Sachem Middle School

Jackie Casoria & Antonio Montana

Presentation Agenda
● Pickleball Learning Goals/Objectives
● NYS Learning Standards
● Psychomotor Assessments and Data Collection
○ Trustworthiness
● Cognitive Assessments and Data Collection
○ Trustworthiness
● Analysis of Data for Pre and Post Tests
○ Student learning
● Close
Learning Goals
1. Psychomotor : At the end of class, students will be able to demonstrate the forehand
and backhand stroke with 3 out of the 5 performance indicators. (1/S1.M14.8)
2. Affective : During the drill, students will work together by communicating verbally to
show sportsmanship. (4/S4.M5.8)
3. Cognitive : After the lesson, students will complete an exit slip and score a 2 out of 3
on the exit slip. (2/S2.M9.8)
4. Fitness/Physical Activity : By the end of class, students will record their step count to
show how active they were during the lesson. (3/S3.M8.8)
Standards
1. Psychomotor- Demonstrates the mature form of forehand and backhand strokes with a short- or
long-handled implement with power and accuracy in net games such as pickleball, tennis,
badminton, and paddleball. (1/S1.M14.8)
2. Affective- Cooperates with multiple classmates on problem-solving initiatives, including
adventure activities, large-group initiatives, and game play. (4/S4.M5.8)
3. Cognitive- Varies the speed, force, and trajectory of the shot based on location of the object in
relation to the target. (2/S2.M9.8)
4. Fitness- Uses available technology to self-monitor quantity of exercise needed for a minimal
health standard and/or optimal functioning based on current fitness level (3/S3.M8.8)
Proper Form for the Forehand Stroke
https://www.youtube.com/watch?v=t2LcNYu27Sc
Proper Form for the Backhand Stroke
https://www.youtube.com/watch?v=kCHXClnyVH8
 Psychomotor Assessment
● Peer assessment checklist
Checklist for Partner
● Students were placed into singles drills to practice their form for Transfer weight from back to front at the right
both backhand and forehand strokes. time ____
● We were able to see which students knew whether to use the Shows clear follow through on the swing
backhand and forehand stroke in the drill and in small sided ____
game-play. Consistently shows the ability to switch
between backhand and forehand ____
● Focus was on what each student saw in their partner based on
Full shoulder rotation so that body is facing
the critical elements of each stroke. the target ____
● Since this was an 8th grade Physical Education class, the Rotates wrists upon contacting the ball ____
students were mature enough to assess each other but not quite
ready to assess themselves in this area.
● The data collected from the checklists of each student were
transferred to an excel sheet
Cognitive Assessment
● True or False quiz containing three questions
● Our goal for our students was to get them to score at least a 2 out of 3 on this quiz
● These questions helped us get a better understanding for the class’ knowledge about some of the
pickleball rules
● More specifically the quiz reviewed serving, volleying, and returning rules
● Each student has taken this quiz twice in total, once as a pre-assessment which was before our
pickleball unit started, and once as a post-assessment or after our pickleball unit was taught.
● Each student was asked to find a seat on one of our gymnasium floor lines than was given five
minutes to complete the three question quiz
● After being collected we put the information into microsoft excel to better compare the results
 Cognitive Assessment

True or False?
1. __________ If the ball bounces before it reaches you, it’s a valid shot.
2. __________ When completing a stroke, as long as the ball gets to the other
side it doesn’t matter where it bounces.
3. __________ When serving, you are allowed to contact the ball over hand.
Trustworthiness
Psychomotor
Reliability: The assessment for this domain was reliable because for both pre and post assessments we had each partner assess
the same person that they assessed previously to have a consistent data report. The students were also tested in a controlled
environment. To make this assessment even more reliable the students needed to fulfill at least 3 of the 5 checks on the
checklist for BOTH strokes making it a quantitative assessment.

Validity: Any assessment needs to be reliable to be valid and this checklist was accurate. The checklist was used by students
for students. Each student was only focused on one other student so it wasn’t too difficult for them to see what components of
the checklist were observed or not observed.

Objectivity: The same person that observed for the pre test and the post test could have created a bias in the results. There was
no interobserver agreement because there was only one observer per student.

Practicality/Authenticity: Students were able to observe their partner while also engaging in the activity. This allowed the
students to focus on their own form, as well. Students were able to play while they were assessing which saved time and more
easy to score each other.
Trustworthiness
Cognitive
Reliability: Our cognitive assessment was reliable because for both the pre-assessment and the post-assessment we gave the same quiz.
The students were given the same amount of time to complete each quiz which is another component for showing reliability.

Validity: The assessment measured the level of pickleball knowledge from each student. More specifically the quiz reviewed some
pickleball rules, concepts, and gameplay situations, which was our goal throughout the unit.

Objectivity: This quiz was very fair for the students. If this quiz was given out and graded by another teacher, the results would not
differ.

Practicality: This quiz was very practical as it cost barely anything to create. The time to complete this quiz and to grade it, was very
short, making this quiz very efficient on saving time.

Authenticity: Our quiz questions were based on game-like situations and rules, making it authentic.
Psychomotor Results
Post-Test
Pre-Test
● All students reached the goal to perform
the strokes with 3 out of the 5 critical
elements
● The average score of the 10 students for
the pre-test was a 3.5/5 which is what we
wanted to see by the end of the lesson but
everyone exceeded our expectations early
● This means that on average, the class was
able to perform the backhand and
forehand strokes proficiently
● All students, with the exception of students 5, 7
and 9, raised their score from the pre-test to the
post-test
● Students 5, 7 and 9 scored the same on both
assessments
● This changed the class average to 4.3 / 5 which
shows student learning from pre to post
assessments
● It shows that the students that were ony able to
show 3 critical elements of the strokes were able
to correct their error in at least one way to score
higher than previously
Cognitive Results
Pre-Test
● One student scored a 1, while three
students scored a 2, and six students were
able to obtain a perfect score of 3
● Only one student didn’t reach the goal of
getting at least two out of the three
questions correct, meaning nine out of ten
or 90% were able to hit their goal
● The average quiz score for the class was a
2.5/3.0
Post-Test
● This time no students scored a 1, while
again three students scored a 2, and this
time around seven students were able to
score perfectly with a 3
● Every student was able to reach our goal of
getting at the minimum a 2 out of 3,
meaning 100% of the class hit their goal
● The average quiz score the second time
around was a 2.7/3.0, which improved by
0.2 from the average pre-test score
Change in Student Learning
● The class really improved in both psychomotor and cognitive domains from pre-
assessment to post-assessment
● Students weren’t provided with a demonstration for the pre-assessment so it was
harder for them to display proper form but for the post-assessment, we had more time
to show demonstrations for both strokes and this helped their learning
● We made sure to ask questions in intervals throughout each lesson to check for their
general knowledge and understanding of the rules of gameplay and what was correct
versus incorrect when it came to proper form for the backhand and forehand strokes
Reflection
1. Some aspects that can be changed to further improve our assessments would start off
with showing a video of what the proper forehand and backhand stroke looks like to
the students before the pre-assessment.
2. Since for our cognitive pre and post-assessment, every student scored almost scored
perfect, we can add short answer questions or an essay question, this way we can
eliminate the possibility of a lucky correct guess.
3. Lastly, we’d like to improve on giving more specific feedback to the students all
throughout the lesson
Questions? Comments?
Thank you all for coming and viewing our presentation today! Your time has been much
appreciated by us.

Does anyone have any questions for us regarding the presentation, Pickleball, the
assessments, etc.?

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ask us after.

Have a great day everyone!