PE Standards
• What are the purpose of educational
standards?
– All disciplines have them
Content Standards
• Purpose (naspe.com):
– Standards Provide the Framework for a Quality Physical
Education Program
• The national content standards define what a student should know
and be able to do as result of a quality physical education
program. They provide a framework for developing realistic and
achievable expectations for student performance at every grade
level. These expectations are the first step in designing an
instructionally aligned (vertical, horizontal) program.
– National Standards Provide Guidance for Developing State and
Local Standards
• States and local school districts across the country have used the
national standards to develop or revise standards, frameworks, and
curricula.
– Standards Increase the Professional Stature of Physical
Education
• The national standards demonstrate that physical education has
academic standing equal to other subject areas. They describe
achievement, show that knowledge and skills matter, and confirm that
mere willing participation is not the same as education. In short,
national physical education standards bring accountability and rigor to
the profession.
Levels of Standards
District Standards
[optional]
State Standards
National Standards
The CONTINUOUS Line
Standards
Curriculum
Unit Plan
Lesson Plans
Instruction
Assessments
Reflection
The CONTINUOUS Line
Evidence for inclusion of the standards
should be evident in every aspect of
your program. They are your guide,
your beacon for what you should be
accomplishing as an educator.
• The standards are not simply for planning,
they are present in the entire cycle of
instruction
• There should be a close match between what
is planned, taught, assessed, and learned
Standards v. Domains of
Learning
• They support one another but the
standards are more comprehensive
– Therefore, think of learning primarily in
relation to the standards!
Evolution of the NASPE
Standards
In 1986, NASPE formed the Outcomes Committee
to answer the question, “What should physically
educated students know and be able to do?” The
“Outcomes Project” defined a physically educated
person in five major focus areas.
• HAS learned skills necessary to perform a variety of
physical activities
• KNOWS the implications of and the benefits from
involvement in physical activities
• DOES participate regularly in physical activity
• IS physically fit
• VALUES physical activity and its contribution to a
healthful lifestyle
•
Evolution of the NASPE
Standards
–
1995 - NASPE published Moving into the Future:
National Standards for Physical Education
7 standards
1.
2.
3.
4.
5.
6.
7.
Demonstrates competency in many movement forms and
proficiency in a few forms (P)
Applies movement concepts and principles to the learning
and development of motor skills (C)
Exhibits a physically healthy lifestyle (P)
Achieves and maintains a health-enhancing level of
physical fitness (P)
Demonstrates responsible personal and social behavior in
physical activity settings (A)
Demonstrates understanding and respect for differences
among people in physical activity settings (A)
Understands that physical activity provides opportunities
for enjoyment, challenge, self-expression and social
interaction (A)
P = psychomotor, C = cognitive, A = affective
Evolution of the NASPE
Standards
•
–
2004 - NASPE revised previous standards
6 standards
1.
2.
3.
4.
5.
6.
Demonstrates competency in motor skills and movement
patterns needed to perform a variety of physical
activities (P).
Demonstrates understanding of movement concepts,
principles, strategies, and tactics as they apply to the
learning and performance of physical activities (C).
Participates regularly in physical activity (P).
Achieves and maintains a health-enhancing level of
physical fitness (P).
Exhibits responsible personal and social behavior that
respects self and others in physical activity settings (A).
Values physical activity for health, enjoyment, challenge,
self-expression, and/or social interaction (A).
P = psychomotor, C = cognitive, A = affective
NASPE Standards
• Sample benchmarks for each NASPE
standard.
CT: Healthy and Balanced
Living Standards
Document
Published in 2006
– Still being implemented throughout the state
and here at CCSU.
– In this transition time, it is important to know
both sets of standards
HBLS replace the “Physical Education
Curriculum Framework” (1998)
Standards v. Domains of
Learning
• They support one another but the
standards are more comprehensive
– Therefore, think of learning primarily in
relation to the standards!
Course Work
• The CT standards must be used for
all work submitted in this course.
Deductions will be made for citing
the NASPE standards.
– Use the CT ones, they are specific to
our state and have detailed, gradespecific goals not present in the
NASPE standards.