Journal of Physical Education, Recreation & Dance
ISSN: 0730-3084 (Print) 2168-3816 (Online) Journal homepage: http://www.tandfonline.com/loi/ujrd20
Introduction
JoEllen Bailey
To cite this article: JoEllen Bailey (2015) Introduction, Journal of Physical Education, Recreation
& Dance, 86:7, 7-8, DOI: 10.1080/07303084.2015.1064680
To link to this article: http://dx.doi.org/10.1080/07303084.2015.1064680
Published online: 21 Aug 2015.
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Download by: [Gustavus Adolphus College]
Date: 25 September 2015, At: 10:19
Implementing the New National Standards
and Grade-level Outcomes
Downloaded by [Gustavus Adolphus College] at 10:19 25 September 2015
Introduction
JoEllen Bailey, Editor
A
ccording to SHAPE America – Society of
Health and Physical Educators (2014), “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” (p. 11). This clearly stated purpose, delineated
in five National Standards, provides all stakeholders with the message that physical education is predicated on student learning. The
newly revised National Standards include aspects unseen in previous versions, such as the use of the words “physical literacy,” along
with the combination of physical activity and physical fitness into
one standard. The most substantial change of all is the addition
of grade-level outcomes for each of the five standards. The outcomes provide practitioners with a curricular scope and sequence
that will lay the foundation for planning, instructing and assessing
students in physical education. The purpose of this feature is to
provide guidance to K–12 teachers on the implementation and assessment of the new grade-level outcomes included as part of the
National Standards & Grade-level Outcomes for K–12 Physical
Education (SHAPE America, 2014).
The development of skill competency is an essential element
of physical education and meets the goal of physical literacy for
all children. SHAPE America (2014) has highlighted motor-skill
competency as a top priority in physical education because of its
connection to lifelong physical activity (Spessato, Gabbard, &
Valentini, 2013) and health-related fitness levels (Stodden et al.,
2008). The first feature article, written by Chepko and Doan, examines teaching for skill mastery. The authors emphasize five steps
for creating an environment with high student engagement and
activity time, thus leading to physical literacy. The steps include
(1) developing a mastery climate, (2) designing deliberate practice
tasks, (3) maximizing the number of practice opportunities, (4) integrating tactics and strategies, and (5) providing specific feedback
and assessment.
Three of the feature articles focus on each of the grade-level divisions within the National Standards and identify specific outcomes
to be taught and assessed in each of the divisions. The elementary
article is written by Holt/Hale and Persse and answers the question, “Where does elementary physical education go from here?”
The grade-level outcomes focus on the need for students to become
skillful performers during the elementary school years. Standard
1 has 27 elementary grade-level outcomes, the largest number of
outcomes associated with any standard at any grade level. These
outcomes cover multiple aspects of locomotor, nonlocomotor and
manipulative skills. Clearly, the emphasis of elementary physical
education is on skill competency; however, all standards are clarified in the article.
The middle-school article, written by Avery and Rettig, focuses
on teaching tactics and strategies while applying fundamental
movement patterns to the various game and activity categories, including invasion, net/wall, target, fielding/striking, dance/rhythms
and outdoor pursuits. The incorporation of problem solving during small-sided game play is evident in the middle-school Standard
JoEllen Bailey (joellen.bailey@cortland.edu) is an associate professor in the
Department of Physical Education at the State University of New York College at Cortland in Cortland, NY.
JOPERD
7
© iStockphoto/ChristopherFutcher
Downloaded by [Gustavus Adolphus College] at 10:19 25 September 2015
2 outcomes. The authors use an authentic example to emphasize teaching for transfer, the application of movement skills and
knowledge, and the opportunity for decision making in game-like
contexts. The article provides specific guidance for establishing
a mastery climate where the focus is on individual improvement
in small-group activities and deliberate practice tasks. In addition, sample assessments are provided that relate to the authentic
scenario.
At the high school level, the focus of physical education is on
student choice and self-improvement with a de-emphasis on competition and peer comparison. MacDonald’s high school article
explains how teachers can provide students with opportunities to
develop and implement physical activity plans (Standards 3 and 4).
Included in this article is a thorough explanation of the development of health-related fitness and physical activity plans in which
the teacher assists students in goal setting, activity preferences and
self-assessment. Skill competency is identified as the critical factor
in creating physically literate individuals.
Three additional articles make up the remainder of the feature, covering the topics of assessment (Martin, Horton and Tarr),
adapting activities for students with disabilities (Smail and MacDonald), and using technology (Baert). The assessment article
provides practitioners with multiple examples and guidelines for
the development of various assessments that are specific to gradelevel outcomes. The next article addresses adaptations and modifications needed for students with disabilities and highlights the
creation of an inclusive environment that ensures all students have
8
Volume 86 Number 7 September 2015
the opportunity to achieve grade-level outcomes. The final feature
article focuses on the use of technology as a tool for instruction
within Standards 1 and 2.
This feature may serve several purposes. Teachers, school administrators and state departments of education may be seeking
leadership on the “best practices” for implementing and assessing the grade-level outcomes. More importantly, the authors hope
to motivate physical educators to explore, critique and implement systematic procedures for utilizing the National Standards
and grade-level outcomes in their programs. The articles in this
feature supply readers with multiple methods of creating quality
physical education programs that are filled with physically literate
individuals.
References
Society of Health and Physical Educators. (2014). National standards &
grade-level outcomes for K–12 physical education. Champaign, IL: Human Kinetics.
Spessato, B., Gabbard, C., & Valentini, N. (2013). The role of motor competence and body mass index in children’s physical activity levels in
physical education classes. Journal of Teaching in Physical Education,
32, 118–130.
Stodden, D. F., Goodway, J. L., Langendorfer, S. J., Roberton, M., Rudisill,
M. E., Garcia, C., & Garcia, L. E. (2008). A developmental perspective
on the role of motor skill competency in physical activity: An emergent
J
relationship. Quest, 60, 290–306.