Unpacking the Revised National Standards for K – 12 Physical Education

Unpacking the Revised National Standards for K – 12 Physical Education

Stevie Chepko, Shirley Holt/Hale & Lynn Couturier

Objectives for the session Part 1 : Overview of the revised

standards & new grade-level outcomes

Part 2: Activity-based modeling of implementation

Part 1

The goal of physical education is… to develop physically literate

individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.

Standards 1 & 2Standard 1: The physically literate

individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standards 3 & 4Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Part 2

Grade-Level Outcomes What learners will know and be

able to do as a result of learning activities at each grade level

Bridge the gap between broadly-written standards and curriculum development

Scholarship is the foundation

Key Findings - Competency After age 14, physical activity

levels decline Motor skill competency

promotes engagement in physical activity and adequate health-related fitness through adulthood

Perceived competency in PE positively predicts physical activity levels

Key Findings - Engagement Participate, but often not

“engaged” Several factors

Perceived competence Activity choice Cognitive demandReducing social comparison for less

skilled

Key Findings – Intrinsic Motivation

Intrinsic motivation is increased if students Choose the activity (autonomy)Master the activity (competency) Participate in supportive environment

(relatedness) Enjoyment increased with these

factors

Key Findings – Climate Competency through engagement in

mastery-oriented tasksCompetitive, full-sided games appeal

mainly to highly skilledLess skilled students prefer non-

competitive and cooperative activitiesEmphasize motor skill development, through

developmentally-appropriate, progressive, mastery-oriented tasks

Practice tasks must be deliberate and allow for differentiation across skill levels

Translation of findings to outcomes Develop competency, particularly in

fundamental motor skills Address needs of less-skilled students

De-emphasize full-sided games and competitive activities

Foster a mastery-oriented environment Choice in types of activities as well as

level of challenge Greater emphasis on knowledge and

skills that foster lifelong physical activity

Key points for levels Elementary –fundamental motor skills as

foundation for movement competency Middle – application of skills

balance of activities to retain interest of all students (dance, fitness activities, individual and team activities)

introduction of game tactics High School – focus on lifetime activities

and personal choicefitness/wellness, dance, individual/dual activities de-emphasis on competitive sports

Sample of Elementary Outcomes - Standard 1

Sample of Middle School Outcomes – Standard 2

Sample of High School Outcomes – Standard 3

Scope & Sequence for K – 12 Physical Education

Part 2: Implementation - Activity-based modeling

Elementary ~ Middle ~ High

Striking

Striking (volley) K. Strike to send the balloon

upward 1st…strike with an open palm 2nd…strike upward consecutively 3rd…over a net, to the wall, over a

line …3 of the 5 critical elements 4th…mature pattern

Striking (short implement) K…strikes lightweight object 1st…send object upward 2nd…consecutive hits 3rd…3 of the 5 critical elements 4th…with a partner, over a low net, to the wall …mature pattern …with concepts of direction, force, open &

closed space 5th…with a partner, over a net, to the wall …cooperative or competitive environment …with offensive & defensive strategies

CRITICAL ELEMENTS - STRIKING – Short Implement

• Racket back in preparation for striking• Step on opposite foot as contact is made• Swing racket or paddle low to high• Coil and uncoil the trunk for preparation

and execution of the striking action• Follow through for completion of the

striking action

Accessing the DocumentsAAHPERD [Couturier, L., Chepko, S., & Holt/Hale, S., Principal writers]. (2014). National standards and grade-level outcomes for k – 12 physical education. Champaign, IL: Human Kinetics.

Book version includes:• Goal, standards, and outcomes• Critical elements• Research• Designing practice tasks• Assessing student learning• Technology

http://www.aahperd.org/whatwedo/nationalStandards.cfm

Free version includes goal, standards, and outcomes only