NASPE
3101
Dr. Sanderson
How NASPE came about
 Pres. George H. W. Bush 1989
– Est. National Education Goals Panel
– All students should be able to reach the
standards and goals set
– Goals 2000: Educate America Act
 March 1994
 Written into Federal Law
 1995 NASPE was first published
NO Child Left Behind Act of 2001
 Became law in Jan. 2002
 Public Law 107-110
 Reaffirmed in 2004 to include physical
education.
Current Health Concerns
 Among children and adolescents, annual hospital
costs related to overweight and obesity more than
tripled over the past two decades – rising to $127
million during 1997–1999, up from $35 million
during1979–1981.
 Among children and teens ages 6-19, 16 percent
(over 9 million) are overweight according to the
1999-2002 data, or triple what the proportion was
in 1980.
Physical Inactivity
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Stoke
Heart disease
High BP
Osteoporosis
Cancer
Diabetes
Depression
Obesity
Inactivity/Poor diet
 Causes at least 300,000 deaths a year in
the US
– More than the # of deaths caused by infectious
diseases, firearms, motor vehicle crashes, and
illicit drug use combined
NASPE
 Standards
– Define student learning, what a student should
know and be able to do as a result of a quality
physical education program.
– Demonstrate PE has meaningful and significant
content.
– Justifies the academic standing and inclusion of
PE in the curriculum
– Brings accountability and rigor to our profession
Assessment
 The process of gathering evidence about a
student’s level of achievement in a specified
task and making inferences based on that
evidence for a varied of purposes
 It is the “glue” that holds framework
standards together.
Assessment
 Should
– Reflect the subject content that is most
important for the students to learn
– Enhance learning through a connection with
instruction
– Provide reliable evidence of student
performance
– Yield valid inferences about student learning
Assessment
 Using assessment only for grading is inappropriate
assessment practices.
 Assessment should be seen as the enhancement
of learning, rather than simply the documentation
of learning.
 Should be dynamic and continuous, yielding
information about student progress toward the
achievement of the content standards.
 Guides teaching, enhances learning,
documentation
As a Physical Educator
 Help students develop knowledge and skills
for participation in physical activities safely,
competently, and with personal satisfaction.
 Help all students develop health-related
fitness, physical competence, cognitive
understanding, and positive attitudes about
physical activity.
Quality Physical Education
Programs
 They provide learning experiences that meet
youngsters’ developmental needs, which
helps to improve mental alertness,
academic performance, and readiness and
enthusiasm for learning.
 Are needed to increase the physical
competence, health-related fitness, selfresponsibility and enjoyment of physical
activity.
Quality PE programs should
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Increase skill development
Improve physical fitness
Support other subject areas (integrated lessons)
Improve self discipline
Improve judgment
Reduce stress
Strengthen peer relations
Improve self-confidence and self esteem
Assist in goal setting
NASPE content
 Instruction using a variety of motor skills that are designed
to enhance the physical, mental, and social/emotional
development of every child.
 Fitness education and assessment to help children
understand, improve, and/or maintain their physical wellbeing.
 Dev. cognitive concepts about motor skills and fitness.
 Opportunities to improve students emerging social and
cooperative skills and gain a multicultural perspective
 Promote reg. amts of appropriate physical activity now and
throughout life.
Appropriate Instruction
 Max. practice opportunities for class
activities.
 Out-of-school assignments that support
learning, practice, and est. life-long habits.
 Do not use physical activity as a punishment
 Use assessment to monitor, reinforce, and
plan for student learning.
Activity Guidelines
 The recommendation for children 5-12 years
of age is at least 60 min. a day (unstructed).
 NASPE has also produced (2002)
guidelines for babies, infants, and toddlers.
The 6 National Standards for
Physical Education
 A physically educated person:
– Standard 1: Demonstrates competency in
motor skills and movement patterns needed to
perform a variety of physical activities.
 Dev. Physical skills needed to enjoy participating
 Masters movement fundamentals
 Est. a foundation to facilitate continued motor skill
acquisition
 Capacity for successful and advanced levels of
performance
– Standard 2: Demonstrates understanding of
movement concepts, principles, strategies, and
tactics as they apply to the learning and
performance of physical activities.
 Enhances the mind to control or direct one’s
performance.
 Applying concepts form disciplines such as motor
learning and development, sport psychology and
sociology, and biomechanics and exercise
physiology.
– StandarParticipates regularly in physical
activity. d 3:
 Connects what one does outside the classroom
 Standard 4: Achieves and maintains a healthenhancing level of physical fitness.
– Dev. Students knowledge, skills, and willingness to
accept responsibility for personal fitness, leading to an
active, healthy lifestyle.
– Dev higher levels of basic fitness and physical
competence for many work situations and active leisure
participation.
– Improvement of the health-related fitness components
(cardiorespiratory endurance, muscular strength and
endurance, flexibility, and body composition).
 Standard 5: Exhibits responsible personal
and social behavior that respects self and
others in physical activity settings.
– Assist in the achievement of self-initiated
behaviors that promote personal and group
success in activity settings. These include safe
practices, adherence to rules and procedures,
etiquette, cooperation and teamwork, ethical
behavior, and positive social interaction.
Standards cont
 Standard 6: Values physical activity for
health, enjoyment, challenge, selfexpression, and/or social interaction.
– Dev awareness of the intrinsic values and
benefits of participation in physical activity that
provides personal meaning.
– Self-confidence, positive self-image