National Physical Education Standards: Public Review and Comment #1

National Physical Education Standards Public Review and Comment #1 April 4 – May 16, 2022 Guiding Principles Student Attributes

Presented by the SHAPE America National Physical Education Standards Task Force

SHAPE America Sets the Standard®

Copyright © 2022 by SHAPE America ● www.shapeamerica.org ● All rights reserved.

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Table of Contents

Survey Context ........................................................................................... 4 Guiding Principles ..................................................................................... 6 Student Attributes .................................................................................... 22

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Survey Context Our world today is not the same as it was nine years ago when the SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education were last revised — nor will it be the same five years from now. What remains is a call to action for teachers to serve every student to the best of our ability.

After examining the current National Standards and Grade-Level Outcomes, various states’ physical education standards, physical education standards from other countries, research, feedback from town halls and collaboratives, surveys, committees, focus groups, and researchers, SHAPE America’s National Physical Education Standards Task Force determined that the standards required not simply a revision, but a rewrite.

This decision was not made lightly, because a rewrite would change the whole approach to the process and require significant dedication and long-term commitment beyond what was initially asked. However, it was clear to the task force that the current National Standards and GradeLevel Outcomes do not meet the needs of every student; thus, we set out on a quest to get it right.

Each student should be able to see, engage, and find themselves in the standards and outcomes. Likewise, the standards and outcomes should assist educators in providing equitable access to every student regardless of context.

With this being a major goal, the task force recognizes the need to address the inequities of the current National Standards. While the task force acknowledges the importance of motor competence, it is not the sole attribute to equitably serve the whole child on their path to wellbeing and physical literacy.

Documents for Public Review As a result of one year’s work, the task force has developed the two documents which have now been combined for Public Review and Comment: •

Guiding Principles

•

Student Attributes

These first two documents provide a macro perspective and are grounded in the concept of meaningful movement and the student-centered approach.

The Guiding Principles have been developed to assist educators in using best pedagogical practices and were used to inform the development of the Student Attributes.

The Student Attributes are the basis of what students should know and be able to do in physical education.

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The Guiding Principles can be thought of as best practices or teaching standards; thus, the 10 principles are written in a manner of action (i.e., what an educator will do). These principles are supported by research and address the inequity and complexity of contextual climates.

Similarly, the Student Attributes are rooted in the theory of meaningful movement and address the affective, cognitive and psychomotor learning domains, while introducing the idea of a fourth domain — social — to reflect the changing needs of today’s students. The attributes are being used to guide the development of the new National Physical Education Standards. A glossary of terms related to both documents is also being created to craft a shared language and understanding.

Your feedback will inform the task force on any necessary revisions or concepts to consider.

Once the Guiding Principles and Student Attributes have been revised based on your feedback, these documents will be used to inform the development of the physical education standards, learning outcomes, and other critical information for the field.

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Guiding Principles

DRAFT

The future of physical education and its contribution to students’ well-being and physical literacy journey requires a philosophical shift to advance the profession. This shift requires teachers to look at physical education through a lens of meaningful movement.

The guiding principles detail pedagogical practices teachers observe and implement to ensure proper and equitable access to physical education and assist teachers in helping students find movement meaningful. No principle holds priority over another, nor can one be practiced in isolation. Rather, the principles are intended to be practiced collectively as a whole.

These teaching principles are vital to the delivery of the SHAPE America National Physical Education (revised) Standards and Outcomes. Each guiding principle starts with the stem, “Student learning is enhanced when…”

Guiding Principles – Student learning is enhanced when:

Principle 1: Teachers build and foster positive relationships by recognizing student strengths, appreciating individuality, and honoring student dignity.

Description: Educators foster relationships by valuing and honoring the whole child. Building positive relationships occurs when teachers take time to discover students’ personal preferences, strengths, challenges, interests, and aspirations. Additionally, communication, empathy, care, and respect, between and among students and teachers, can empower students to champion a welcoming and positive environment.

Student learning is also enhanced when teachers provide opportunities for social interaction and collaboration to create opportunities for building positive relationships among students. It is imperative that teachers recognize their own privilege and biases in order to nurture student dignity and ensure delivery of equitable practices.

Key terms: relationships, whole child, collaboration, social interaction, positive environment, privilege, bias, equitable practices, empathy, dignity, individuality, strengths, privilege Major Points: • Building and fostering positive relationships • Recognizing privileges and biases • Impact of student-teacher relationships

Evidence: • Researchers have documented that when physical educators foster caring relationships, there are positive outcomes on students’ motivational, cognitive, and emotional factors in PE settings (Li & Li, 2020).

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DRAFT • Related to personal biases, recent literature suggests that cultural humility (the lifelong process of self-reflection, self-awareness, and transformation of one’s attitudes, values, and beliefs toward people from diverse cultures) is needed to respond to the educational needs of students from diverse backgrounds (Cervantes & Clark, 2020).

• In Hattie’s work (2017), he documents that teacher-student relationships have the potential to accelerate student achievement.

References: Culturally Responsive-Sustaining Education Framework Cervantes, C. M., & Clark, L. (2020). Cultural humility in physical education teacher education: A missing piece in developing a new generation of socially just physical education teachers.

Quest, 72(1), 57-71.

Darling-Hammond, L. & Cook-Harvey, C.M. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. https://learningpolicyinstitute.org/product/educatingwhole-child-report Greene Nolan, H. L. (2020). Rethinking the Grammar of Student-Teacher Relationships. American Journal of Education, 126(4), 549-572.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Li, Y., & Li, W. (2020). A Review of Research on Ethic of Care in Physical Education and Physical Activity Settings. Journal of Teaching in Physical Education, 40(1), 109-117.

Guiding Principles – Student learning is enhanced when:

Principle 2: Teachers create a student-centered learning environment.

Description: A student-centered learning environment is central to the promotion of student agency. Teachers promote agency by providing student choice and equitable access while also ensuring that students’ voices are heard, students’ perspectives are valued, and students have the opportunity for self-management. By creating spaces that allow students to explore what movement is meaningful and the opportunity to share their ideas and feelings, teachers empower students to have agency in the lesson and the content being taught.

Teachers build a bridge of communication between themselves and students. This is imperative to developing a student-centered learning environment where students are given choice, equitable access, and are supported in making authentic connections to their lived experiences. With student reflection and feedback, teachers utilize best-practice approaches to craft instructional tasks and assessment opportunities for their diverse student population, which supports and empowers student agency.

Key terms: agency, differentiated instruction, student choice, student-centered, Universal Design for Learning, intrinsic motivation, equitable access

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DRAFT Major Points: • Involving students in the design and selection of learning activities supports agency and autonomy • Establishing a student-centered classroom environment supports agency and autonomy • Strong student-teacher relationships support agency and autonomy • Student-centered supportive teaching is to enter into a transactional discourse so that students become increasingly able to motivate themselves • Teachers allow for and cultivate bravery among students facing challenges in all aspects of learning

Evidence: • Students are more engaged when their learning experiences are relevant to their lives, needs, and interests, and when they are actively engaged in creating, understanding, and connecting to knowledge (McCombs & Whistler, 1997).

• “Student-centredness is the ability and willingness of adults to listen and respond to what they are hearing with respect to what facilitates and hinders interest, motivation, learning, and ultimately willingness to actively engage in physical education” (Oliver & Kirk, 2016).

• “Student-centredness means intentionally seeking student input over time from all girls with respect to how pedagogical practices are influencing their abilities and willingness to engage in physical education” (Enright and O’Sullivan 2010a; Fisette and Walton 2014; Oliver and Oesterreich 2013).

• “The activist research studies show that student-centredness does not assume there is only one way to be physically active, just like there is not only one type of girl, but rather it helps all girls learn that they can find activities that suit their individual needs and wants” (Oliver et al.

2009).

• The concept of autonomy has long been recognized as a fundamental factor in the promotion of optimal motivation (Meng and Keng, 2016).

• An autonomy-supportive environment is preferable to a controlling environment in PE (Hagger, Chatzisarantis, Culverhouse, & Biddle, 2003; Markland, 1999; Standage et al., 2006).

• “Autonomy-support is the instructional effort to provide students with a classroom environment and a teacher-student relationship that can support their students’ need for autonomy” (Reeve, 2018).

• “Autonomy-support is the interpersonal sentiment and behavior the teacher provides during instruction first to identify, then to vitalize and nurture, and eventually to develop, strengthen, and grow students’ inner motivational resources (Reeve, 2018).

• Differentiated instruction is a framework that can be used to adjust the curriculum, maximize student learning, and implement a variety of evidence-based practices (EBPs). EBPs might include using a variety of instructional approaches and grouping strategies, teaching to students’ zone of proximal development, assigning challenging and engaging tasks to all students, offering choice in the selection of tasks, etc.

• Student choice may positively influence the perceptions of physical education for students with disabilities (Haegele & Sutherland, 2015).

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DRAFT References: Education Curriculum with Teenage Girls. European Physical Education Review, 16(3): 203–222.

Enright, E. & O’Sullivan, M. (2010). Can I Do It in My Pyjamas?’ Negotiating a Physical Fisette, J. & Walton, T. A. (2014). If You Really Knew Me . . . I Am Empowered Through Action.

Sport, Education and Society, 19(2), 131–152.

Hagger, M. S., Chatzisarantis, N. L. D., Culverhouse, T., & Biddle, S. J. H. (2003). The processes by which perceived autonomy support in physical education promotes leisure time physical activity intentions and behavior: A trans-contextual model. Journal of Educational Psychology, 95, 784-795.

Haegele, J. A. & Sutherland, S. (2015). Perspectives of Students with Disabilities Toward Physical Education: A Qualitative Inquiry Review, Quest, 67(3), 255-273.

How, Y. M., Whipp, P., Dimmock, J., & Jackson, B. (2013). The effects of choice on autonomous motivation, perceived autonomy support, and physical activity levels in high school physical education. Journal of Teaching in Physical Education, 32(2), 131-148.

Liu, W. C., Keng, W. J. C., & Ryan, R. M. (2016). Autonomy-Supportive Teaching: What It Is, How to Do It. In Building Autonomous Learners: Perspectives from research and practice using selfdetermination theory. Springer.

Markland, D. (1999). Self-determination moderates the effects of perceived competence on intrinsic motivation in an exercise setting. Journal of Sport and Exercise Psychology, 21, 351361.

McCombs, B. & Whistler, J. (1997). The learner centered classroom and school: Strategies for increasing student motivation and achievement. Jossey-Bass Publishers.

Oliver, K. & Kirk, D. (2016). Towards an activist approach to research and advocacy for girls and physical education. Physical Education and Sport Pedagogy, 21(3), 313-327.

Oliver, K. L., Hamzeh, M., & McCaughtry, N. (2009). Girly Girls Can Play Games/Las Nin˜as Pueden Jugar Tambien’: Co-creating a Curriculum of Possibilities with 5th Grade Girls. Journal of Teaching in Physical Education, 28 (1), 90–110.

Oliver, K. L. & Oesterreich, H. A. (2013). Student-Centred Inquiry as Curriculum as a Model for Field-Based Teacher Education. Journal of Curriculum Studies, 43(3), 394–417.

Rink, J. E. (2003). Effective instruction in physical education. In S. J. Silverman & C. D. Ennis (Eds.), Student learning in physical education: Applying research to enhance instruction.

Human Kinetics.

Skinner, E. A.; Furrer, C.; Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765-781.

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DRAFT Guiding Principles – Student learning is enhanced when:

Principle 3: Teachers engage students in meaningful movement experiences.

Description: Teachers create an equitable and personalized environment for students to explore what is a meaningful and enjoyable movement experience. Meaningful physical education is promoted when teachers include students in the design of movement experiences. Teachers facilitate classroom discussion and use surveys or other formative assessments to obtain student feedback. When learning is meaningful, the educational experience is more effective at engaging students in lifelong movement.

The use of student feedback and meaningfulness principles provide direction for teacher practice and the development of instruction that fosters motor skill competence, positive social interaction, individual enjoyment, and appropriate level of challenge. Additionally, meaningful physical education occurs when students know what they are learning, why it matters, and how it relates to their well-being and physical literacy journey.

Key terms: meaningful physical education, motor skill competence, positive social interaction, challenge Major Points: • Identifying what is meaningful to students and aligning curriculum to increase student engagement and retention • Having learners know what they are learning, why it matters, and how it relates to their physical literacy journey is part of the core purpose of physical education • Teachers providing an opportunity for students to participate physically in meaningful movement experiences

Evidence: • The prioritization of meaningful experiences is a valuable goal in physical education (Fletcher & Ní Chróinín, (2021).

• Despite the acknowledgment of the subjectivity in these types of experiences, Beni, Fletcher, and Ní Chróinín (2017) reviewed 50 articles and identified several features that young people commonly suggested contributed to meaningfulness in physical education and youth sport: o

positive and varied forms of social interaction with peers and/or teachers;

o

engaging in tasks that have an optimal level of challenge;

o

developing and demonstrating competence in motor skills;

o

having fun, and;

o

experiencing things perceived as personally relevant for lives inside and outside of school.

• Social interaction: promoting positive relationships and providing opportunities for students to work together in groups, partners, and alone at times.

• Fun: promoting immediate enjoyment in lessons.

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DRAFT • Challenge: aiming for an optimal level of challenge for each student through offering modifications and providing choice.

• Motor competence: ensuring students are learning and developing both skills needed to participate in activities and a perception of competence in their ability to do so.

• Personally relevant learning: helping students understand what they are learning, why it matters, and how it relates to broader aspects of their lives.

References: Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature. Quest, 69(3), 291–312.

Chen, A. 1998. Meaningfulness in Physical Education: A Description of High School Students Conceptions. Journal of Teaching in Physical Education, 17, 285–306.

Fletcher, T. & Ní Chróinín, D. (2021). Pedagogical principles that support the prioritisation of meaningful experiences in physical education: conceptual and practical considerations.

Physical Education and Sport Pedagogy. DOI: 10.1080/17408989.2021.1884672 Ní Chróinín, D., Beni, S., Fletcher, T., Griffin, C., & Price, C. (2019). Using meaningful experiences as a vision for physical education teaching and teacher education practice. Physical Education and Sport Pedagogy, 24(6), 598-614.

Guiding Principles – Student learning is enhanced when:

Principle 4: Teachers maintain an emotionally and physically safe learning environment that is inclusive and equitable.

Description: Creating a safe learning environment and a culture of acceptance and appreciation is imperative.

Teachers implement equitable and socially just practices that support students of varying abilities, underrepresented or marginalized populations, and those who are at-risk. They also understand and align practices with the laws and regulations specific to physical education for students with disabilities. Teachers foster emotional and physical safety when they recognize and affirm students’ individuality (e.g., cultural and gender identity, LGBTQ+, race, socioeconomic status (SES) ability, linguistics needs) and use equitable and socially just teaching strategies.

Teachers support learners within the learning environment by 1) monitoring and supervising the learning environment; 2) utilizing proper grouping techniques; 3) avoiding human target activities; and 4) following best practices regarding meaningful movement, purposeful competition, appropriate equipment, assessment of student learning, and grading practices.

Key terms: inclusive, equitable, best practices, acceptance, culture, gender identity, LGBTQ+, race, socioeconomic status (SES), ability, linguistics needs, purposeful competition, safety, emotional, physical, culturally responsive practices, trauma-informed practices, affirming teacher language, socially just

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DRAFT Major Points: • Creating a safe learning environment and culture of acceptance and appreciation • Understanding and aligning practices with laws and regulations • Using inclusive and equitable practices

Evidence: • Research has shown that having supportive adults in schools makes students feel safer, increases attendance, and decreases attempts of suicide (GLSEN).

• Researchers have documented significant relationships between students’ sense of belonging and positive indicators including social competence, democratic values, empathy, joy in helping others learn, intrinsic prosocial motivation, and perspective-taking (Osterman, 2000).

• Implementing inclusive practices such as Unified PE has been shown to support the development of leadership skills for all students as well as the empowerment of all students to foster an inclusive class and school-wide environment. (SHAPE America, Unified Physical Education).

• Culturally responsive teaching strategies strengthen students' sense of belongingness and identity. (Hammond, 2014).

References: https://www.shapeamerica.org/standards/guidelines/Transgender/best_practice.aspx Altieri, V., Rooney, M., Bergholz, L., & McCarthy, J. (2021). Becoming a Student of Your Students: Trauma-Informed, Culturally Relevant Practices for Physical Education Teachers. Journal of Physical Education, Recreation & Dance, 90(1), 8-18.

Blackshear, T. B., & Culp, B. (2022). Critical race studies in physical education. Human Kinetics.

Culp, B. (2021) Everyone Matters: Eliminating Dehumanizing Practices in Physical Education.

Journal of Physical Education, Recreation & Dance, 90(1), 19-26.

Lynch, S., Walton-Fisette, J. L., & Luguetti, C. (2022). Pedagogies of social justice in Physical Education and youth sport. Routledge.

Osterman, K. F. (2000). Students’ Need for Belonging in the School Community. Review of Educational Research, 70(3), 323–367. Strong, J., & Shields, D. (2021). Purposeful Competition. http://www.pheamerica.org/2021/purposeful-competition/.

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DRAFT Guiding Principles – Student learning is enhanced when:

Principle 5: Teachers design and implement equitable learning experiences that are responsive to students’ cultures.

Description: Teachers see students’ diverse cultures as assets, not limiting factors, in the process of educating the whole child through meaningful movement. This involves teachers recognizing and appreciating their own culture while learning about accepting and appreciating others’ cultures as a part of professional practice.

Equitable and socially just instructional practices are informed by pertinent theory, scholarship, and best practices. Teachers implement pedagogical practices that display and uphold the acceptance and appreciation of the ever-changing culture of students, which is vital to student agency and learning.

Key terms: culture, access, differentiated instruction, cultural competence, culturally relevant pedagogy, culturally responsive, culturally sustaining pedagogy, student agency, cultural humility Major Points: • Recognizing and appreciating one's culture • Accepting and appreciating the ever-changing culture of students • Using theory and scholarship to inform practice • Seeing diverse culture as an asset and not a limiting factor

Evidence: • Culturally relevant pedagogy rests on three foundational principles: 1) achievement; 2) maintenance of cultural identity; and 3) heightened sociopolitical awareness (Ladson-Billings, 1995).

• “Culturally sustaining pedagogy seeks to perpetuate and foster — to sustain — linguistic, literate, and cultural pluralism as part of the democratic project of schooling” (Paris, 2012).

• Specific to physical education, cultural relevance has been thought of as a cycle whereby teachers: 1) know community dynamics; 2) know how community dynamics influence educational processes; and 3) implement strategies that reflect cultural knowledge of the community. Dynamics could include but not be limited to SES, mental health, and a number of other factors.

References: Flory, S. B., & McCaughtry, N. (2011). Culturally relevant physical education in urban schools: Reflecting cultural knowledge. Research Quarterly for Exercise and Sport, 82(1), 49-60.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers Press.

Gay, G. (2015). The what, why, and how of culturally responsive teaching: International mandates, challenges, and opportunities. Multicultural Education Review, 7(3), 123-139.

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DRAFT Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491.

Landsman, J., Lewis, C. W., & Ladson-Billings, G. (2006). Yes, But How Do We Do It? Practicing Culturally Relevant Pedagogy. In White teachers, diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism. Stylus Pub. Lynch, S., Walton-Fisette, J. L., & Luguetti, C. (2022). Pedagogies of social justice in Physical Education and youth sport. Routledge.

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational researcher, 41(3), 93-97.

Sleeter, C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562-584.

Guiding Principles – Student learning is enhanced when:

Principle 6: Teachers provide all students with appropriate feedback.

Description: Teacher feedback is a vital tool to assist students in comprehending what they are doing, what they should be doing, and what adjustments are needed. Equitable feedback is intended to offer students knowledge of performance (i.e., process) and knowledge of results (i.e., product).

Knowledge of performance and knowledge of results can be prescriptive or descriptive.

Appropriate and equitable feedback is targeted, multimodal, and provided in a timely manner.

Feedback is also congruent with the focus of the task or behavior, specific in nature, and positive, and may be directed to the class, group, or individual. Teachers provide students with multiple practice opportunities and ample time to utilize feedback. Feedback is informally provided when a peer describes the performance of their partner, or formally when a peer utilizes a checklist or task card, and when teachers present students with reflective opportunities.

Key terms: individualized feedback, timely feedback, multimodal, congruent, specific, descriptive, prescriptive/corrective, positive, knowledge of results, knowledge of performance, peer feedback, targeted Major Points: • Providing appropriate, individualized, targeted, and timely feedback using multiple modes to inform instruction • Providing multiple practice opportunities

Evidence: • “Feedback provides information about what people are doing wrong or right, as well as how close they are to the desired results” (Kangalgil and Ozgul, 2018).

• “In the absence of adequate feedback, efficient learning is impossible and improvement only minimal even for highly motivated subjects” (Ericsson et al., 1993).

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DRAFT • “In addition, good-quality and timely feedback are key features in supporting effective student learning processes and benefitting the development of student-teacher relationships” (Kangalgil and Ozgul, 2018).

• Teacher feedback holds potential to considerably accelerate student achievement (ES = .70; Hattie, 2012).

References: Cleland Donnelly, F., Mueller, S., & Gallahue, D. (2017). Developmental physical education for all children: Theory into practice, 5th ed. Human Kinetics.

Drost, D. K. (2018). Manipulating Feedback during Physical Education Climates: Immediate Effects on Motivation and Skill Performance. ICHPER SD Journal of Research in Health, Physical Education, Recreation, Sport & Dance, 9(2), 46.

Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, 100, 363-406.

Kangalgil, M. & Demirhan, G. (2008). The Effects of Different Types of Feedback on Success in Physical Education Lessons. Sport Institute of Finland Vierumäki, Finland.

Kangalgil, Murat & Özgül, Fatih. (2018). Use of Feedback in Physical Education and Sports Lessons for Student Point of View. Universal Journal of Educational Research, 6 (6), 12351242.

Rink, J. (2020). Teaching Physical Education for Learning, 8th ed. McGraw-Hill.

Silverman, S., Tyson, L., Krampitz, J. (1993). Teacher Feedback and Achievement: Mediating Effects of Initial Skill Level and Sex. Journal of Human Movement Studies. 24, 91–98.

Guiding Principles – Student learning is enhanced when:

Principle 7: Teachers recognize and build upon each student’s current stage of psychomotor, affective, cognitive, and social development.

Description: Teachers’ design of learning experiences and use of instructional strategies reflect students’ stage of development across the domains of learning. These learning experiences are progressive in nature to ensure students will have success. Students' stage of psychomotor development impacts the design of task progressions by using varied equipment and movement concepts.

Likewise, students’ social-emotional skills and individual needs will impact how teachers organize a class (e.g., grouping of students: alone, with a partner, or small group) and establish the overall social-emotional expectations of students (e.g., ability to stay on task, work with others, assist with equipment, demonstrate empathy for others). Students’ cognitive development will play an essential role in the teacher’s delivery of instruction (e.g., number and type of directions provided, design of assessments, students’ ability to process feedback).

It’s crucial for teachers to use Universal Design for Learning and backward design to address students’ varied developmental needs.

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DRAFT Key terms: learning domains, instructional strategies, stage of development, social-emotional development, cognitive development, skill development, movement concepts, Universal Design for Learning, backward design Major Points: • Considering students’ current skill development, social-emotional development, and prior knowledge for the purpose of planning developmentally appropriate learning experiences • Learning experiences are progressive in nature • Development is sequential, orderly, and predictable; however, it is age related not age dependent.

• Providing instructional tasks that meet and challenge all students’ abilities and are age appropriate • Development is also dependent on instruction, practice opportunities and encouragement

Evidence: • Motor skill development occurs best when children learn and practice the skill through engaging in sequential learning tasks within a structured learning environment based on children’s sequence of motor skill development (Graham et. al, 2013; Rovegno & Bandhauer, 2013; Clark, 2005).

• Motor development scholars (Goodway, Ozmun, & Gallahue) provide evidence of how PreK12 students change over time regarding their psychomotor development. Motor development is organized, sequential and orderly.

• All students progress through stages and phases of development.

• Early development is governed by growth and maturation, and environmental affordance.

• Later development is a result of practice, instruction and encouragement.

References: Clark, J. E. (2005). From the beginning: a developmental perspective on movement and mobility.

Quest, 57, 37–45.

Cummiskey, M. & Cleland Donnelly, F. (in press). School Wellness Education – An Integrated Approach to Teaching the Whole Child. Human Kinetics.

Goodway, J., Ozmun, J., & Gallahue, D. (2019). Understanding motor development: Infants, children, adolescents, adults. Jones & Bartlett Graham, G., Holt/Hale, S., & Parker M. (2013). Children moving: A reflective approach to teaching physical education. 9th ed. McGraw Hill.

Rink, J. (2010). Teaching physical education for learning. McGraw-Hill.

Rovegno, I., & Bandhauer, D. (2013). Elementary physical education curriculum and instruction.

Jones & Bartlett Learning.

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DRAFT Guiding Principles – Student learning is enhanced when:

Principle 8: Teachers use authentic assessment for students to demonstrate learning over time.

Description: By using diagnostic assessment, teachers gain knowledge of students’ current level of performance and use this data to guide the planning process. Teachers use formative assessment to evaluate students’ progress and use this data to motivate students. Formative assessment also provides teachers with valuable data to assist in providing individual support for students and for future planning.

Teachers use summative data to inform grades, reflect on the progression of instruction, and aid in making future adjustments. Additionally, by utilizing summative assessments, teachers provide students with both the knowledge of their achievement at the end of a series of lessons and the opportunity to set new goals.

Key terms: authentic, equitable, reliable, criterion referenced, ipsative referenced, norm referenced, diagnostic assessment, formative assessment, summative assessment, cognitivebased assessment, skills-based assessment, affective assessment Major Points: • Utilize various types of assessments related to standards, objectives and instruction that support individual student learning • Use assessment to inform instruction and grades

Evidence: • Assessment helps students know their current level of performance and what is needed to improve (Boyce, 1990; Miller, 2006).

• Assessment for learning and formative assessment are shown to have a positive result on student learning (Chng 2018).

• The type of assessment used depends on the purpose for which the information is being gathered (Rink, 2020).

• The teacher and the student both receive the results of assessment to affect the instructional process (Rink, 2020).

• There are a variety of ways students can be assessed (Rink, 2020).

• A student can increase their understanding through assessments that utilize their favored learning style (Bert, 2013).

• “In the absence of adequate feedback, efficient learning is impossible and improvement only minimal even for highly motivated subjects” (Ericsson et al., 1993).

References: Bert, G. & Summers, L. (2013). Meeting Physical Education Standards Through Meaningful Assessment. Human Kinetics.

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DRAFT Boyce, A. (1990). Grading practices: How do they influence student skill performance? Journal of Physical Education, Recreation and Dance. 61(6), 36-38.

Chng, L. and Lund, J (2018). Assessment for Learning in Physical Education: The What, Why and How. Journal of Physical Education, Recreation & Dance, 89(8), 29-34.

Miller, D.K. (2006). Measurement by the physical educator: Why and how, 5th ed. McGraw-Hill.

Rink, J. (2020). Teaching Physical Education for Learning, 8th ed. McGraw-Hill.

U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2011). Creating Equal Opportunities for Children and Youth with Disabilities to Participate in Physical Education and Extracurricular Athletics, Washington, D.C.

Guiding Principles – Student learning is enhanced when:

Principle 9: Teachers plan for effective instruction.

Description: In addition to appropriate content delivery strategies, teachers also use state and national standards to design effective curriculum, units of instruction, and lessons. Teachers create curriculum and lessons that are student-centered, process-oriented, equitable, and accessible, and that consider contextual factors. Once the standards and outcomes have been selected, teachers determine what students need to learn and be able to do (i.e., create lesson objectives).

Each lesson includes all pedagogical aspects (e.g., standards, objectives, induction, criteria for success, practice tasks and progressions, questions to check for understanding, equipment needs, managerial tasks, differentiation, assessment, and closure).

In addition to developing comprehensive and effective curricula and lessons, teachers critically examine and use instructional approaches/curriculum model frameworks. These frameworks assist in determining how to select, structure, and sequence the delivery of content.

Key terms: curriculum, unit plan, lesson plan, standards, delivery strategies, instructional approaches/curriculum models Major Points: • Standards-based planning • Curriculum model/approaches • Universal Design for Learning (UDL)

Evidence: • Lesson planning allows teachers to explore multiple aspects of pedagogical content knowledge. In developing lesson plans, teachers have opportunities to think deeply about the subject matter. They also have time to develop pedagogical activities or methods that enable students to grasp the subject matter (Shen, Poppink, Cui & Guorui Fan, 2007).

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DRAFT • Effective lesson preparation to ensure student learning is part of a cyclical process of planning, doing, assessing and evaluating. It is essential that teachers know where students have come from and where they should be going to (Butt, 2008, preface).

• Universal Design for Learning is a proactive approach in which teachers gather information about diverse learners (i.e., students’ learning needs are unique to them, thus creating diversity within the classroom) before planning the lesson (Lieberman, 2017) Thus, the lesson content, instructional processes, and expected outcomes are embedded into the lesson as the lesson is created. UDL is not a method where the teacher writes a lesson and then subsequently determines what modifications should be made for students with disabilities (CAST, 2011; Rose & Meyer, 2002). The core principles of UDL reflect inclusionary practices and include the need for knowledge. The principles are: o Multiple means of expression to provide learners alternatives for demonstrating what they know; o Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn; o Learners differ in the ways that they perceive and comprehend information that is presented to them.

References: Butt, G. (2008). Lesson Planning, 3rd ed. Bloomsbury Publishing.

CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from https://udlguidelines.cast.org/ Dorovolomo, J., Phan, H. & Maebuta, J. (2010). Quality Lesson Planning and Quality Delivery: Do they Relate? The International Journal of Learning. 17(3), 447-455.

Liberman, L. (2017). The need for universal design for learning. Journal of Physical Education Recreation & Dance. 88(3), 5-7.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. ASCD. Shen, J., Poppink, S., Cue, Y, & Fan, G. (Summer, 2007). A Practice of Professional Responsibility and Development Source: Educational Horizons.85(4), 248-258.

Guiding Principles – Student learning is enhanced when:

Principle 10: Teachers reflect on their teaching practice to enhance instruction.

Description: Teachers are not only expected to be content experts in their subject, but also to be skilled in the art and science of teaching (i.e., pedagogy). To be an expert in both, teachers constantly strive to improve their knowledge and reflect on their practices. Reflective teaching, which is the ability to evaluate the impact of one’s actions on others, promotes teacher action (i.e., change multiple aspects of their instruction). This includes, but is not limited to, reflecting on the level of student

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DRAFT engagement, the developmental appropriateness of the practice tasks, the amount of feedback provided to students, or the nature of student socialization.

Reflective teachers seek out new ideas, challenge old practices, ask questions, use strategies to inform thinking and practices, and use systematic observation as a means to connect theory to practice.

Key terms: pedagogy, reflective practitioners, systematic observation Major Points: • Growing knowledge in subject matter and in pedagogy • Using a myriad of strategies to promote reflection: o o o o o o

Critical reflection that leads to action Systematic observation Reading research Journaling Asking questions Professional learning

Evidence: • Systematic observation > Reflective Framework for Teaching in Physical Education o Two questions > “What have I done up to now?” and “What can I do to improve it and make it better?” (Kayapinar, 2016).

• “Reflection may be more valuable when viewed as a learning process which can be enhanced and developed with guided and comprehensive practice. Consequently, we propose that in teacher education programmes emphasis be placed on encouraging critical analysis and thinking. By approaching reflective teaching in this manner, teacher educators may direct their students to engage in more meaningful learning activities that will make reflective practice possible” (Tsangaridou N., & Polemitou, I. 2014).

References: Canada-Phillips, S. (2014). A physical educator’s use of Freirean Praxis for Critical Reflection. The Physical Educator, 71(4), 635–643.

Connolly, M., & Wood, G. A. (1992). Dustballs in the equipment room: a metaphor for reflective praxis in physical education. CAHPER Journal, 58(1), 7–11.

Crawford, S., O’Reilly, R., & Luttrell, S. (2012). Assessing the effects of integrating the reflective framework for teaching in physical education (RFTPE) on the teaching and learning of undergraduate sport studies and physical education students. Reflective Practice, 13(1), 115129.

Dixon, C. E., Russell, J., & Buchanan, A. (2022). Praxis as critical reflection and transformative action: a self-study after teaching PE at a youth development center. Sport, Education and Society. Advance online publication.

Freire, P. (1970). Pedagogy of the oppressed. Continuum.

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DRAFT Kayapinar, U. (2016). A study on reflection in in-service teacher development: Introducing reflective practitioner development model. Educational Sciences: Theory & Practice. 16 (5), 1671-1691.

McCollum, S. (2002). The Reflective Framework for Teaching in Physical Education: A Pedagogical Tool. Journal of Physical Education, Recreation & Dance. 73(6), 39-42.

Rink, J. (2002). Teaching Physical Education for Learning, 4th ed. McGraw-Hill.

Tsangaridou N. & Polemitou, I. (2014). Exploring Pre-service Classroom Teachers’ Reflections on Teaching Physical Education. European Physical Education Review. 21(1), 66–82.

Tsangaridou N. & O’Sullivan, M. (1997). The role of reflection in shaping physical education teachers’ educational values and practices. The Journal of Teaching Physical Education.

17(1), 2-25.

Zeichner, K. M. & Liston, D. P. (2013). Reflective teaching: An introduction. Routledge.

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Student Attributes

DRAFT

The Student Attributes are grounded in the concept of students finding value in and through movement experiences. These attributes are the basis of what students should know and be able to do as a result of their learning in physical education.

The attributes align with the learning domains (affective, cognitive, and psychomotor) to develop the whole child. As students engage in meaningful movement experiences, they develop a positive relationship with movement and a heightened appreciation for the contribution that movement has on their physical literacy journey and well-being.

Student Attribute: Social Responsibility and Emotional Well-Being Brief Description: Students develop their social and emotional well-being by experiencing explicit, meaningful, and culturally affirming learning opportunities. Students effectively apply the knowledge and skills necessary to manage emotions, determine ways to express their true authentic selves, exhibit empathy and kindness for others, foster and maintain positive relationships, and make reasonable and healthy decisions.

Students engaging in meaningful movement experiences develop social skills to manage various situations and solve problems. Students develop competency in using communication skills to build relationships, cultural awareness, management skills, and leadership skills. The dimensions of social and emotional learning are integral to students’ well-being and physical literacy journey.

Draft Standard: Exhibits positive personal, social, and emotional skills to enhance well-being.

Potential Strands: Self-awareness • Advocacy for Self Self-management • Safety Relationship Skills • Team Building • Management • Leadership Social Awareness • Cultural Awareness • Advocacy for Others Decision Making

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DRAFT Student Attribute: Well-Being Brief Description: Students gain the knowledge, skills and strategies needed to analyze factors affecting the wellbeing of themselves and others. Students develop the knowledge of health-enhancing concepts so they can practice the skill of analyzing their personal health. Once students analyze factors that influence their well-being, they can establish personal goals and make informed decisions.

Students’ analysis equips them to communicate their needs, advocate for the well-being of themselves and others, and further their physical literacy journey.

Draft Standard: Analyzes factors and applies strategies that affect well-being.

Potential Strands: Factors Influencing Well-Being Health-Enhancing Concepts Goal Setting Creating a Health-Enhancing Plan Personal Health Advocate for Well-Being

Student Attribute: Meaningful Movement Experiences Brief Description: Students go beyond demonstrating knowledge of concepts and motor skills by reflecting on their movement experiences. Students' regular reflection on movement experiences fosters an awareness of how those experiences can improve their quality of life. Students reflect on the meaning and relevance of their movement experiences by determining whether there were opportunities for social interaction, exploration, choice, enjoyment, self-expression, or appropriate levels of challenge.

Finding meaning in physical education leads to the development of a positive relationship with movement and an appreciation for the contribution of movement to an individual’s well-being and physical literacy journey.

Draft Standard: Reflects on movement experiences to determine meaningfulness.

Potential Strands: Challenge Exploration Self-Awareness Self-Expression and Enjoyment Social Interaction

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DRAFT Student Attribute: Motor Competency Brief Description: Students demonstrate knowledge of concepts and motor skills by engaging in meaningful movement experiences. Students develop competence and confidence by participating in activities that are appropriately challenging, socially engaging, personally relevant, and enjoyable.

Students' engagement in these developmentally appropriate movement experiences contributes to their overall well-being and physical literacy journey.

Draft Standard: Engages in meaningful movement experiences to develop movement competency.

Potential Strands: Fundamental and Specialized Skills Movement Concepts Strategies and Tactics Personal Interest and Relevance

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