Alabama Administrative Code
Title 290 - ALABAMA STATE BOARD OF EDUCATION
Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES
Section 290-3-3-.36 - Physical Education (Grades P-12)
Universal Citation: AL Admin Code R 290-3-3-.36
Current through Register Vol. 42, No. 11, August 30, 2024
(1) Rationale. The main goal of these standards is to prepare the candidate with the knowledge and abilities to implement a quality 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 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 Course of Study: Physical Education. The standards build upon the Alabama Core Teaching Standards. An option to combine health education and physical education is provided in Rule 290-3-3-.12.01.
(2) Program Curriculum. In addition to meeting Rules 290-3-3-.03(6)(a)1. -4., 290-3-3-.03(6)(e)1.(i) -(iii) and 2.(i) and (iv), 290-3-3-.04, 290-3-3-.05, and 290-3-3-.33, the teaching field shall require an academic major of at least 30 semester hours of credit with at least 18 semester hours of upper-division credit in the area.
(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 related 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: 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:
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.
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.
(g)
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 objectives.
2. Select or create authentic, formal
assessments that measure student attainment of short- and long-term
objectives.
3. 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.
4. 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.
Previous Rule.33 was renumbered.36 per certification published August 31, 2021; effective October 15, 2021.
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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