MIDDLETOWN PUBLIC SCHOOLS
Elementary Physical Education Program
NATIONAL STANDARDS FOR PHYSICAL EDUCATION
In 1986, the National Association for Sport and Physical Education (NASPE) appointed its Outcomes Committee to answer the question, "What should physically educated students know and be able to do?" The result of the Outcomes Project was a definition that includes five major focus areas, specifying that a physically educated person:
*has learned skills necessary to perform a variety of physical activities,
*is physically fit,
*participates regularly in physical activity,
*knows the implications of and the benefits from involvement in physical activities,
*values physical activity and its contribution to a healthful lifestyle (National Association for Sport and Physical Education [NASPE], 1995a).
Following the work of the Outcomes Committee, a Standards and Assessment Task Force was appointed to develop content standards and assessment material based on the previous work. The standards document developed by this group had the following purposes:
*to establish content standards for the physical education school program that clearly identify consensus statements related to what a student should know and be able to do as a result of a quality physical education program; and
*to establish teacher-friendly guidelines for assessment of the content standards that are consistent with instructionally integrated orientations toward the role of assessment in teaching and learning.
In "Moving into the Future: National Standards for Physical Education, A Guide to Content
and Assessment," (NASPE, 1995a) a general description of each content standard is first
presented, followed by presentation of the standards according to grade level: K, 2, 4, 6,
8, 10, and 12. Within each grade level, the standard is further defined, followed by a
listing of the key points of emphasis for that grade level. Sample performance benchmarks,
which describe developmentally appropriate behaviors representative of progress toward
achieving the standard, are also presented. Lastly, a variety of assessment techniques
appropriate for assessing student achievement of the specified content standard is
described.
The National Standards for Physical Education indicate that a physically educated
student:
1. Demonstrates competency in many movement forms and proficiency in a few movement forms.
2. Applies involvement concepts and principles to the learning and development of motor skills.
3. Exhibits a physically active lifestyle.
4. Achieves and maintains a health-enhancing level of physical fitness.
5. Demonstrates responsible personal and social behavior in physical activity settings.
6. Demonstrates understanding and respect for differences among people in physical activity settings.
7. Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.
Since 1850, when the first physical training of students in schools began, the emphasis of school physical education has expanded from physical training and calisthenics to performance-related fitness and the development of competitive sports skills. Today the focus of contemporary physical education is on health-related fitness and the behavioral competencies and motor skills needed for lifelong engagement in healthy and satisfying physical activity.
A quality physical education curriculum includes:
*mastery of basic skills and understanding of motor skills related to a variety of physical activities so that each individual can make positive decisions about physical activity choices;
*experiences that encourage children to question, integrate, analyze, communicate, and apply cognitive concepts about motor skill and physical activity;
*opportunities to improve social and cooperative skills, and gain a respect and appreciation for diversity; and
*use of fitness education and assessment to help children understand, enjoy, improve, and/or maintain their physical health and well-being.
Implications for instruction and program support
To maximize the
opportunities to learn in physical education, a range of factors must be available.
These include time in the schedule, reasonable class size, adequate facilities and
equipment, a well-planned curriculum, appropriate assessment procedures, qualified teachers,
and positive administrative support (NASPE, 1992a, 1992b, 1992c, 1994a, 1994b, 1995b, 1996).
In the continuing quest to make physical education experiences more personally relevant to
children and youth, new developments in learning theories, structuring of subject matter,
and new perceptions concerning growth and development must be continuously considered,
evaluated, and implemented. The teacher plays the central role in the success of a physical
education program and priority must be given to employing qualified elementary, middle,
and secondary school physical education teachers to maximize student learning and
achievement. Quality physical education is both developmentally and instructionally
appropriate for the specific children being served. Instructionally appropriate physical
education incorporates the best known practices, derived from research and experiences in
teaching children, into a program that maximizes opportunities for learning and success for
all. Students should also use technology in today s physical education classes to explore
fitness and motor skill concepts in ways that personalize the curriculum more than ever
before. Heart rate monitors, video and digital photography, computer software, and
equipment to measure body composition are a few of the tools made possible by technology.
Teacher preparation is critical to successful school physical education programs. NASPE
standards for beginning physical education teachers (1995c) outline standards in nine
areas: content knowledge, growth and development, diverse learners, management and
motivation, communication, planning and instruction, learner assessment, reflection, and
collaboration. These standards provide the basis for guidelines for professional
preparation of physical education teachers who have sound knowledge and understanding of
kinesiology (the content of physical education) and are also knowledgeable and skillful in
the pedagogy that is needed to transmit this knowledge to students.
Conclusion:
Quality physical education programs taught by well-trained physical education specialists
play a significant role in promoting the health of children and, ultimately, adults.
The National Physical Education Standards provide a framework for structuring programs
that will develop physically educated children to help the nation to reach its health
goals for children and adults.
Reference:
ERIC Identifier: ED406361
Publication Date: 1997-03-00
Author: Young, Judith C.
Source: ERIC Clearinghouse on Teaching and Teacher Education Washington DC.
National Standards for Physical Education. ERIC Digest