Ashley Gorecki

Reading Notes for Physical Education Framework

You can work with colleagues as long as you have a deep understanding of the content
in each chapter. Use the Key Issues Chart at the beginning of each chapter to guide your
thinking. Read and tab/underline key points in each chapter. Add descriptions, page
numbers, or lists as part of your note keeping. This is the foundation for your study for
teaching English as a second language and is very important that you come to a deep
understanding of this material.
Take notes on these key points and add missing points based on the Key Issues Chart at the
beginning of each chapter. Your notes must be sufficient for you to attain and retain the basic
information in each chapter and to effectively lead a class group discussion when asked to do
so. You will be defining, summarizing and/or describing the various key components in each
chapter.

Ch. 1:

Chapter 1. Vision and Goals for Standards-Based Physical Education

When compared with the 1994 Physical Education Framework, this new
framework provides:
A stronger focus on student learning and the needs of the learner
Current research references
A standards-based lesson structure
A more user-friendly display with charts, graphs, and illustrations
Examples of standards-based report cards
A greater emphasis on time spent in moderate to vigorous physical
activity
Chapter 1 presents a new vision for physical education instruction; explains
the purpose of the framework; identifies goals for administrators, teachers,
and students; and examines the challenges to implementing the new vision for
physical education instruction.
Focus on the Physical Education Model Content Standards
Standards serve as the foundation for instruction at all grade and course
levels.
They model content standards represent the essential skills and
knowledge that all students need to maintain physically active, healthy
lifestyles.
The standards focus on the content of physical education and
incorporate the detail required to guide the development of consistent,
high-quality physical education instructional programs aimed at student
learning and achievement.
The standards provide a comprehensive vision of what students need to
know and be able to do at each grade and course level.
The standards provide a model for high-quality course design.
Standards- based instructional design is based on practices and
decisions that focus on student learning and includes each of these
essential steps (as noted in Figure 1.1):
Select the standard, or portion of the standard, students will learn.
Determine the evidence that best demonstrates that students have
learned the content.
Select or create the assessment tool that is best suited to collect the
evidence of student learning.
Plan instruction.
Create multiple opportunities for students to learn the content.
Deliver effective instruction.
Assess student learning of the content.
Evaluate assessment data and make decisions about next steps (to
reteach the material or move on to new material).

Overarching Standards for Kindergarten through Grade Eight

overarching model content standards for elementary and middle school
students are as follows:
Overarching Standard 1: Students demonstrate the motor skills and
movement patterns needed to perform a variety of physical activities.
Overarching Standard 2: Students demonstrate knowledge of movement
concepts, principles, and strategies that apply to the learning and performance
of physical activities.
Overarching Standard 3: Students assess and maintain a level of physical
fitness to improve health and performance.
Overarching Standard 4: Students demonstrate knowledge of physical
fitness concepts, principles, and strategies to improve health and
performance.
Overarching Standard 5: Students demonstrate and utilize knowledge of
psychological and sociological concepts, principles, and strategies that apply
to the learning and performance of physical activity.

Purpose of the Framework

To provide the necessary support so that every student can meet or

exceed those standards.
The framework provides guidance for effective assessment practices and
high-quality instruction, establishing a supportive and safe environment,
support for the teacher, and program development.
The framework is based on two premises:
The quality and productivity of every individuals life can be enhanced
through participation in a comprehensive, inclusive, and sequential
physical education program.
Every student can learn when provided with high-quality instruction by a
credentialed teacher along with the appropriate instructional resources
and sufficient time.
Why Teach Physical Education? Physical education contributes significantly

to every students health and well-being.

Active Lifestyles and Improved Health
A student who becomes skilled and knowledgeable in physical education
is more likely to become a healthy adult who is motivated to remain
healthy and physically active throughout his/her life.
physical activity improves strength and endurance; helps build healthy
bones and muscles helps control weight; reduces anxiety and stress;
increases self-esteem, mood, and concentration; and may improve blood
pressure and cholesterol levels.
Motor Skill Development
Most students do not develop the proper technique or understanding of
movement and motor skills on their own.
Proficiency in movement and motor skills allows greater enjoyment when
one participates in individual and dual sports, combative, aquatics,
tumbling and gymnastics, rhythms and dance, and team sports.
This proficiency carries over to life skills, such as safely walking and
climbing and avoiding falls.
Academic Performance
Evidence consistently shows that despite study design, student health,
or type of activity, exercise improves the cognitive performance of
children.

Ch. 2:

StandardsBasedPhysicalEducation:KindergartenThroughGradeFive
The emphasis is on the development of fundamental locomotor, nonlocomotor, and manipulative skills.
This chapter incorporates the physical education model content
standards for kindergarten through grade five.
It provides an explanation of the physical education content areas
underlying the standards and outlines activities that are consistent with
the standards.
Mastery of an individual standard is achieved when students have
learned the concept, principle, or skill.
Content mastery does not occur simply because students have received
a particular explanation or participated in a particular activity. Instead,
content mastery comes from well-thought-out lessons that provide
students with many practice opportunities in a variety of situations.

Kindergarten

Some students come to kindergarten using the proper form for

locomotor and nonlocomotor movements, while most are still learning
these skills.
Hand-eye coordination is showing steady improvement, but reaction
time is still slow.
Students enjoy moving to music, so rhythmic activity is an ideal focus of
a lesson for practicing locomotor and nonlocomotor skills.
Kindergarten students are at the preoperational stage of cognitive
develop ment. They do not yet understand concrete logic or abstract
thinking.
In kindergarten physical education, students learn locomotor and
nonlocomotor movements and how to manipulate objects so that in later
years they can create and demonstrate movement sequences, dance
steps, tumbling routines, specialized sport skills, and offensive and
defensive strategies.
The fundamental movement skills learned in kindergarten form the basis
for all movement experiences and are used during a lifetime of physical
activity.

Grade One

Many students at this grade can demonstrate the proper form for
jumping, hopping, galloping, sliding, walking, running, leaping, and
skipping.
Additional practice opportunities and instruction should be provided for
students who are experiencing difficulties with these skills.
Hand-eye coordination and reaction time are improving, making the
manipulation of objects easier.
Static and dynamic balances are also improving, which allows for the
learning of more advanced tumbling and dancing skills.
First-graders can plan and carry out simple tasks and responsibilities.

Grade Two

Second-graders continue to maintain a high level of exibility and a

moderate but steady growth in muscular strength and endurance.
They exhibit relatively high heart and breathing rates and are typically
active intermittently, showing vigorous bursts of energy followed by
periods of rest or recovery.
Locomotor and manipulative skills continue to improve, and students
demonstrate a keen interest in practicing activities that they know how
to perform.
Static and dynamic balance skills also show steady improvement, and

rhythmic skills show an increase in quality and complexity of movement.

Second grade is the time when students begin working cooperatively
with a partner, although they are still eager for adult approval and find
criticism di cult to handle

Grade Three

Third grade is a pivotal time in the development of students movement

skills.
Third-graders who demonstrate and understand the proper form for
locomotor and nonlocomotor skills now shift their focus to combining
those skills into new movement sequences.
Third-grade students are willing to experiment with and explore
alternative movements, such as tumbling, creative dance, and formal
dance.
Giving students opportunities to participate in moderate to vigorous
physical activities for three to four days each week can increase overall
health.
Third-graders, like second-graders, are at the concrete stage of cognitive
development. their attention spans are improving, and they are
interested in why things occur.
Third grade is a good time to have students create goals for personal
fitness and motor skills and monitor their own progress, because they
have a strong desire for self-improvement.

Grade Four

There is still very little difference in motor skill performance between

boys and girls, and there should be equal expectations for both in terms
of physical performance.
Eye-hand coordination is improving, ne-motor activities are performed
with more skill, and the greatest gain in strength begins at this stage.
Students are also experiencing improvements in reaction time and
balance, although the center of gravity is still located in the midsection
of the body, making balance a challenge.
Fourth grade marks a period of increased curiosity and rapid mental
growth. Attention spans increase; consequently, students can focus for
longer periods of time on learning movement concepts and principles.
Belonging is still important at this stage, so learning opportunities that
involve small-group activities and modified team games are appropriate.

Grade Five

Differences in strength and motor skill performance may be attributed to

experience and students practice opportunities.
Flexibility continues to decrease, especially in boys, presenting the need

Ch. 3

for more stretching exercises during physical education.

Students continue to manipulate a variety of objects using eye-hand and
eye-foot coordination.
Students are especially interested in knowing about the human body and
how to improve health and performance.
o Teachers can address this interest by teaching concepts and
principles of movement related to the physical and motor skills
that the students are learning.
They are beginning to develop an awareness of individual differences
related to gender, cultural heritage, ethnicity, and physical ability,
making this an ideal time to teach the positive aspects of diversity and
the importance of listening to the ideas of others.
Standards-Based Physical Education: Grades Six through Eight
The physical education program in grades six through eight provides the
opportunity to expand a students performance and understanding of
fundamental movement and motor skills to more specialized movement and
motor skills used in a variety of content areas (individual and dual activities,
team activities, rhythms and dance, combatives, aquatics, adventure/outdoor
activities, and tumbling and gymnastics).
Standards-based middle school physical education provides students
with experiences in a wide variety of activities (e.g., soccer, dancing,
climbing).
During middle school, students learn to re ne, combine, and apply a
variety of movement and motor skills in different physical activity
settings.
The emphasis at sixth grade is on the application of movement and
motor skills in lead-up or modiffied games along with folk and line
dancing, stunts, and tumbling.
The emphasis at seventh grade is on multicultural dancing, individual
and dual physical activities, track and field, combatives, and
adventure/outdoor activities. e emphasis at eighth grade is on team
activities, square dancing, and gymnastics/tumbling. In each area of
physical education, the critical elements for each motor skill as well as
concepts and principles related to biomechanics, motor development,
motor learning, and game tactics are taught.
Middle school physical education programs continue to emphasize the
importance of physical activity and personal fitness throughout the
school year.
Students should be active most of the time during physical education to
experience the aerobic benefits.

Grade Six

This is the beginning of a two- to three-year growth spurt for some

students that can account for 20 percent of their eventual adult stature.
Students enjoy being active, engaging in fitness activities, assessing
their own fitness levels, and creating personal fitness plans.
Students at this stage can combine various skills in cooperative
activities.
The focus now shifts to providing students with experiences that help
them transition from using the proper form for fundamental movement
skills to sport-skill learning.
Sixth-grade students are moving toward the capacity for abstract
thinking.
Middle school physical education teachers also face instructional
challenges: larger class sizes, more students-per-teacher contacts, and
more heterogeneous classes.

Grade Seven

Accelerated physical development is marked by increases in height,

weight, heart size, lung capacity, and muscular strength.
The head, hands, and feet of an adolescent attain mature size before the
legs, which attain their full length before arms.
This uneven muscle and bone development often results in lack of
coordination and awkwardness, leading to temporary disruptions or brief
regressions in motor skills performance.
Seventh-grade students are beginning the transition from the concrete
stage
to the abstract stage in their cognitive development. is transition
provides
the capacity for abstract thinking and metacognition (ability to know
what one knows).
Students are better able to anticipate future events and to formulate
goals to address those situations.
They possess a greater knowledge of fitness and are capable of creating
weeklong personal fitness plans designed to improve their current level
of health-related physical fitness.

Grade Eight

Eighth-grade students reflect a wide range of individual differences that

are inherent to puberty, including height, weight, skill competency, and
maturity.
Gender differences are becoming more pronounced as males shoulders
grow larger than their hips and as females hips grow larger than their
shoulders.
Despite these differences, all students are capable of attaining greater
motor achievement and should be encouraged to set realistic personal

Ch. 4

goals and monitor their own progress.

Students can successfully engage in modiffied team sports and learn the
complexities of offensive and defensive team strategies. Eighth-grade
students also plan alternative activities for their personal fitness plan, so
that they are prepared for inclement weather or injury.
Eighth-grade students are searching for their adult identity; their
appearance
is becoming increasingly important to them. is focus on appearance
provides teachers with an opportunity to stress the importance of good
health and fitness.
Eighth-graders are also able to accept responsibility for their behavior,
work cooperatively with a large group, resolve individual and group
conflicts, and focus on long-term group goalsall important skills for
participating in team activities.

Standards-Based Physical Education: Grade Nine Through Twelve

Throughout their school years, students have experienced a planned sequence
of formal physical education instructional experiences. From kindergarten
through fifth grade, the content is delivered incrementally to best enable
student learning at the appropriate developmental level.

In sixth through eighth grade, the content is consolidated and students

skills are refined, representing a natural progression of skill
sophistication. When students reach ninth grade, they are ready to
integrate all that they know with all that they can do.
They become capable of higher-order thinking and of more skilled
performance. The high school courses provide a blueprint for delivering
content in a manner that equips students to make a successful transition
from the physical education instructional program to participation in
physical activity during adulthood.
To fulfill the requirement for high school graduation, students must take
at least two years of physical education in high school,
The California Department of Education has the responsibility of monitoring
the extent to which high schools provide a course of study having these eight
areas. ese content areas are:
Effects of physical activity upon dynamic health
Mechanics of body movement
Aquatics
Gymnastics and tumbling
Individual and dual sports
Rhythms and dance
Team sports
Combatives

High School Course 1

Ninth-grade boys typically experience a period of rapid growth until

about fourteen or fifteen years of age. then, a slower rate of growth
follows until around twenty-one years of age.
By ninth grade, girls are already experiencing their slower rate of
growth.
As adolescents attain maturity, their body proportions become more
congruent, increasing their potential for higher skill performance.
Ninth-grade students operate using higher-order thinking skills. they
evaluate performance, analyze data, reflect on personal goals, and
adjust behavior as necessary. Students are now at the cognitive stage
when they can synthesize much of what they have learned in the earlier
grade levels and apply it to new learning situations.
Course 1 addresses aquatics, rhythms/dance, and individual and dual
activities. Instruction on the effects of physical activity on dynamic
health and the mechanics of body movement is integrated throughout
the school year. Course 1 is designed to be taken before Course 2, and,
therefore, is most appropriate for ninth-grade students or other students
taking their first high school physical education course.

High School Course 2

By tenth grade, most students are experiencing a slower rate of growth.

is slowdown in growth rate, along with increases in the length and
breadth of muscles, produces a higher level of motor ability and fitness.
Students are becoming more interested in their personal development
and recognize the value of high-level physical performance for their
future lives and careers.
As tenth-graders mature, their egocentrism decreases. rough social
inter action they learn they are not the sole focus of attention.
They are ready to assume more formal leadership roles during physical
activities.
Course 2 addresses combatives, gymnastics/ tumbling, and team
activities.
Instruction on the effects of physical activity on dynamic health and the
mechanics of body movement is integrated throughout the school year.
Typically, tenth-graders enroll in Course 2, though some students will
take Course 2 as eleventh- or twelfth-graders.

High School Course 3

When males and females have reached the ages of eighteen and
sixteen, respectively, they have grown to approximately 98 percent of
their adult height.

Final growth often occurs by the age of eighteen for young women and
by age twenty-one for young men. As their bodies change and they grow
taller, adolescents also put on weight.
Girls often gain 35 pounds during adolescent years, while boys gain 45
pounds (Payne and Issacs 1995).
Eleventh- and twelfth-grade students are often interested in achieving
and maintaining optimal levels of tness if only for the sake of personal
appearance.
Eleventh- and twelfth-grade students are continuing their social
development in preparation for adulthood. eir personal system of values
is becoming more integrated.
They are beginning to adjust their self-concept because of
developmental changes and experiences. Their self-esteem is improving
as they become more competent.
As part of a sequential curriculum, Course 1 and 2 classes are designed as
prerequisites for Course 3 classes. Course 3 classes are designed as
prerequisites for Course 4 classes. Students who have not completed a Course
3 class covering the same content area may not be prepared to take the
Course 4 class. Each course has its own unique content and specific standards
for students to learn, although there may be some similarities.
The six content areas identifed for Course 3 are:
Course 3A, Adventure/Outdoor Activities
Course 3B, Aerobic Activities
Course 3C, Individual and Dual Activities
Course 3D, Dance
Course 3E, Aquatics
Course 3F, Weight Training and Fitness
Ch. 5

Assessment
Standards-based assessment is an ongoing process of collecting
evidence generated by the students performance measured against the
grade- or course- level standards.
High-quality assessment is valid, reliable, and objective and answers the
critical question Have the students mastered the standards?
It challenges students to profficiently apply the skills, knowledge, and
attitudes called for in the model content standards. therefore,
assessment results are reported to each student in a timely manner,
with a focus on the students strengths and areas in need of
improvement.

Types of Assessment
Assessment informs instruction at the beginning (entry level), during (progress
monitoring), and at the end (summative) of the learning experience. Taken

together, they designate the starting place, route to take, point at which to
change routes, and the destination.
Entry-level assessment measures student mastery of preceding
grade- or course-level standards that serve as prerequisite building
blocks for the content forthcoming.
o It also helps the teacher determine which of the current grade- or
course-level standards the students have already mastered.
o The results provide the teacher with information regarding
instructional starting points
Progress-Monitoring Assessment reveal the effectiveness of the
teachers instructional decisions and provide insight into how physical
education teachers can make learning more meaningful.
o Quality assessment informs students, teachers, and parents of
students progress toward mastery of the standards throughout the
school year.
o The most critical guideline for the monitoring of progress is that it
should occur at frequent intervals and the assessment data
reviewed immediately to adjust instruction.
o To ensure the progress of every student, data are examined at the
classroom level as well as the individual student level.
o It can include checking homework or observing students
performances.
o Or, it may be a more formal type of assessment, such as short,
objective assessments (written quiz, structured observation, skills
checklist, etc.) to ensure that student learning of the standard is
consistent for the entire class. The value of using performance
data as the basis for making well-informed adjustments to
instruction cannot be overstated. Teachers need a solid basis for
answering such questions as these:
Should I move ahead or spend more time on the
current phase of instruction?
Are students able to practice what they have learned
through independent activities, or do I need to provide
additional instruction?
Can I accelerate the planned instruction for some or all
students and, if so, what is the best way to do that?
Summative Assessment Summative assessment, which has
characteristics similar to those of entry-level assessment, is done to determine
whether the student has attained a standard or group of standards.
Summative assessment measures in a more formal way the progress
students have made toward meeting the standards. T
ypically, it comes at the end of an instructional unit, course, or school

year. e most critical aspect of summative assessment is that it measures

the ability of students to transfer what they have learned to related
applications.
sixth-grade Standard 4.2 states, Develop a one-day personal physical
fitness plan specifying the intensity, time, and types of physical activities
for each component of health-related physical fitness. roughout the
school year, teachers may conduct progress-monitoring assessment that
asks students to identify the intensity, time, and type of physical activity
for each component of health-related physical fitness. However, the
summative assessment for this standard requires that students create a
one-day personal fitness plan.
Regardless of the form, the assessment is based on the application of
three of the four fitness principles: intensity, time, and type.
Principles of Assessment
The following principles of effective assessment are integrated into the assessment design:
Select the best evidence of student performance related to the standard.
Examine the extent to which all students are achieving the grade- or
course- level standards.
Ensure that the assessment measures what it intends to measure as
directly as possible (validity).
Ensure that the assessment produces the same results when repeated
(reliability).
Ensure that the results can be measured the same way by any qualified
professional and are not based on that professionals opinion
(objectivity).
Provide assessments that are ongoing and integrated with instruction
(embedded assessment).
Communicate expectations for student achievement at the beginning of
the task.
Create a process of continuous feedback for the student.
Include student self-re ection and self-assessment as part of the
assessment system.
Ensure that assessments are not biased as to gender, language, or
ethnicity.
Ensure that assessments do not place students with disabilities at a
disadvantage.
Standardized assessments meet the principles noted above and the ones
below:
Standardized assessments should be administered under the same
conditions to all students.
Standardized assessments should be administered using the same

directions to all students.

Standardized assessments should be scored in scaled increments small
enough to detect varying degrees of skills and knowledge.

Essay Questions

Essay questions are useful for exploring in greater depth students ability
to apply the facts, concepts, principles, and theories learned in physical
education.
The questions typically take more time than multiple-choice or shortanswer tests, and they are also more complex to grade. they are usually
graded with a rubric that is created by the teacher and shared with the
students in advance.
In evaluating essay responses in physical education, teachers need to be
careful to differentiate between students actual lack of knowledge (or
misunderstanding) of physical education content and limited reading or
writing ability.

Logs
Logs provide students with the opportunity to record data. Teachers periodically review the data with the students and provide feedback on the students
progress. ese data can include:
Physical activity performed outside the school day
The frequency, intensity, time, and type of exercise performed daily
Scores on motor skill assessments to demonstrate improvement over
time

Journals

Journals provide students with the opportunity to record their insights,

reactions, and reflections.
Through the journal-writing process, students document their own
growth over time.
Journal writing may take place during lesson closure or as a homework
assignment.
At the elementary school level, journal writing can also be done after the
physical education lesson when students are back in the classroom.
The journal may be specific to physical education or a history-social
studies journal or a language arts journal or another subject related to
the prompt.

Performance Tasks

Performance tasks require students to accomplish complex tasks by

using prior knowledge and recent learning and skills.
These tasks demonstrate a deeper understanding of the content and
skills and increase student engagement.
Performance assessment involves students in situations where they

must construct responses that clearly illustrate higher-level thinking

skills. ese tasks often have more than one acceptable response;
therefore, when assessing student responses, teachers allow for novel
responses.
Creating a list of possible solutions ahead of time provides the teacher
with an objective method for assessing the performance task.

Projects

Ch. 6

Projects are activities that may require as much as several weeks to

complete.
Numerous products may be created for a project, including graphs,
posters, calendars, presentations, electronic presentations (using a
computer and projection sys tem), and multimedia products that
combine text, still images, digitized sound, and digitized video clips.
Multimedia projects are ideal for interdisciplinary work because students
can integrate content from physical education, computer skills from their
computer class, and writing and speaking skills from their English-language arts class in the development of the project.
Chapter 6. Instruction= Teachers start by selecting the grade- or courselevel standard(s) for instruction, determine and design assessment strategies,
and then create instructional opportunities for students to engage in the
content.
All learning opportunities (e.g., drills, games, cognitive activities) are
directly aligned with the grade- or course-level standards.
Lessons are planned logically and sequentially for maximum
instructional time and learning.
Skilled teachers design instruction based on the content or skill to be
taught, the strategies available to teach it, and the needs of their
students.
Instructional Models = Student learning of physical education content, rather
than mere participation in physical activity programs, is the foundation for
decisions related to instructional models
To guide educators in designing instructional strategies, this chapter is organized into eight main sections:
Instructional Models
Establishing a Safe Environment Class Management
Effective Teaching Behaviors Principles of Motor Learning
A Sample Physical Education Lesson Instructional Strategies
Multidisciplinary Opportunities

Appropriate Use of Independent Study

Outside learning may address an individual students needs in a particular
learning sequence more appropriately than the physical education course.

Inappropriate Use of Independent Study

It should not be a replacement for the physical education course.

Content of the outside activity is not of equivalent depth and breadth as

the
standards-based curriculum.
It is inappropriate to use the amount of time spent in an outside activity
or
sport as a rationale for choosing independent study as an instructional
strategy.
Establishing a Safe Environment = A safe environment in physical
education has two components: the physical and the psychological.
The physical environment and the need to ensure that the facilities and
equipment are safe.
Staff is prepared to handle emergencies, class size is conducive to
providing a safe environment, communication systems are in place so
that physical education teachers can connect quickly to the main office
or health office.
Students use equipment and facilities in a safe manner, and there is
proper supervision of all physical activities.
The second component refers to the psychological environment and the
need
to ensure that students feel physically, emotionally, and socially safe
during the instructional process.
Teachers establish, teach, and enforce safety rules.
Provisions are made to ensure that every student understands rules and
expectations regarding safety.
Schools and teachers help create a safe learning environment by
implementing the following supervision principles:
Always be in the immediate vicinity (within sight and sound) of the
students.
Constantly scan the area for clues that may indicate a potentially
dangerous situation.
Secure an adequate replacement (not a paraprofessional, student
teacher, or custodian) when it is necessary to leave the area.
Be aware of the health status of every student.
Provide a buffer zone around all play areas (do not use common
boundary)
Carefully match students by size and ability for any activity involving
potential contact.
Create written supervision procedures that designate the responsible
staff member and/or certificated personnel (e.g., for the locker room,
before class, after class).
Have access to a telephone or other communication device and post
emergency telephone numbers in a handy location.
Do not use equipment for purposes other than those for which it was

intended.
Do not alter equipment in any manner.
Do not allow students to use any equipment before they receive
instruction on the safe use of the equipment (Mohnsen 2008, 48).
Plan for weather conditions and air quality.

A hate crime means a criminal act committed, in whole or in part, because of one or
more of the following actual or perceived characteristics of the victim:
Disability.
Gender.
Nationality.
Race or ethnicity.
Religion.
Sexual orientation.
Association with a person or group with one or more of these actual or
perceived characteristics

Class Management = An effective class-management system sets the stage

for high-quality physical education instruction by providing the time and
opportunity for learning to take place.
It promotes student engagement and maximizes instructional
effectiveness.
Effective class management does not just happen; it is carefully and
systematically planned.
Class rules are effective when they are few in number, stated in the positive,
and posted so that they can be referred to frequently. Examples of effective
rules include:
Dress appropriately.
Arrive on time.
Listen to others.
Respect others.
Use equipment responsibly
In a physical education program, an effective classroom is characterized by the
following management practices:
Every student is engaged in a learning activity.
Students are given an opportunity to explore new or unfamiliar
equipment before instruction.
Teachers identify a location for students to place equipment while
the teacher is talking (e.g., by their feet).
Teachers use a signal that can be heard over distance outside to
alert students to the next task.
When providing instructions, teachers position students so that
they do not look directly into the sun.
Teachers constantly move throughout the learning environment to

monitor student behavior.

Disciplinary procedures are appropriate for the infraction, and
exercise is never used as punishment or a reward.

Effective Teaching Behaviors

Physical education teachers use research-based effective teaching
behaviors to support student learning. These include:
Planning for every lesson
Using time effectively
Providing effective practice
Providing specific positive or specific corrective feedback Keeping
students engaged in moderate-to-vigorous physical activity at
least 50 percent of the instructional time
Keeping students engaged in academic learning time for sufficient
time to support student success.
Applying motor learning concepts to instructional practices
Principles of Motor Learning
Motor learning is the study of change in a persons ability to perform
fundamental and specialized movement and manipulative skills.
Using research-based principles of motor learning supports student
learning most effciently and effectively.
When teachers point out the principles they are using, it teaches
students about the learning process and appropriate ways to practice
when working on their own
A Sample Physical Education Lesson
A sample lesson consists of four components: an opening, instruction, practice,
and a closing. A visitor to a class in which this lesson plan is followed might
observe the following.

Opening
The class opening begins with a preview of the standards to be learned, an
overview of the lesson, and an anticipatory set, where the teacher shows the
students the value of what they will be learning during the instructional period.

Instruction
When introducing a new motor skill, the teacher provides a model of the skill
by performing it, asking a student who is pro cient at the skill to perform it, or
providing a video of the skill.
Providing Effective Practice / Instructional Strategies
Practice time engages students in the maximum amount of practice at the
appropriate level of difficulty using the correct technique. e following guide
lines support effective practice opportunities for every student:
Use games with a small number of players (two-on-two basketball
instead of ve-on- ve) for maximum practice opportunities.

Have su cient equipment so that no student is waiting for equipment.

Provide students with specific corrective or specific positive feedback.
Monitor progress (embedded assessment) to determine when reteaching
a skill or concept may be necessary.
Organize activities so that only a few students are in each group.
Provide sufficient practice trials to allow every student to achieve
success.
Keep transition times to a minimum
Omit any activity that involves students waiting for a turn or being
eliminated.
Provide differentiated instruction at the appropriate level of difficulty for
every student through the use of alternative activities at various levels
of complexity.
Actively supervise students during practice to keep them on-task.

Closing

Ch. 7

During closure the content of the lesson is reviewed.

If the students have been engaged in physical activity, the
students participate in a cool-down.
A cool-down involves the gradual slowing down of activity that
results in a lowering of body temperature after moderate to
vigorous exercise.
A cool-down may include walking or stretching.
Multidisciplinary Opportunities
Physical education teachers should continually interact with and support the
other subject area teachers, including the teacher librarian.
Other subject area teachers should continually interact with and support
physical education teachers.
Effective physical education teachers seek opportunities for interdisciplinary
instruction to enrich and deepen student learning.
These same teachers always keep in mind that their number one goal for
physical education instruction is to ensure student learning of the physical
education model content standards.
Universal Access= Students come to California schools with a wide variety of
skills, abilities, interests, and levels of profficiency.
In any physical education class, there are tall and short students,
advanced and remedial learners, and students at different physical,
social, and emotional developmental levels.
Teachers can be well prepared to adapt to the diversity in their class
rooms through careful diagnosis and planning and appropriate
adaptations of the curriculum, assessment techniques, instruction,
environment, and other variables for students with special needs.
The instructional needs of all students are met, physical education

teachers must be provided with information about each students special

needs and medical issues.
Establishing an Inclusive Environment
Phhysical education is unlike subject areas that focus almost exclusively
on cognitive development through written work and oral responses.
In most subjects a students special needs can be kept private between
the teacher and student.
Learning in physical education, however, takes place in a public
environment.
e following practices promote a safe, supportive, and inclusive environment for
students:
Learn each students name.
Listen to every student.
Be aware of each students needs (by using resources such as IEPs,
counselors, nurses, other educational service providers, parents, and the
student).
Use neutral language (e.g., using player-to-player defense instead of
man-to-man defense).
Use language that recognizes a student as a person who happens to
have a disability (e.g., student with autism instead of autistic student).
Recognize and show appreciation for the abilities of every student (e.g.,
have a student in a wheelchair with good upper body strength
demonstrate an upper body weight-lifting exercise).
Group students according to the learning objective (e.g., skill practice,
cognitive understanding, social skill development).
Instructional Resources at Allow Full Access
o A broad range of physical education equipment is selected so that
every student can be successful.
o Both physical-activity and sport equipment may vary in relation to
size, weight, pliability, and texture to facilitate student learning
regardless of skill level.
All instructional materials used in physical education are free of
stereotypes and inclusive of all groups (e.g., gender, cultures, ethnicities,
students with dis abilities).
Portraying positive images of diverse individuals participating in a wide
variety of physical activities shows students that the activities are for
everyone.

Differentiation Strategies

Students with special needs can benefit from appropriately challenging

curriculum and instruction if systematically planned differentiation
strategies are used.

The strategies for differentiating instruction for students include pacing,

complexity, depth, and novelty.
To implement successful instructional strategies for all students, the
teacher may:
Establish a safe, inclusive environment in which the students are encouraged to talk and to ask questions freely when they do not understand.
Use a wide variety of ways to explain a concept or an assignment. When
appropriate, the concept or assignment is depicted in graphic (e.g.,
target heart rate calculation) or pictorial form (e.g., correct technique) to
accompany oral and written instructions.
Introduce in the vocabulary (e.g., hop, jump) to be used for each lesson
prior to the lesson and use reinforcement or additional practice
afterward. Monitor instructional resources and instruction for ambiguities
or language that would be confusing, such as idioms.
Set up tutoring for additional assistance. (Tutoring by a qualied teacher
is optimal.) Design peer or cross-age tutoring so that it does not detract
from the instructional time of either the tutor or student and is
supervised by the teacher.
Enlist the help of parents at home when possible.
Establish special sessions to prepare students for unfamiliar testing
situations.
Frequently ask each student to communicate his or her understanding of
the concept, problem, or assignment.
Allow students to demonstrate their understanding and abilities in a
variety of ways (e.g., gestures, demonstration, drawing) while reinforcing
modes of communication that are standard in the school curricula.
Use a variety of ways to check frequently for understanding. Analyze
why students do not understand. ( is analysis may involve breaking
down the skill or concept into parts to determine exactly where the
student became confused.)
Who Are Marginalized= is section addresses those students who are often
margnalized in physical education. It is divided into two parts: gender equity
and students with different body types.

Gender Equity

Integration by gender
prohibit single-sex classes or activities.
whose strengths and weaknesses in the physical domain are based on
ability and learning opportunities.
All students, male and female, are given the teachers attention and
feedback on an equal basis, called on equally to demonstrate new skills,
and disciplined equally.

Teachers need to ensure gender fairness and support all students

equally.

Students with Different Body Types

Some students are sensitive to slights and feel insecure about

themselves and their abilities.
They may be targeted for bullying.
It is imperative that the teacher creates an environment in which every
student feels included and has a positive learning experience.
Using a variety of methods to create groupings rather than one (peer
selection) is the key to creating an environment in which all students
have an equal opportunity to achieve success in physical education.
Accommodating Cultural and Religious Practices
Culture represents the customary beliefs and patterns of behavior, both
explicit and implicit, that are passed on to future generations by the society in
which people live and/or by a social, religious, or ethnic group within it.
Culture plays a role in the development of every student.
Skilled teachers realize their own cultural experiences shape their perspective
and that multiple perspectives, aside from their own, must be considered in
planning programs for students.
The following key strategies for educators promote consideration of
students beliefs and practices:
Become aware of cultural differences (e.g., the meaning associated with
eye contact and hand gestures).
Become educated about the religious and ethnic customs of students.
Have students work in small heterogeneous groups.
Encourage students to research their cultures and share the dances,
sports, and games of their cultures.
Treat students as individuals, not as members of groups.
Avoid stereotyping students by groups (i.e., assuming students from a
particular culture will prefer certain activities).
Analyze instructional materials for stereotypical images and language.
Learn to pronounce students names correctly.
Set high expectations for all students.
Accept students native language and help students to develop English
language skills.
Teach students about the cultural context of physical activities.
Recognize that students from different cultures may not possess prior
knowledge or experience related to some physical activities.
Be aware of the fasting that may be the custom during some religious
holidays and plan activities that are less demanding.
Accept and celebrate ethnic and cultural diversity.

English Learners
o The California Department of Education reported that in the 200708 school year, 1.55 million students, 24.7 percent of California
public school students, were identiffed as English learners. More
than 50 major languages (other than English) were found to be
represented.
o The top five languages and percentage of English learners using
each language were Spanish (85.1 percent), Vietnamese (2.2
percent), Pilipino (1.4 percent), Cantonese (1.4 percent), and
Hmong (1.3 percent).
With sheltered instruction techniques, teachers modify the language
demands of the lesson and:
o Clearly enunciate all words.
o Define advanced words with simpler synonyms (e.g., explain that
cardiorespiratory means the heart and lungs). Use cognates (see
the Glossary) when appropriate (e.g., muscle, the Spanish word
muscolo; ligament, the Spanish word ligamento).
o Clarify the use of any idiomatic expressions (e.g., Keep your eye
on the ball means to watch the ball).
Use contextual cues such as gestures, facial expressions,
demonstrations, props, and visual aids (e.g., task cards).
Use graphic organizers (e.g., Venn diagram).
Use prior content for introductions (preview/anticipatory set).
Hold up manipulatives (e.g., beanbags, balls) when describing skill
technique
At-Risk Learners
These students may have come from schools or states where different content
is taught, or they may simply not have learned the correct or prerequisite
technique or information.
Examples of appropriate strategies for working with at-risk students
are as follows:
Increase the wait time after asking a question.
Call on students so that all students have opportunities to answer
questions. Probe or delve further when students respond with an
incorrect answer by asking questions that help lead students to the
correct answers (Los Angeles County O ce of Education 1993).
Understand students specific learning needs.
Ask students to share with a partner (pair share).
Students with Medical Conditions
Students with long-term and short-term medical conditions may include
those with scoliosis, asthma, obesity, broken limbs, and those who are
pregnant.

Students with medical conditions are entitled to an instructional program

based on grade-level or course-level standards. e program for those
students is designed to address the same standards as that for students
without medical conditions.
A student with an IEP may also have a short-term condition (e.g., a
student who receives special education services for a speech disorder
and who also has a broken arm).
Advanced Learners
Advanced learners are students who demonstrate or are capable of
demonstrating performance in physical education at a level significantly
above the performance of their age group.
Often in physical education, athletes are classified as the advanced
learners.
The physical education model content standards address cognitive and
an effective learning as well as psychomotor learning. ere fore, the term
advanced learners in physical education takes on a different meaning.
In California, each school district determines its own criteria for
identifying gifted and talented students. e percentage of students so
identified varies, and each district may choose whether to identify
students as gifted based on their ability in physical education.
Some examples of appropriate strategies for advanced learners are as follows:
Build on basic skills (e.g., reverse layup taught after the layup).
Provide assistance to peers.
Plan challenging activities for self.
Allow for independent study.
Allow students to expand assignments to meet their interests and needs.
Adjust instruction to meet student needs.
Provide a variety of resources.
Provide complex, in-depth assignments.
Allow for interdisciplinary projects.
Provide problem-based assignments.
O er assignments geared toward areas of creativity.
Promote higher levels of thinking.
Use an inclusive style of teaching,
Students with Disabilities (IEPs and Section 504 Plans)
1. Students become eligible for special education services through an
assessment process called multidisciplinary team evaluation. e federal
regulations (34 CFR 300.8) for the Individuals with Disabilities
Education Act (IDEA 2004) identify the following disability categories:
Mental retardation
A hearing impairment (including deafness)

A speech or language impairment

A visual impairment (including blindness)
A serious emotional disturbance (referred to as emotional
disturbance)
An orthopedic impairment
Autism
Traumatic brain injury
Other health impairment
A specifc learning disability Deaf-blindness
Multiple disabilities
He or she may, however, require specially designed instruction in
physical education or adaptations of equipment or facilities to
successfully participate in physical education.
Teachers familiarize themselves with each students 504 Plan or IEP to
help the student achieve mastery of the physical education model
content standards.
In contrast to the federal Individuals with Disabilities Education
Improvement Act (IDEA 2004), Section 504 allows a wide range of
information to be in a plan: (1) the nature of the disability; (2) the basis
for determining the disability; (3) the educational impact of the
disability; (4) the necessary accommodations; and (5) the least
restrictive environment in which the student may be placed.

Ch. 8

Supporting High-Quality Physical Education= It is an obligation of

everyone, including administrators, teacher leaders, college and university
personnel, community members, and parents.
Each of these groups is an important contributor.
The stakeholders at each school or school district form a support system that
assists in the design, implementation, and evaluation of an effective physical
education instructional program.
Administrative Role and Support
Setting and clearly articulating high expectations for instruction by all
teachers and learning by every student is the foundation of a successful
program.
District and school administrators, as well as school board members,
need to understand the meaning of high-quality physical education to
effectively support the program
district and school administrators are provided with ongoing professional
development on the topic of physical education.

Hiring Practices

The first step toward providing a high-quality physical education

program is hiring high-quality teachers.
Only appropriately credentialed teachers are considered for physical

education positions.

Supervising Practices
Administrators frequently monitor instruction to ensure teachers are
utilizing the best practices for student learning.
Administrators prepare for instructional monitoring by becoming
knowledgeable about how students learn physical education content,
how student learning in physical education is assessed, and the
essentials of effective instruction in physical education.
The conditions that support powerful learning for adults include attending to
what is learned, how it is learned, and where it is learned. High-quality
professional development:
Is a long-term, planned investment in professional development that is
strongly supported by the administration and designed to ensure that
teachers continue to develop skills and knowledge in physical education
content and instructional options
Provides classroom support for teachers experimenting with new
instructional strategies
Builds in accountability practices and evaluation of professional
development programs to provide a foundation for future planning
Provides time for physical education teachers to work together and to
engage in professional dialog regarding new concepts and ideas
Focuses on student learning, especially tailoring curriculum and
instruction to students needs, all of which is compatible with current
research and the physical education model content standards
Includes ongoing and in-depth activities and a variety of strategies to
help educators apply what they have learned and sustain improved
instruction
Provides time for educators to reflect, analyze, and re ne their own
professional practices and to plan and re ne instruction accordingly
Develops, refines, and expands teachers pedagogical repertoire,
content knowledge, and the skill to integrate both
Follows the principles of good teaching and learning, including providing
comfortable, respectful environments conducive to adult learning

Classroom Management Policies

School administrators support physical educators in their e orts to develop
effective classroom management policies.
The following considerations are important for classroom management
policies:
Classroom and schoolwide discipline plans and procedures are
implemented by all staff members.
Discipline is appropriate to the infraction and consistent with
expectations of classroom behavior for other programs and subject

areas.
Discipline practices are fair and consistent and encourage students to
take responsibility for their own behavior.
Physical education is not withheld as a punishment or earned as a
reward.
Physical exercise is not used as punishment.
Teachers believe that every student can behave properly and achieve
the content standards.
Teacher Leaders
The role of the teacher leader is especially important in physical education,
because many county offices of education and school districts do not have an
administrator or coordinator whose primary responsibility is physical
education.
Teacher leaders are first and foremost good teachers.
They understand standards-based curriculum, assessment, and
instruction.
They understand physical education content, have good classroom
management skills, and know how to provide a safe and supportive
physical and psychological environment.
It involves:
Joining and actively participating in professional organizations (see
Appendix L)
Asking for more responsibility both within the school and the district
Being a lifelong learner and engaging in long-term professional
development opportunities
Being an advocate of quality physical education for every student in
every school
College and University Support= The support of college and university
personnel for high-quality physical education programs is also crucial.
Personnel from institutions of higher education support K12 physical
education by joining in partnership with their local schools.
By becoming more involved with these other institutions of learning,
college and university personnel become more aware of the research
that needs to be done in the school settings.
Armed with research derived from the local community, college and
university personnel can be strong advocates of high-quality physical
education programs and the use of only credentialed teachers in the
teaching of K12 physical education.
Many private companies and organizations have education departments
that seek opportunities to work with youngsters.
Schools are encouraged to (1) use community resources to provide the
additional adult support and instructional materials that students need to meet
their physical education requirements and (2) start to develop students ideas

about the workforce, careers, and their relationships to their communities.

Ch. 9

Instructional Resources= Instructional resources for physical education

include instructional materials, equipment and supplies, technology, and
facilities.
Evaluation Process
A district-level or school-level committee may be appointed to review
and select instructional resources.
The committee starts the selection process. e selection process consists
of
(1) creating a list of potential instructional resources for review;
(2) evaluating the potential instructional resources based on the
speciffications developed by the committee and their alignment to the
physical education model content standards;
(3) selecting the most appropriate standards-aligned instructional
resources. When this is done on a districtwide basis, the teachers and
students bene t from well-designed instructional resources.
Evaluation of Instructional Materials
Instructional materials refer to student textbooks, teachers editions,
workbooks/work sheets, task cards, and activity sheets, as well as
technology-based instructional materials such as DVDs, CDs, video clips,
and software.
All teachers need high-quality instructional materials, but new teachers
especially depend on well-designed instructional materials that are
aligned with the model content standards.
The instructional materials should present physical education as a
comprehensive, sequential curriculum that promotes the physical,
mental, emotional, and social well-being of each student
Physical education content; Instructional materials reviewers consider
whether the materials meet such specifications as the following ones:
o Content is scientifically accurate and current (e.g., no
contraindicated exercises).
o The authors are credible experts in physical education.
o Instructional materials are designed to meet the needs and
interests of students and are age-appropriate.
o THere is comprehensive teaching of all standards. e materials
include motor learning principles, biomechanics principles, fitness

principles, social and psychological principles, and other cognitive

understanding, as well as physical activity. (When purchasing a
commercial curriculum, schools may need to supplement those
materials to ensure comprehensive coverage of all standards.)
o Instructional materials address the why as well as the how.
Program organization
Sequential organization of the physical education curriculum provides
structure for what students should learn each year.
It allows teachers to convey the physical education instruction
effeciently and effectively. e content is organized logically and presented
so that every student has an opportunity to acquire the essential
knowledge and skills described in the standards. Reviewers consider
whether:
All content standards for the grade level or course level are
addressed in a coherent fashion.
Instructional materials address the development of skills and
knowledge that build throughout the grade or course levels.
e organization of instructional materials provides structure to what
students should learn each year and allows teachers to teach
effciently and effectively by providing:
1. Learning structure: lesson, unit, year
2. Specific instructional objectives
3. Clearly stated student outcomes showing both scope and
sequence
4. Assessments
5. Support materials (audiotapes, videotapes, DVDs, CDs, etc.)
Evaluation of Equipment and Supplies
The instructional needs of the physical education curriculum dictate the
equipment and supplies to be purchased.
The equipment should be separate from equipment that is purchased for
recess, intramural, or athletic activities to ensure that the equipment
required for physical education class is always available when needed.
The equipment and supplies are suffcient in quantity (e.g., one jump
rope per student, one ball per student) and quality to provide all
students with opportunities to enjoy maximum participation.
No student should have to wait for the opportunity to practice a skill
simply because there is not enough equipment.
Evaluation of Technology

Evaluation of Technology

Instructional technology in physical education can be used to improve

the instructional process and prepare students for the sport and fitness

experiences they will encounter as adults.

Technology can be used to increase access to physical activity for
students with special needs.
Beeper balls, sports wheelchairs, switch-activated ramps for bowling or
bocce ball, and software for animated demonstrations are examples of
adaptations that may assist students.
Technology can also be an effective tool for motivating students.
Heart rate monitors provide feedback on heart rates as students perform
cardiovascular exercises; pedometers and accelerometers provide
feedback on physical activity levels; electronic blood pressure devices
and spirometers relay information about students personal health; and
body composition devices inform students about their percent of body
fat.
Digital photos and videos, along with video-analysis software, enhance
students opportunities to learn and improve movement skills.
A variety of interactive software programs and Web sites are available to
provide students with information on various sports and fitness concepts.
Virtual realitybased exercise equipment motivates students to engage
in continuous physical activity.
Facilities
Physical education facilities are planned, updated, monitored, and
maintained to ensure functionality and safety.
Emphasis is placed upon student needs and what is necessary to
implement a high-quality standards-based physical education program.
Administrators and physical educators work with risk-management
coordinators to minimize liability issues and to create optimum
environments for learning.
Indoor and outdoor facilities are adequate for the number of students in
a school, free from obstacles, appropriate to the needs of all students
(e.g., acoustics such that all students can clearly hear instruction),
accessible to students with special needs, and supportive of student
mastery of the physical education model content standards.