Standard for Initial Preparation of Physical Education Teachers

Outcomes for Initial Preparation of Physical Education Teachers
Learning Outcomes for Health Education

Standard 1: Content Knowledge
Understands physical education content, disciplinary concepts, and tools of inquiry related to the development of a physically educated person.

Standard 2: Growth and Development
Understands how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development.

Standard 3: Diverse Learners
Understands how individuals differ in their approaches to learning and creates appropriate instruction adapted to diverse learners.

Standard 4: Management and Motivation
Uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard 5: Communication
Uses knowledge of effective verbal, nonverbal and media communication techniques to foster inquiry, collaboration and engagement in physical activity settings.

Standard 6: Planning and Instruction
Plans and implements a variety of developmentally appropriate instructional strategies to develop physically educated individuals.

Standard 7: Learner Assessment
Understands and uses formal and informal assessment strategies to foster physical, cognitive, social and emotional development of learners in physical activity.

Standard 8: Reflection
Is a reflective practitioner who evaluates the effects of his/her actions on others (e.g., learners, parents/guardians, and other professionals in the learning community) and seeks opportunities to grow professionally.

Standard 9: Collaboration
Fosters relationships with colleagues, parents/guardians, community agencies to support learner growth and well-being.

Outcomes for Initial Preparation of Physical Education Teachers

The following standards and outcomes were prepared by The National Association for Sport and Physical Education (an association of AAHPERD) and can be found in Guidelines for Teacher Preparation in Physical Education, NASPE/NCATE Guidelines, 1998.

STANDARD: Content knowledge
The student will:

identify critical elements for basic motor skills and develop appropriate sequences.
demonstrate with competence basic motor skills, rhythms, and physical activities (sport and games, lifelong leisure activities, and dance).
describe and demonstrate concepts and strategies related to skillful movement and physical activity (e.g. F.I.T.T. principle, offense/defense,distributed practice).
incorporate interdisciplinary learning experiences that allow learners to integrate knowledge and skills from multiple subject areas.
describe and apply disciplinary knowledge (concepts and principles) to skillful movement, physical activity and fitness.
analyze current physical activity issues based on historical, philosophical, sociological and psychological perspectives.
describe the organic, skeletal, and neuromuscular structures of the human body, identify how these systems adapt to skillful movement, physical activity, and fitness and analyze their contributions to motor performance.
employ concepts, assumptions, and debates central to inquiry in the study of physical activity.
create and use appropriate instructional cues and prompts for basic motor skills, rhythms and physical activity.
support and encourage learner expression through movement.

STANDARD: Growth and Development
The student will:

use a variety of developmentally appropriate practices to motivate learners to participate in physical activity inside and outside of the school.
use strategies to help learners demonstrate responsible personal and social behaviors that promote positive relationships and a productive environment.
use strategies to promote mutual respect, support for others, safety, and cooperative participation.
use managerial and instructional routines which create smoothly functioning learning experiences.
organize, allocate, and manage resources (e.g., time, space, equipment, activities, and teacher attention) to provide active and equitable learning experiences.
use strategies to help learners become self-motivated in their learning.
describe strategies to teach learners various behavior management techniques.

STANDARD: Communication
The student will:

communicate in ways that demonstrate sensitivity to all learners.
communicate managerial and instructional information in a variety of ways (e.g., bulletin boards, music, task cards, posters and video).
describe and model various communication strategies (e.g., with learners, school, colleagues, parents/guardians, and the community).
use computers and other technologies to communicate, network, and/or foster inquiry.
describe and implement strategies for building a community of learners within a physical activity setting.

STANDARD: Planning and Instruction
The student will:

identify, develop and implement instructional and program goals.
select and implement instructional strategies based on developmental levels, learning styles, and safety issues.
apply disciplinary and pedagogical knowledge in developing and implementing safe learning environments and experiences.
select and implement appropriate (i.e., comprehensive, accurate, useful, and safe) teaching resources and curriculum materials.
use curricular and instructional strategies that encourage learners to view, question and interpret physical activity from diverse perspectives.
design and implement learning experiences that are safe, appropriate, realistic, relevant, and based on principles of effective instruction.
use demonstrations and explanations to link physical activity concepts to appropriate learning experiences.
select and utilize varied roles (e.g., model, assessor, monitor, facilitator, active supervisor) in the instructional process based on the content, purpose of instruction and the needs of learners.
develop short and long term plans that are linked to both learner needs and performance and instructional and program goals, and then adapt them to ensure learner progress, motivation and safety.
select and model instructional tasks that facilitate learning in the physical activity setting.
ask questions and pose scenarios to stimulate interactive learning opportunities (e.g., help learners articulate ideas/thinking, promote risk taking/problem solving, facilitate factual recall, encourage convergent/divergent thinking, stimulate curiosity) which aid in becoming physically educated.

STANDARD: Learner Assessment
The student will:

use a variety of formal and informal assessment techniques to assess learner performance, provide feedback, and communicate learner progress.
use assessment strategies to involve learners in self and peer assessment.
select and use developmentally appropriate assessment strategies and instruments congruent with physical activity learning goals.
identify key components of various types of assessments, describe their appropriate and inappropriate use, and address issues of validity, reliability, and bias.
use and interpret performance data to inform curricular and instructional decisions.

STANDARD: Reflection
The student will:

reflect upon and revise practice based on observation of learners, self-assessment, and problem solving strategies.
consult professional literature, colleagues, and other resources to develop as a professional.
participate in the professional physical education community (e.g., local, state, district, and national) and/or within the broader education field.
reflect on the appropriateness of program design relevant to the development of physically educated individuals.

STANDARD: Collaboration
The student will:

identify strategies to become an advocate in the school and/or community to promote a variety of physical activity opportunities.
identify and use community resources to enhance physical activity opportunities.
establish productive partnerships (e.g., parents/guardians and/or counselors/colleagues) to support learner growth and well-being.
identify signs of learner distress and seek help as appropriate.
participate in collegial activities designed to make the school a more productive learning environment.
examine and comply with laws related to learner rights and teacher responsibilities (e.g., equity, inclusion, confidentiality, privacy, safety, emergency care, child abuse).

Learning Outcomes for Health Education

The following outcomes were developed for entry-level health educators by the Association for the Advancement of Health Education (an organization within AAHPERD). Copies can be obtained from the National Commission for Health Education Credentialing, Inc., New York, NY 10015.

Assessing Individual and Community Needs for Health Education:
The student will:

Obtain health related data about social and cultural environments, growth, and developmental factors, needs, and interests.

select valid sources of information about health needs and interests.
utilize computerized sources about health-related information.
employ or develop appropriate data-gathering instruments.
apply survey techniques to acquire health data.

Distinguish between behaviors that foster and those that hinder well-being.

investigate physical, social, emotional, and intellectual factors influencing health behaviors.
identify behaviors that tend to promote or compromise health.
recognize the role of learning and affective experiences in shaping patterns of health behavior.

Infer needs for health education on the basis of obtained data.

analyze needs assessment data.
determine priority areas of need for health education.

Planning Effective Health Education Programs:
The student will:

Recruit community organizations, resource people, and potential participants for support and assistance in program planning.

communicate need for the program to those who will be involved.
obtain commitments from personnel and decision makers who will be involved in the program.
seek ideas and opinions of those who will affect or be affected by the program.
incorporate feasible ideas and recommendations into the planning process.

Develop a logical scope and sequence plan for a health education program.

determine the range of health information requisite to a given program of instruction.
organize the subject areas comprising the scope or a program in logical sequence.

Formulate appropriate and measurable program objectives.

infer educational objectives facilitative of achievement of specified competencies.
develop a framework of broadly stated, operational objectives relevant to a proposed health education program.

Design educational programs consistent with specified program objectives.

match proposed learning activities with those implicit in the stated objectives.
formulate a wide variety of alternative educational methods.
select strategies best suited to implementation of educational objectives in a given setting.
plan a sequence of learning opportunities building upon and reinforcing mastery of preceding objectives.

Implementing Health Education Programs:
The student will:

Exhibit competence in carrying out planned educational programs.

employ a wide range of educational methods and techniques.
apply individual or group process methods as appropriate to given learning situations.
utilize instructional equipment and other instructional media effectively.
select methods that best facilitate practice of program objectives.

Infer enabling objectives as needed to implement instructional programs in specified setting.

pretest learners to ascertain present abilities and knowledge relative to proposed program objectives.
develop subordinate measurable objectives as needed for instruction.

Select methods and media best suited to implement program plans for specific learners.

analyze learner characteristics, legal aspects, feasibility, and other considerations influencing choices among methods.
evaluate the efficacy of alternative methods and techniques capable of facilitating program objectives.
determine the availability of information, personnel, time, and equipment needed to implement the program for a given audience.

Monitor educational programs, adjusting objectives and activities as necessary.

compare actual program activities with the stated objectives.
assess the relevance of existing program activities with the stated objectives.
revise program activities and objectives as necessitated by changes in learner needs.
appraise applicability of resources and materials relative to given educational objectives.

Evaluating Effectiveness of Health Education Programs:
The student will:

Develop plans to assess achievement of program objectives.

determine standards of performance to be applied as criteria of effectiveness.
establish a realistic scope of evaluation efforts.
develop an inventory of existing valid and reliable tests and survey instruments.
select appropriate methods for evaluating program effectiveness.

Carry out evaluation plans.

facilitate administration of the tests and activities specified to the plan.
utilize data collecting methods appropriate to the objectives.
analyze resulting evaluation data.

Interpret results of program evaluation

apply criteria of effectiveness to obtain results of a program.
translate evaluation results into terms easily understood by others.
report effectiveness of educational programs in achieving proposed objectives.

Infer implications from findings for future program planning.

explore possible explanations for important evaluation findings.
recommend strategies for implementing results of evaluation.

Coordinating Provisions of Health Education Services:
The student will:

Develop a plan for coordinating health education services.

determine the extent of available health education services.
match health education services to proposed program activities.
identify gaps and overlaps in the provision of collaborative health services.

Facilitate cooperation between and among levels of program personnel.

promote cooperation and feedback among personnel related to the program
apply various methods of conflict reduction as needed.
analyze the role of health educator as liaison between program staff and outside groups and organizations.

Formulate practical modes of collaboration among health agencies and organizations.

stimulate development of cooperation among personnel responsible for community health education programs.
suggest approaches for integrating health education within existing health programs.
develop plans for promoting collaborative efforts among health agencies and organizations with mutual interests.

Organize inservice training programs for teachers, volunteers, and other interested personnel.

plan an operational, competency-oriented training program.
utilize instructional resources that meet a variety of inservice training needs.
demonstrate a wide range of strategies for conducting inservice training programs.

Acting as a Resource Person in Health Education:
The student will:

Utilize computerized health information systems effectively.

match an information need with the appropriate retrieval system.
access principal online and other database health information resources.

Establish effective consultative relationships with those requesting assistance in solving health-related problems.

analyze parameters of effective consultative relationships.
describe special skills and abilities needed by health educators for consultative activities.
formulate a plan for providing consultation to other health professionals.
explain the process of marketing health education consultative services.

Interpret and respond to requests for health information

analyze general processes for identifying the information needed to satisfy a request.
employ a wide range of approaches in referring requesters to valid sources of health information.

Select effective resource materials for dissemination.

assemble educational material of value to the health of individuals and community groups.
evaluate the worth and applicability of resource materials for given audiences.
apply various processes in the acquisition of resource materials.
compare different methods for distributing educational materials.

Communicating Health and Health Education Needs, Concerns, and Resources:
The student will:

Interpret concepts, purposes, and theories of health education.

evaluate the state of the art of health education
analyze the foundations of the discipline of health education.
describe major responsibilities of the health educator in the practice of health education.

Predict the impact of societal value systems on health education programs.

investigate social forces causing opposing viewpoints regarding health education needs and concerns.
employ a wide range of strategies for dealing with controversial health issues.

Select a variety of communication methods and techniques in providing health information.

utilize a wide range of techniques for communicating health information and health
education needs.
demonstrate proficiency in communicating health care providers and consumers.

Foster communication between health care providers and consumers.

interpret the significance and implications of health care providers' messages to consumers.
act as a liaison between consumer groups and individuals and health care provider organizations.

The Seven National Health Education Standards for School Programs

The following standards were developed for school programs by the Association for the Advancement of Health Education (an organization within AAHPERD).

Students will:

comprehend concepts related to health promotion and disease prevention.
demonstrate the ability to access valid health enhancing and health promoting products and services.
demonstrate the ability to practice health enhancing behaviors and reduce health risks.
analyze the influence of culture, media, technology and other factors on health.
demonstrate the ability to use effective interpersonal communication skills and enhance health.
demonstrate the ability to use goal setting and decision making skills which enhance health.
demonstrate the ability to advocate for personal, family and community health.