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: Appropriate Instructional Practice Guidelines for High School Physical Education Created by the NASPE (2009) Importance: HS - transition time from adolescence to adulthood. Physical education teachers can: help foster positive self-concept and social development through physical activity; 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.

Components of Quality PE Programs & Ideas for Pre-Service Teachers Areas of Focus: 1. Learning Environment 2. Instructional Strategies 3. Curriculum 4. Assessment 5. Professionalism

1. Learning Environment a. Create positive teaching/learning environment Teacher –model appropriate behavior. b. Exercise used NOT as punishment but instead to . . Promote benefits of participating in exercise outside of class – healthy lifestyle. c. Safety Facilities and equipment. Position self - - see all the Ss all the time.

Competition and Cooperation d. Equity Create equal opportunities for all Ss regardless of developmental level, ability, and gender. “Students” vs “You guys” – use neutral language. e. Inclusion Adapt lesson for Ss based on their IEPs and/or injury – no one needs to sit out! Competition and Cooperation Offer competitive and non-competitive activities – not all Ss want to keep score. Modified games - lots of benefits (success, challenge, strategies, decision-making).

2. Instructional Strategies a. Expectations for student learning SPOs including all 3 domains & hold students accountable – measureable. b. Class organization Use creative ways to get Ss in partners, small and large groups/teams. c. In-depth instruction Variety of skill levels – extensions up and down).

d. Class design Create warm-up activities that relate to lesson or skills previously taught – fun & creative. e. Learning time Units = 6-8 classes. Want instructional time for Ss to acquire concept/skill. Academic Learning Time in PE (ALT-PE). Revisit skills/concepts. Did they get it? Can they apply it?

f. Maximizing participation Ideal - equipment for every Ss / 3 per line max. Plan lesson to allow QUALITY practice opportunities. g. Teaching/Learning styles Teach by Invitation. Emphasize critical thinking and problem solving – tactics & strategies. h. Teacher enthusiasm Set the tone and “sell your product” by your enthusiasm and excitement.

“Nice try. This time try moving a little closer to your target.” i. Success rate “Nice try. This time try moving a little closer to your target.” j. Teacher feedback “Mary, what a great throw. I like the way you turned your side to the target.” k. Use technology Create PE department web page. Podcasts, You-tube, HRM, Pedometers, Wii Fit, DDR, etc.

3. Curriculum a. Focus on physical activity and motor skill development Follow 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 Apply knowledge and understanding of: skills, strategies, and tactics applicable in a variety of sports; exercise science and biomechanical analysis (i.e. difference between anaerobic and aerobic activities?). d. Self-responsibility and social skills Create opportunities that require and reinforce cooperation, teamwork, responsibility, leadership, trust, risk-taking, and communication.

e. Valuing physical activity Want to make PE fun! f. Interdisciplinary instruction Goal = develop a physically education individual by implementing a multidisciplinary curriculum. g. Special events Get parents, teachers, community involved. Parents vs. students volleyball tournament?

4. Assessment a. Assessment use On-going process and an expectation. b. Variety of assessment Assess all three domains (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 based on rating a list of criteria.

c. Fitness testing Option - FITNESSGRAM - www.fitnessgram.net. Ss obtain valuable personal fitness report. Good opportunity to set personal fitness goals, journals, etc. Testing procedures Private and focused on individual results rather than comparing with others. Reporting student progress Inform Ss of their progress regularly.

Grading Assessment matches goals and objectives of your program, student outcomes, and national standards. Effort is “not an option” for grading criteria. Program assessment Collect data on student achievement to evaluate your program’s effectiveness.

5. Professionalism a. Professional growth c. Advocacy Membership – (MAHPERD/ED/SHAPE). Attend local, regional, and national conventions. Stay current on new information and research. b. Professional learning community You are the physical activity expert in the school. c. Advocacy Promote your program within school, at home, and around community by creating newsletters, etc.