Assessment

The program in the Department of Health and Physical Education at Arkansas Tech University is currently accredited by the National Association for Sport and Physical Education (NASPE).  According to NASPE (2008), the Initial Physical Education Teacher Education National Standards describe the knowledge, skills, and dispositions of an entry-level physical education teacher. Outcomes with acceptable and target levels are described for each standard. In essence, beginning teachers of physical education should meet standards at acceptable, if not target levels.  Initial Physical Education teachers must possess knowledge, performance, and dispositional characteristics necessary to positively influence, generate, or facilitate student learning in physical education. The Initial Physical Education Teacher Education National Standards provide the basis for those required by the National Council for the Accreditation of Teacher Education (NCATE) standards.

National Association for Sport and Physical Education (NASPE)
Initial Physical Education Teacher Education National Standards

2003 – 2008 

 Outcomes – Teacher candidates will:

1.1              Identify critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purpose of improving learning.

1.2              Demonstrate competent motor skill performance in a variety of physical activities.

1.3              Describe performance concepts and strategies related to skillful movement and physical activity (e.g., fitness principles, game tactics, and skill improvement principles).

1.4              Describe and apply biophysical (anatomical, physiological, and biomechanical) and social-psychological concepts to skillful movement, physical activity, and fitness.

1.5              Understand and debate current physical education/activity issues and laws based on historical, philosophical, and sociological perspectives.

1.6              Demonstrate knowledge of approved state and national content standards, and local program goals. 

Outcomes – Teacher candidates will:

2.1              Monitor individual and group performance in order to design safe instruction that meets student develop mental needs in the physical, cognitive, and social/emotional domains.

2.2              Understand the biological, psychological, sociological, experiential, and environmental factors (e.g. neurological development, physique, gender, and socio-economic status) that influence developmental readiness to learn and refine movement skills.

2.3              Identify, select, and implement appropriate learning/practice opportunities based on understanding the student, the learning environment, and the task. 

 Outcomes – Teacher candidates will:

3.1              Identify, select, and implement appropriate instruction that is sensitive to students’ strengths/weaknesses, multiple needs, learning styles, and prior experiences (e.g., cultural, personal, family, and community).

3.2              Use appropriate services and resources to meet diverse learning needs. 

 Outcomes – Teacher candidates will:

4.1              Use managerial routines that create smoothly functioning learning ex

4.2              Organize, allocate, and manage resources (e.g., students, time, space, equipment, activities, and teacher attention) to provide active and equitable learning experiences.

4.3              Use a variety of developmentally appropriate practices to motivate students to participate in physical activity in and out of the school.

4.4              Use strategies to help students demonstrate responsible personal and social behaviors (e.g., mutual respect, support for others, safety, and cooperation) that promote positive relationships and a productive learning environment.

4.5              Develop an effective behavior management plan. 

Outcomes – Teacher candidates will:

5.1              Describe and demonstrate effective communication skills (e.g., use of language, clarity, conciseness, pacing, giving and receiving feedback, age appropriate language, and nonverbal communication).

5.2              Communicate managerial and instructional information in a variety of ways (e.g., bulletin boards, music, task cards, posters, internet, and video).

5.3              Communicate in ways that demonstrate sensitivity to all students (e.g., considerate of ethnic, cultural, socio-economic, ability, and gender differences).

5.4              Describe and implement strategies to enhance communication among students in physical activity settings.

Outcomes – Teacher candidates will:

6.1              Identify, develop, and implement appropriate program and instructional goals.

6.2              Develop long and short-term plans that are linked to both program and instructional goals, and student needs.

6.3              Select and implement instructional strategies, based on selected content, student needs, and safety issues, to facilitate learning in the physical activity setting.

6.4              Design and implement learning experiences that are safe, appropriate, relevant, and based on principles of effective instruction.

6.5              Apply disciplinary and pedagogical knowledge in developing and implementing effective learning environments and experiences.

6.6              Provide learning experiences that allow students to integrate knowledge and skills from multiple subject areas.

6.7              Select and implement appropriate (i.e., comprehensive, accurate, useful, and safe) teaching resources and curriculum materials.

6.8              Use effective demonstrations and explanations to link physical activity concepts to appropriate learning experiences.

6.9              Develop and use appropriate instructional cues and prompts to facilitate competent motor skill performance.

6.10          Develop a repertoire of direct and indirect instructional formats to facilitate student learning (e.g., ask questions, pose scenarios, promote problem solving and critical thinking, and facilitate factual recall). 

 Outcomes – Teacher candidates will:

7.1              Identify key components of various types of assessment, describe their appropriate and inappropriate use, and address issues of validity, reliability, and bias.

7.2              Use a variety of appropriate authentic and traditional assessment techniques (including both self and peer assessments) to assess student understanding and performance, provide feedback, and communicate student progress (i.e., for both formative and summative purposes).

7.3              Involve students in self and peer assessment.

7.4              Interpret and use learning and performance data to make informed curricular and/or instructional decisions. 

 Outcomes – Teacher candidates will:

8.1              Use a reflective cycle involving description of teaching, justification of teaching performance, critique of the teaching performance, the setting of teaching goals, and implementation of change.

8.2              Use available resources (e.g., colleagues, literature, and professional organizations) to develop as a reflective professional.

8.3              Construct a plan for continued professional growth based on the assessment of personal teaching performance. 

 Outcomes – Teacher candidates will:

9.1              Demonstrate knowledge of current technologies and their application in physical education.

9.2              Design, develop, and implement student learning activities that integrate information technology.

9.3              Use technologies to communicate, network, locate resources, and enhance continuing professional development.

 Outcomes – Teacher candidates will:

10.1          Identify strategies to become an advocate in the school and community to promote a variety of physical activity opportunities.

10.2          Actively participate in the professional physical education community (e.g., local, state, district, and national) and within the broader education field.

10.3          Identify and actively seek community resources to enhance physical activity opportunities.

10.4          Establish productive relationships with parents/guardians and school colleagues, to support student growth and well-being.

February Draft of Standards 

National Association for Sport and Physical Education (NASPE)
Initial Physical Education Teacher Education National Standards (2008) 

 Outcomes – Teacher candidates will:

1.1              Describe and apply physiological and biomechanical concepts related to skillful
movement, physical activity and fitness.

1.2              Describe and apply motor learning, psychological, and behavioral theory related
to skillful movement, physical activity, and fitness.

1.3              Describe and apply motor development theory and principles related to skillful
movement, physical activity, and fitness.

1.4              Identify historical, philosophical, and social perspectives of physical education
issues and legislation.

1.5              Analyze and correct critical elements of motor skills and performance concepts.

 Outcomes – Teacher candidates will:

2.1              Demonstrate personal competence in motor skill performance for a variety of
physical activities and movement patterns.

2.2              Achieve and maintain a health-enhancing level of fitness.

2.3              Demonstrate performance concepts related to skillful movement in a variety of
physical activities. 

*Physical education teacher candidates with special needs are allowed and encouraged to utilize a variety of accommodations and/or modifications to demonstrate competency and performance concepts (modified/adapted equipment, augmentative communication devices, multi-media devices, etc.) and fitness (weight programs, exercise logs, etc.). 

 Outcomes – Teacher candidates will:

3.1              Design and implement short and long term plans that are linked to program and
instructional goals as well as a variety of student needs.

3.2              Develop appropriate (e.g., measurable, developmentally appropriate, performance
based) goals and objectives aligned with meet local, state, and/or national
standards that lead to student learning.

3.3              Design and implement content that is aligned with lesson objectives.

3.4              Plan and implement effective demonstrations, explanations, instructional cures and
prompts to link physical activity concepts to appropriate learning experiences.

3.5              Plan for the management of resources to provide active, fair, and equitable
learning experiences.

3.6              Adapt instruction to diverse student needs, adding specific accommodations
and/or modifications for student exceptionalities.

3.7              Plan and implement progressive and sequential instruction that addresses the
diverse needs of all students.

3.8              Design and implement student learning experiences that integrate technology. 

Outcomes – Teacher candidates will:

4.1              Demonstrate effective verbal and non-verbal communication skills across a
variety of instructional formats.

4.2              Provide instructional feedback which results in skill acquisition, student learning,
and motivation.

4.3              Recognize the changing dynamics of the environment and adjust instructional
tasks based on student responses.

4.4              Utilize managerial rules, routines, and transitions to create and maintain an
effective learning environment.

4.5              Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment. 

Outcomes – Teacher candidates will:

5.1              Select or create appropriate assessments that will measure student achievement of
goals and objectives.

5.2              Use a variety of appropriate assessments to evaluate student learning before,
during, and after instruction.

5.3              Utilize and reflective cycle to implement change in teacher performance, student
learning, and instructional goals and decisions. 

Outcomes – Teacher candidates will:

6.1              Demonstrate behaviors that are consistent with the belief that all students can
become physically educated individuals.

6.2              Participate in activities that enhance collaboration and lead to professional growth
and development.

6.3              Demonstrate behaviors that are consistent with the professional ethics of highly
qualified teachers.

6.4       Communicate in ways that convey respect and sensitivity.

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All trademarks herein belong to their respective owners. Last updated: July 2008