Concepts Map: Physical Education Standards

I believe curriculum includes all experiences encountered by students within their learning environmet; for instance, the subject being studied, the extracurricular activities participated in, services utilized, and the hidden or unintentional curriculum recieved.

The worth of knowledge in elementary and middle school is priceless. It creates the foundation that will continue to be build upon for the rest of the students' lives. What is learned in elementary and middle school continues to develop and expand students' schemas as they move into high school, college and onto their carreer paths. Lessons are learned about morals, ethics and beliefs that build mentally, emotionally and phstically successful and healthy individuals.

Physical Ecucation Standards, approved on May 5, 2000 by Texas State Board of Educator Certification

American Association for Physical Activity and Recreation, 2011, AAPAR is an association of American Alliance for Health, Physical Education, Recreation and Dance

1) Students develop skills in a variety of movements. 2) Motivate students to participate in activities that promote this lifestyle. 3) Promote students' self management, self-motivation, and social skills through participation in physical activities. 4) Provide opportunities that suport students' physical, cognitive, social and emotional development. 5) Provide equitable and appropriate instruction for all students in a diverse society. 6) Prepare physically educated individuals through use of developmentally appropriate instructional strategies and communication techniques. 7) Promote students' phsyical, cognitive, social, and emotional development in physical education contexts. 8) Physical education teachers seek opportunities to grow professionally. 9) Collaboration occurs between the physical education teacher and colleagues, parents/guardians, and communities agencies to support students' growth and well-being. 10) The legal issues and responsibilities of physical education teachers in relation to supervision, planning and instruction, matching participants, safety, first aid and risk management is understood.

Teachers should select and implement developmentally appropriate instruction that is responsive to students’ individual needs, by using appropriate strategies, services, and resources. Teachers should create a learning environment that respects varied talents, values and perspectives. Students’ personal, family, cultural and community experiences should be incorporated. Games and activities should be created and modified to ensure that all students have an equal opportunity to participate, learn, be successful and enjoy physical activity.

Develop appropriate formal and informal assessment methods. Use assessment data to monitor students’ progress and to motivate and promote student learning in physical education, but communicate assessment results to students and parents with sensitivity. Provide feedback about strengths and areas needing improvement and make recommendations about exercise. Use available technology to analyze student progress, fitness and performance.

The standards suggest teachers design and implement appropriate instruction based upon the Texas Essential Knowledge and Skills (TEKS), instruction that is safe, has achievable goals, and ensures student progress, motivation and safety. Teachers should utilize appropriate instructions based on students’ developmental levels, learning needs and program goals. The use of demonstrations and explanations to link physical education concepts to students’ experiences is advised. The standards suggest incorporating interdisciplinary learning experiences that allow students to integrate knowledge and skills from multiple areas and using appropriate verbal and nonverbal communication. It is also important that teachers communicate to the students the importance of physical activity, health and fitness.

The standards state that for Grades 4-8, skills should be applied that were learning EC-4, using content and contexts appropriate for 4-8. At this age level, teachers should use physical activity to promote social development and positive social behaviors (sports ethics, teamwork, leadership, compassion, consideration, fairness, and respect for diversity), promote the understanding of the roles and decisions of game officials and provide learning opportunities for self-management, responsibility, self-control, perseverance, and the ability to manage success, failure and challenge.

For grades 8-12, the standards suggest that skills be applied from EC-8 using content and context appropriate for grades 8-12. At this level, teachers should promote students’ problem-solving and decision-making skills in regard to physical activities. Goal-setting procedures should be used to promote students’ ability to distinguish realistic short and long term goals for improvement and the teacher should monitor students’ progress in achieving such goals. btopic

The standards invite teachers to use their pedagogical knowledge when it comes to selecting appropriate activities and lessons, and teachers must be able to demonstrate and explain the appropriate skill when necessary. The teacher must also use their personal judgment and prior knowledge in order to evaluate the activity and know when and how best to make adjustments and modifications to accommodate for individual and group needs.

There are not specific standards regarding controversy, but teachers are required to maintain appropriate records (injury reports, emergency plans, safety rules), to regularly inspect facilities and equipment and to report and potential safety hazards to avoid conflict or in the event that conflict occurs. Teachers should organize students in games and sports appropriately, according to factors such as age, maturity, physical size and levels of skill and experience and utilize appropriate risk management to prevent conflict or controversy.

The Standards of Physical Education are most aligned with the beliefs of Ralph Tyler. Tyler defined curriculum based on (1) the nature of the learner (developmental factors, learner interests and needs, life experiences, etc.) (2) the values and aims of society (democratizing principles, values and attitudes); and (3) knowledge of subject matter (what is believed to be worthy and usable knowledge). The standards of physical education address the majority of the areas listed.