Unpacking the Revised National Standards for K – 12 Physical Education Stevie Chepko, Shirley Holt/Hale & Lynn Couturier
Objectives for the session • Part 1 : Overview of the revised standards& new grade-level outcomes • Part 2: Activity-based modeling of implementation
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.
Standards 1 & 2 Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
Standards 3 & 4 Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5 Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Grade-Level Outcomes • What learners will know and be able to do as a result of learning activities at each grade level • Bridge the gap between broadly-written standards and curriculum development • Scholarship is the foundation
Key Findings - Competency • After age 14, physical activity levels decline • Motor skill competencypromotes engagement in physical activity and adequate health-related fitness through adulthood • Perceived competency in PE positively predicts physical activity levels
Key Findings - Engagement • Participate, but often not “engaged” • Several factors • Perceived competence • Activity choice • Cognitive demand • Reducing social comparison for less skilled
Key Findings – Intrinsic Motivation • Intrinsic motivation is increased if students • Choose the activity (autonomy) • Master the activity (competency) • Participate in supportive environment (relatedness) • Enjoyment increased with these factors
Key Findings – Climate • Competency through engagement in mastery-oriented tasks • Competitive, full-sided games appeal mainly to highly skilled • Less skilled students prefer non-competitive and cooperative activities • Emphasize motor skill development, through developmentally-appropriate, progressive, mastery-oriented tasks • Practice tasks must be deliberate and allow for differentiation across skill levels
Translation of findings to outcomes • Develop competency, particularly in fundamental motor skills • Address needs of less-skilled students • De-emphasize full-sided games and competitive activities • Foster a mastery-oriented environment • Choice in types of activities as well as level of challenge • Greater emphasis on knowledge and skills that foster lifelong physical activity
Key points for levels • Elementary –fundamental motor skills as foundation for movement competency • Middle – application of skills • balance of activities to retain interest of all students (dance, fitness activities, individual and team activities) • introduction of game tactics • High School – focus on lifetime activities and personal choice • fitness/wellness, dance, individual/dual activities • de-emphasis on competitive sports
Part 2: Implementation - Activity-based modeling Elementary ~ Middle ~ High
Striking (volley) • K. Strike to send the balloon upward • 1st…strike with an open palm • 2nd…strike upward consecutively • 3rd…over a net, to the wall, over a line …3 of the 5 critical elements • 4th…mature pattern
Striking (short implement) • K…strikes lightweight object • 1st…send object upward • 2nd…consecutive hits • 3rd…3 of the 5 critical elements • 4th…with a partner, over a low net, to the wall • …mature pattern • …with concepts of direction, force, open & closed space • 5th…with a partner, over a net, to the wall • …cooperative or competitive environment • …with offensive & defensive strategies
CRITICAL ELEMENTS - STRIKING – Short Implement • Racket back in preparation for striking • Step on opposite foot as contact is made • Swing racket or paddle low to high • Coil and uncoil the trunk for preparation and execution of the striking action • Follow through for completion of the striking action
Accessing the Documents AAHPERD [Couturier, L., Chepko, S., & Holt/Hale, S., Principal writers]. (2014). National standards and grade-level outcomes for k – 12 physical education. Champaign, IL: Human Kinetics. • Book version includes: • Goal, standards, and outcomes • Critical elements • Research • Designing practice tasks • Assessing student learning • Technology http://www.aahperd.org/whatwedo/nationalStandards.cfm Free version includes goal, standards, and outcomes only