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PE Standards

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

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PE Standards

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  1. PE Standards

  2. What are the purpose of educational standards? • All disciplines have them

  3. 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.

  4. Levels of Standards District Standards [optional] State Standards National Standards

  5. The CONTINUOUS Line Standards Curriculum Unit Plan Lesson Plans Instruction Assessments Reflection

  6. 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

  7. 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!

  8. 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

  9. Evolution of the NASPE Standards • 1995 - NASPE published Moving into the Future: National Standards for Physical Education • 7 standards • 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

  10. Evolution of the NASPE Standards • 2004 - NASPE revised previous standards • 6 standards • 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

  11. NASPE Standards • Sample benchmarks for each NASPE standard.

  12. 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)

  13. 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!

  14. 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, grade-specific goals not present in the NASPE standards.

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