Current through Register Vol. 35, No. 18, September 24, 2024
A. Content knowledge: A physical education
teacher understands and demonstrates physical education content, disciplinary
concepts and tools of inquiry related to discovery and the development of a
physically educated person. The physical education teacher:
(1) identifies critical elements for basic
motor skills and develops appropriate sequences;
(2) models with competence basic motor
skills, rhythms, physical activities (sports, games, outdoor pursuits, aquatics
and dance;)
(3) describes and
demonstrates concepts and strategies related to skill movement and physical
activity;
(4) incorporates
interdisciplinary learning experiences that allow learners to integrate
knowledge and skills from multiple subject areas;
(5) describes and applies scientific and
technological concepts of anatomy, physiology, biomechanics, motor learning,
and motor development;
(6) analyzes
current physical activity issues;
(7) employs concepts, assumptions, and
debates central to the process of inquiry in the study of physical
activity;
(8) creates and uses
appropriate instructional cues and prompts for basic motor skills, rhythms, and
physical activity.
B.
Growth and development: A physical education teacher understands how
individuals learn and develop and can provide opportunities that support their
psychomotor, cognitive, affective, and fitness development. The physical
education teacher:
(1) assesses individual and
group performance in order to design safe instruction that meets learner
developmental needs in the psychomotor, cognitive, affective and fitness
domains;
(2) identifies, selects,
and implements appropriate learning/ practice opportunities based on expected
progressions;
(3) demonstrates and
applies knowledge of age and developmentally appropriate psychomotor and
cognitive activities;
(4)
stimulates learner reflection in prior knowledge, experiences, and skills and
based on this reflection, encourages them to assume responsibility for their
own learning.
C. Diverse
learners: A physical education teacher plans and implements learning
experiences that are sensitive to diverse learners. The physical education
teacher:
(1) identifies, selects, and
implements appropriate instruction that is sensitive to the
strengths/weaknesses, multiple needs, learning styles, and experiences of
learners;
(2) uses appropriate
strategies, services, and resources to meet special and diverse learning
needs;
(3) creates a learning
environment which respects and incorporates learner's personal, family,
cultural, and community experiences.
D. Management and motivation: A physical
education teacher uses a variety of strategies to institute active engagement
in learning and behavioral change, manage resources, promote mutual respect and
self-responsibility and motivate students in a safe learning environment. The
physical education teacher:
(1) uses a variety
of developmentally appropriate practices to motivate learners to participate in
physical activity inside and outside of the school setting;
(2) uses strategies to help learners
demonstrate responsible personal and social behaviors that promote positive
relationships and a productive environment;
(3) uses strategies to promote mutual
respect, support, safety, and cooperative participation;
(4) uses managerial and instructional
routines which create smoothly functioning learning experiences;
(5) organizes, allocates, and manages
resources (i.e. time, space, equipment, activities, and teacher/student
interaction) to provide active and equitable learning experiences;
(6) uses strategies to help learners become
self-motivated in their learning;
(7) describes strategies to teach learners
various behavioral change techniques;
(8) supports and encourages learner
expression through movement.
E. Communication: A physical education
teacher demonstrates the use of assorted media and technology for presentation
of lessons, demonstrates sensitivity to all learners and models appropriate
behavior, and illustrates communication strategies for building a community of
learners. The physical education teacher demonstrates effective verbal,
nonverbal, and multi-media communication techniques to foster inquiry,
collaboration, and engagement in physical activity settings. The physical
education teacher:
(1) communicates in ways
that demonstrate sensitivity to all learners;
(2) demonstrates the use of assorted
instructional information in a variety of ways including the use of bulletin
boards, music, task cards, posters, video, and computer technology;
(3) describes and models various
communication strategies for use with learners, the school, colleagues,
parents/guardians and the community;
(4) uses computers and other technologies to
communicate, network, and foster inquiry;
(5) describes and implements strategies for
building a community of learners within a physical activity setting.
F. Planning and instruction: A
physical education teacher plans and implements a variety of developmentally
appropriate instructional strategies to develop physically educated
individuals. This standard deals specifically with pedagogical knowledge and
application. The core of this standard will be a series of sequential and
progressive field experiences that allow physical education teachers to refine,
extend, and apply their teaching skills. The physical education teacher:
(1) identifies, develops, and implements
instructional and program goals that align with state content standards with
benchmarks;
(2) selects and
implements appropriate instructional strategies based on developmental levels,
learning styles, and safety issues for diverse populations;
(3) applies content and pedagogical knowledge
in developing and implementing safe learning environments and
experiences;
(4) selects and
implements teaching resources and curriculum materials based on their
comprehensiveness, accuracy, utility, and safety;
(5) uses curricula which encourages learners
to observe, question, and interpret physical activity from diverse
perspectives;
(6) designs and
implements learning experiences that are safe, appropriate, realistic, and
relevant based on principles of effective instruction. Such instruction shall
activate learners' prior knowledge, anticipate preconceptions, encourage
exploration and problem solving, and build on skills and experiences;
(7) uses demonstrations and explanations to
link physical activity concepts to appropriate learning experiences;
(8) selects and utilizes varied roles in the
instructional process based on content, purpose of instruction, and the needs
of learners;
(9) develops short-
and long-term plans that are linked to learner needs and to performance,
instructional, and program goals, and adapts them to ensure learner progress,
motivation, and safety;
(10)
selects and models instructional tasks that facilitate learning in the physical
activity setting;
(11) asks
questions and poses scenarios to stimulate interactive learning opportunities
such as helping learners articulate ideas, promoting risk taking, and
developing critical thinking, problem solving, and decision making skills,
which aid in becoming physically educated.
G. Learner assessment: A physical education
teacher understands and uses formal and informal assessment strategies to
foster psychomotor, cognitive, affective, and fitness development of learners
in physical activity. The physical education teacher explores the use of
various forms of authentic and formal assessment to guide instruction, provide
feedback to students, and evaluate teaching. The physical education teacher:
(1) uses a variety of formal and informal
assessment techniques to assess learner performance, provide feedback and
communicate learner progress;
(2)
uses assessment strategies to involve learners in self-assessment;
(3) selects and uses developmentally
appropriate assessment strategies and instruments congruent with physical
activity learning goals aligned with state content standards with
benchmarks;
(4) identifies key
components of various types of assessments, describes appropriate and
inappropriate use, and addresses issues of validity, reliability, and
bias;
(5) uses and interprets
performance data to make informed instructional decisions.
H. Reflection and professional development: A
reflective physical education teacher continually evaluates the effects of
his/her actions on self and others, including learners, parents and guardians,
and professionals in the learning community, and seeks opportunities to grow
professionally. The physical education teacher:
(1) reflects upon and revises within the
learning environment practice based on observation of learners'
performance;
(2) reflects on
appropriateness of program design on the development of physically educated
individuals;
(3) consults
professional literature, colleagues, and other resources to develop
professionally;
(4) participates in
the professional physical education community at the local, state, district,
and national levels and within the broader education field;
(5) reflects on appropriateness of program
design on the development of physically educated individuals.
I. Collaboration: A physical
education teacher fosters relationships with colleagues, parents/guardians, and
community agencies to support learners' growth and well-being. The physical
education teacher:
(1) uses strategies to
become an advocate in the school and community for the purpose of promoting a
variety of physical activity opportunities;
(2) solicits community resources and agencies
to enhance physical activity opportunities;
(3) establishes productive partnerships with
parents/ guardians, counselors, and other school health personnel to support
learner growth and well-being;
(4)
is culturally sensitive and identifies signs of learner distress and seeks help
as appropriate;
(5) participates in
collegial activities designed to make the school a more productive learning
environment;
(6) has knowledge of
state and federal laws and non-compliance consequences related to learner
rights and teacher responsibilities.
