Alabama Administrative Code
Title 290 - ALABAMA STATE BOARD OF EDUCATION
Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES
Section 290-3-3-.12.01 - Health Education (6-12) And Physical Education (P-12)
Universal Citation: AL Admin Code R 290-3-3-.12.01
Current through Register Vol. 42, No. 5, February 29, 2024
(1) Rationale. A teacher of health education and physical education is an effective communicator, a responsible citizen, a self-directed lifelong learner, and a critical thinker. A goal of these standards is to prepare the teacher candidate with the knowledge and abilities to implement a quality health education and physical education program that develops skillful movers who value lifelong health and well-being. These standards are aligned with the standards for the preparation of teachers of health education and physical education from SHAPE America (Society of Health and Physical Education), formerly known as the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). These standards are aligned with the Alabama Courses of Study for Health Education and Physical Education and build upon the Alabama Core Teaching Standards. NOTE that options are provided for separate programs in health education (Rule 290-3-3.12 ) and physical education (Rule 290-3-3-.33 ).
(2) Program Curriculum. In addition to meeting Rules 290-3-3-.02(6) (a)1.-4., 290-3-3-.02(6) (e) 1. and 2.(i), (iii) and (iv), 290-3-3-.03, 290-3-3-.04, 290-3-3-.08, and 290-3-3-.30, the teaching field shall require an academic major that includes a minimum of 32 semester hours of credit with at least 19 semester hours of upper-division credit but does not require a major in Arts and Sciences.
(3) Health Education.
(a)
Content Knowledge.
Candidates demonstrate the knowledge and skills of a health literate educator.
1. Candidates describe the theoretical
foundations of health behavior and principles of learning.
2. Candidates describe the National Health
Education Standards.
3. Candidates
describe practices that promote health or safety.
4. Candidates describe behaviors that might
compromise health or safety.
5.
Candidates describe disease etiology and prevention practices.
6. Candidates demonstrate the health literacy
skills of an informed consumer of health products and services.
(b)
Needs Assessment.
Candidates assess needs to determine priorities for school health education.
1. Candidates access a variety of reliable
data sources related to health.
2.
Candidates collect health-related data.
3. Candidates infer needs for health
education from data obtained.
(c)
Planning. Candidates plan
effective comprehensive school health education curricula and programs.
1. Candidates design strategies for involving
key individuals and organizations in program planning for School Health
Education.
2. Candidates design a
logical scope and sequence of learning experiences that accommodate all
students.
3. Candidates create
appropriate and measurable learner objectives that align with assessments and
scoring guides.
4. Candidates
select developmentally appropriate strategies to meet learning
objectives.
5. Candidates align
health education curricula with needs assessment data and the National Health
Education Standards.
6. Candidates
analyze the feasibility of implementing selected strategies.
(d)
Implementation.
Candidates implement health education instruction.
1. Candidates demonstrate multiple
instructional strategies that reflect effective pedagogy, and health education
theories and models that facilitate learning for all students.
2. Candidates utilize technology and
resources that provide instruction in challenging, clear, and compelling ways
and engage diverse learners.
3.
Candidates exhibit competence in classroom management.
4. Candidates reflect on their implementation
practices, adjusting objectives, instructional strategies, and assessments as
necessary to enhance student learning.
(e)
Assessment. Candidates
assess student learning.
1. Candidates
develop assessment plans.
2.
Candidates analyze available assessment instruments.
3. Candidates develop instruments to assess
student learning.
4. Candidates
implement plans to assess student learning.
5. Candidates utilize assessment results to
guide future instruction.
(f)
Administration and
Coordination. Candidates plan and coordinate a school health education
program.
1. Candidates develop a plan for a
comprehensive school health education (CSHE) within a coordinated school health
program (CSHP).
2. Candidates
explain how a health education program fits the culture of a school and
contributes to the school's mission.
3. Candidates design a plan to collaborate
with others such as school personnel, community health educators, and students'
families in planning and implementing health education programs.
(g)
Being a Resource.
Candidates serve as a resource person in health education.
1. Candidates use health information
resources.
2. Candidates respond to
requests for health information.
3.
Candidates select educational resource materials for dissemination.
4. Candidates describe ways to establish
effective consultative relationships with others involved in Coordinated School
Health Programs.
(h)
Communication and Advocacy. Candidates communicate and advocate
for health and school health education.
1.
Candidates analyze and respond to factors that impact current and future needs
in comprehensive school health education.
2. Candidates apply a variety of
communication methods and techniques.
3. Candidates advocate for school health
education.
4. Candidates
demonstrate professionalism.
(4) Physical Education.
(a)
Content and Foundational
Knowledge. Physical education candidates demonstrate an understanding of
common and specialized content, and scientific and theoretical foundations for
the delivery of an effective P-12 physical education program. Candidates:
1. Describe and apply common content
knowledge for teaching P-12 physical education.
2. Describe and apply specialized content
knowledge for teaching P-12 physical education.
3. Describe and apply physiological and
biomechanical concepts related to skillful movement, physical activity and
fitness for P-12 students.
4.
Describe and apply motor learning and behavior-change/ psychological principles
related to skillful movement, physical activity and fitness for P-12
students.
5. Describe and apply
motor development theory and principles elated to fundamental motor skills,
skillful movement, physical activity and fitness for P-12 students.
6. Describe the historical, philosophical and
social perspectives of physical education issues and legislation.
(b)
Skillfulness and
Health-Related Fitness. Physical education candidates are physically
literate individuals who can demonstrate skillful performance in physical
education content areas and health-enhancing levels of fitness. Candidates:
1. Demonstrate competency in all fundamental
motor skills, as well as skillful performance in a minimum of four physical
education content areas (e.g., games and sports, aquatics, dance and rhythmic
activities, fitness activities, outdoor pursuits, individual-performance
activities).
2. Achieve and
maintain a health-enhancing level of fitness throughout the program.
(c)
Planning and
Implementation. Physical education candidates apply content and
foundational knowledge to plan and implement developmentally appropriate
learning experiences aligned with the Alabama Course of Study for Physical
Education and local expectations through the effective use of resources,
accommodations and/or modifications, technology and metacognitive strategies to
address the diverse needs of all students. Candidates:
1. Plan and implement appropriate (e.g.,
measurable, developmentally appropriate, performance-based) short- and
long-term plan objectives that are aligned with the Alabama Course of Study for
Physical Education and local expectations for P-12 students.
2. Plan and implement progressive and
sequential content that aligns with short- and long-term plan objectives and
that address the diverse needs of all students.
3. Plan for and manage resources to provide
active, fair and equitable learning experiences.
4. Plan and implement individualized
instruction for diverse student needs, adding specific accommodations and/or
modifications for all students.
5.
Plan and implement learning experiences that require students to use technology
appropriately in meeting one or more short- and long-term plan
objectives.
6. Plan and implement
learning experiences that engage students in using metacognitive strategies
appropriately to analyze their own performance results.
(d)
Instructional Delivery and
Management. Physical education candidates engage students in meaningful
learning experiences through effective use of pedagogical skills. They use
communication, feedback, technology, and instructional and managerial skills to
enhance student learning. Candidates:
1.
Demonstrate verbal and nonverbal communication skills that convey respect and
sensitivity across all learning experiences.
2. Implement demonstrations, explanations and
instructional cues that are aligned with short- and long-term
objectives.
3. Evaluate the
changing dynamics of the learning environment and adjust instructional tasks as
needed to further student progress.
4. Implement transitions, routines and
positive behavior management to create and maintain a safe, supportive and
engaging learning environment.
5.
Analyze motor skills and performance concepts through multiple means (e.g.,
visual observations, technology) in order to provide specific, congruent
feedback to enhance student learning.
(c)
Assessment of Student
Learning. Physical education candidates select and implement appropriate
assessments to monitor students' progress and guide decision making related to
instruction and learning. Candidates:
1.
Select or create authentic, formal assessments that measure student attainment
of short- and long-term obj ectives.
2. Implement formative assessments that
monitor student learning before and throughout the long-term plan, as well as
summative assessments that evaluate student learning upon completion of the
long-term plan.
3. Implement a
reflective cycle to guide decision making specific to candidate performance,
student learning, and short- and long-term plan objectives.
(f)
Professional
Responsibility. Physical education candidates demonstrate behaviors
essential to becoming effective professionals. They exhibit professional ethics
and culturally competent practices, seek opportunities for continued
professional development; and demonstrate knowledge of promotion/advocacy
strategies for physical education and expanded physical activity opportunities
that support the development of physically literate individuals. Candidates:
1. Engage in behavior that reflects
professional ethics, practice and cultural competence.
2. Engage in continued professional growth
and collaboration in schools and/or professional organizations.
3. Describe strategies, including the use of
technology, for the promotion and advocacy of physical education and expanded
physical activity opportunities.
(5) Internship. The internship must be divided as equally as possible across three areas: elementary physical education, secondary physical education, and secondary health education.
(6) Faculty. The faculty must include at least two full-time persons with doctorates, one in health education and one in physical education.
Author: Dr. Eric G. Mackey
Statutory Authority: Code of Ala. 1975, §§ 16-3-16, 16-23-14.
Disclaimer: These regulations may not be the most recent version. Alabama may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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