you are compelled to follow policy. In mine, the part of the grade I just explained (skills) was worth only fifteen percent (15%) of the grade. The highest percentage of our district’s grade was participation, sixty five percent (65%), with knowledge ten percent (10%), and physical fitness the other ten percent (10%). Though it is time consuming and an under-weighted part of the grade, I continued to define progressive goals and grade outcomes because it continued to enhance my students’ success and enjoyment.

Before my district created its grading policy, the following percentages worked for me: one third skill (33.3%), one third knowledge (33.3%), one third participation (33.3%). Whatever policy is dictated, it is still necessary to define one’s grading choices within each category. Once you do, communicate them clearly and make certain the students know them before putting them into effect.

In Conclusion

When choosing skills to teach and outcomes to grade, focus on selecting attainable skills whose improvement will foster an active game.

Students who work toward achieving the outcomes you choose accomplish more than just a good grade. They learn to work together. Their games become more interesting making the experience exciting and fun. They become fitter, and because they learn what to reasonably expect from themselves they develop an enhanced self-concept.

There are some other benefits when goals are clear and attainable. Students learn what they can legitimately expect from the poorest skilled player on their team, and understand how to help that student succeed. They learn to understand what they have the right to expect and what they should not tolerate quietly from indifferent teammates, because they learn the difference between a lack of effort and a lack of the inability to do better. In the process, they learn to appreciate the achievement of their team and efforts to work together.

I believe that physical educators must accept that grading must legitimately reflect and encourage “relative excellence,” and that high grades in physical education do not mean that you are recognizing only the highly skilled athlete or the person with the best attendance record. This thinking is a long way from the days a student who looked average was average and expected an average grade. The approach I am advocating encourages all students to strive for high grades because the level sought is attainable if students focus on what is being taught, and work hard to comply with what is valued by their teacher.

The teacher benefits too. Thinking goals through, and clearly communicating them, results in active classes of students who are capable of motivating each other. In such an environment, the disinterested students get interested, and skills learned in isolation become useful tools in the game context. Games improve dramatically, making the “physical” in physical education is obvious. Units end on a positive emotional crescendo and excitement exists because everyone learns to be successfully involved in all aspects of the game: the planning and the playing. In such an environment, having won or lost, everybody is a winner.

If you need help incorporating these ideas into your program, or developing the kind of progressive goals I have discussed in this article for all the units you teach, you can find detailed Assessment Rubrics for every grade level in every unit in my book COMPLETE PHYSICAL EDUCATION PLANS FOR GRADES 5-7.