Physical education, IF it is

TAUGHT properly, is just as

important as any other subject
in the curriculum and can make
just as valuable a contribution to
the total growth and overall
development of the student.
D. F. Staffo

Created

by the NASPE (2009)

Importance:

Transition from adolescence to

adulthood.
Role of PE teacher:
o foster positive self-concept and social development;
o contribute to students knowledge and understanding
how their bodies function with and without exercise.
Learning to achieve physical fitness and

maintaining active lifestyle becomes the goal.

Areas of Focus:
1. Learning Environment
2. Instructional Strategies
3. Curriculum
4. Assessment
5. Professionalism

a. Create positive learning environment

Model appropriate behavior.

b. Exercise used NOT as punishment but

instead to . .
Promote benefits of healthy lifestyle
c. Safety
Facilities and equipment.
Positioning - - see all the Ss all the
time.

d. Equity
Create equal opportunities level, ability, and

gender.
Students vs You guys use neutral
language.

e. Inclusion
Adapt lesson - IEPs and/or injury no one needs

to sit out!
f.

Competition and Cooperation

Competitive and non-competitive activities

keep score?
Modified games - lots of benefits

a. Expectations for student learning

SPOs - 3 domains, accountable,

measureable.
b. Class organization
Partners, small and large groups/teams creative.
c. In-depth instruction
Extensions up and down.

d. Class design
Warm-up activities relative to current or
previous lesson fun & creative.
e. Learning time
Units = 6-8 classes. Ample instructional
time to acquire concept/skill.
ALT-PE.
Revisit skills/concepts. Did they get it?
Can they apply it?

f. Maximizing participation
Equipment for every Ss / 3 per line max.
QUALITY OTRs.

g. Teaching/Learning styles
Teach by Invitation.
Critical thinking and problem solving tactics &

strategies.

h. Teacher enthusiasm
Sell your product tone & excitement.

i. Success rate
Nice try. This time try moving a little
closer to your target.
j.

Teacher feedback
Positive, specific, corrective, individual,
group.

k. Use technology

Create PE web page.

Podcasts, HRM, Pedometers,
Wii Fit, Coaches Eye, etc.

a. Physical activity and motor skill

development
National Standards & Grade-Level
Outcomes for K-12 Physical
Education.
b. Student choice (student-centered)
Offer lifestyle sports & activities,
outdoor adventure, novel or modified
team sports.

c. Concept knowledge
Skills, strategies, and tactics applicable
in variety of sports;
Exercise science and biomechanical
analysis (anaerobic and aerobic
activities?).
d. Self-responsibility and social skills
Create opportunities - cooperation,
teamwork, responsibility, leadership,
trust, risk-taking, and communication.

e. Valuing physical activity

Want to make PE fun!

f. Interdisciplinary instruction

Develop a multidisciplinary curriculum.

g. Special events

Parents, teachers, community involvement.

Parents vs. students volleyball tournament.

a. Assessment use
On-going process / expectation.
b. Variety of assessment
Assess - P, C, A.
Alternative make a video, portfolios,
journals.
Authentic assess skill in game-like
setting.
Performance create games,
choreograph dance routine.
Rubric skills test / rating based on
criteria.

c. Fitness testing
Option - FITNESSGRAM www.fitnessgram.net. Personal fitness
report. Set personal fitness goals,
journals.
d.Testing procedures
Private / individual results rather than
comparing with others.
e.Reporting student progress
Inform Ss of progress regularly.

f.

g.

Grading
Assessment matches goals and
objectives of your program, student
outcomes, and national standards.
How do you measure effort?
Program assessment
Collect data - student learning /
programs effectiveness.

a. Professional growth
Membership (MAHPERD/EDA/SHAPE). Attend
local, regional, and national conventions.
Stay current on new information and research.

b. Professional learning community

PA expert in the school.

c. Advocacy
Promote program within school, at home, and
around community - newsletters, etc.