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Summary
Definition
Checklist
Application/Examples
Note.
Printed with permission from National Board for
Professional Teaching Standards, (Physical Education Standards, 1999),
www.nbpts.org. All rights reserved.
Checklist
___a. Knowledge
of students
___b. Knowledge of subject matter
___c. Sound teaching practices
___d. Student engagement in learning
___e. High expectations for learners
___f. Learning environment
___g. Curricular choices
___h. Assessment
___i. Equity, fairness, and diversity
___j. Reflective practice and professional growth
___k. Promoting an active lifestyle
___l. Collaboration with colleagues
___m. Family and community partnerships
Applications/Examples
___a. Knowledge
of students
-
Understanding
the value of students' prior achievements and experiences, teachers
continually learn about their students and use this information to
shape instructional decisions. The relationships that teachers
develop with their students not only support student learning and
development but also provide teachers with perspectives from which
to view aspects of students' character, values, interests, and
talents.
-
Teachers
employ various means to learn about students, their communities, and
their social and cultural environments. They actively and willingly
listen and observe students in various settings in which the latter
express themselves.
-
Teachers
incorporate their knowledge of the physical, cognitive, social, and
emotional developmental aspects of their students in their lessons
that meet the needs of all students and demonstrate objectives that
value each individual.
-
While
striving to meet goals that set high expectations for all their
students, teachers modify and extend instruction appropriately for
individual learners, adapting lessons as necessary to address
students' developmental and skill-level differences.
-
Teachers
recognize the unique position they hold in the lives of students.
They also know that their field offers special opportunities for
students for students to learn motor skills and feel good about
their bodies and their physical abilities and potential. In physical
education classes, students can interact with others and express
themselves in ways that are not available in other academic areas.
___b. Knowledge
of subject matter
- Teachers have a thorough comprehension of the components of motor
skills development. Therefore, they understand that the acquisition
of these skills lies at the core of the developmental physical
education program. Thus, they can and do actively engage students in
learning how to foster more mature motor patterns.
- Teachers use developmentally appropriate progressions for teaching
motor skills, focusing on the mechanics of movement as the sequence
is experienced by the learner.
- Teachers are knowledgeable about the organic, skeletal, and
neuromuscular structures of the human body and know how these
structures contribute to motor performance. They apply movement
concepts and principles to the teaching of motor skills and help
students understand how motor skills are learned.
- Teachers understand components of health-related physical fitness,
such as body composition, cardiovascular endurance, flexibility,
muscular endurance, and muscular strength, and such skill-related
fitness components as agility, balance, coordination, power,
reaction time, and speed. Teachers know how to apply principles of
physical training to the teaching of all fitness components.
- Teachers acknowledge and understand the interrelated dimensions of
wellness and physical activity. They utilize this knowledge in
planning and carrying out their program of instruction in physical
education, designing activities that promote behaviors that enhance
health and the quality of life in the present as well as in the
future.
- Teachers are knowledgeable in a wide variety of movement forms
specific to the age group they teach.
- Teachers understand sociological and psychological principles as
they relate to physical activity and sport. Thus they design
challenging and effective activities and tasks that create an
environment for student success in developing their individual
identities, expressing themselves in positive ways, and learning
self-discipline.
- Teachers know how to prevent injuries related to movement and
teach their students how to engage in physical activity safely. They
also model safe participation in sport and movement, demonstrating
correct technique and the use of safety equipment.
- Teachers have the knowledge to recognize detriments to wellness,
such as substance abuse, eating disorders, or poor nutrition. They
comply with local regulations and employ professional resources
effectively when such concerns arise.
- Teachers are familiar with safety factors associated with
particular disabilities and contraindicated movements of their
students.
- Teachers stay abreast of technological advances in their field as
part of their dedication to professional growth and utilize the most
current technological resources available to enhance their teaching
practice.
___c. Sound teaching practices
- Teachers use their deep and broad understanding of the principles
of physical education to make the subject matter meaningful to their
students. They have a rich repertoire of methods to engage students
productively in learning, and they make careful and appropriate
decisions about when to use each of them.
- Teachers are well versed in the characteristics of learners. They
have a thorough comprehension of the means by which learners
construct knowledge to develop physical skills, and they assess this
process in order to design and implement appropriate instruction.
- Teachers integrate many aspects of effective practice and employ a
variety of teaching strategies to match the learners' needs and to
communicate content. They also modify goals and strategies as
necessary to meet the challenges offered by students' interests,
competence, age, and ability levels.
- Teachers design instruction appropriate to the multiple needs and
experiences of special student populations. When they work with
students with disabilities, they apply their knowledge of
contraindications to achieve effective instruction.
- Because the acquisition of motor skills is a progressive process,
teachers sequence motor skill development logically, teaching skills
in the appropriate context, in combination with the development of
other skills. Teachers design instruction effectively, looking for
clear progression on the part of students but dealing with
developmental variations as they occur.
- Teachers use demonstrations appropriately in instruction, helping
learners to see the application of a particular skill in a dynamic
situation and breaking down complex skills to simpler levels for
purposes of explanation and presentation.
- Teachers utilize the physical setting of their classroom as an
effective tool of instruction, and they carefully select and use
appropriate instructional resources, including specialized
equipment.
___d. Student engagement in learning
- Teachers combine their enthusiasm for and knowledge of their field
with their knowledge of students. Thus their students are
constructively engaged in sustained activity and express their
active, spirited involvement in an appreciation for physical
education.
- Teachers are experts at balancing their knowledge of the cognitive
aspects of physical education with the teaching of skills and
concepts. They are also adept at combining their expertise as
technicians in a complex field with their enthusiasm for teaching
young people.
- By balancing their understanding of students' individual needs
with their knowledge of the needs of the group as a whole, teachers
demonstrate their belief in the importance of the subject, make it
possible for every student to succeed as part of a larger entity,
and illustrate how individuals function to make a group strong.
- Teachers possess knowledge of students as individuals that they
cultivate to engage students and to structure learning activities
that stretch and build on students' interests and experiences.
- Teachers provide frequent opportunities for students to engage
actively in decision-making processes that initiate individual
learning and thus facilitate students' independence.
___e. High expectations for learners
- Teachers are committed to creating mature, independent
learners--students capable of carrying out their responsibility to
establish healthy, physically active lifestyles that lead to
lifelong wellness. Providing choices for students encourages them to
reflect on and analyze what they learn and to assume responsibility
for their own learning. By doing so, teachers constantly redirect
all students toward the next level of achievement and empower them
to become involved in setting high and realistic goals.
- Teachers commit themselves to promoting critical thinking and
personal and social responsibility in all students. Therefore,
teachers direct students toward high standards, assist in personal
evaluation, and promote intellectual as well as physical mastery of
material.
___f. Learning environment
- To create an appropriate learning environment in which students
engage in learning, enjoy physical activity, and have opportunities
to develop competence in skills, teachers establish a culture of
trust, responsibility, and mutual respect. Teachers readily
celebrate students' achievements through praise and positive
responses.
- Teachers master a large repertoire of teaching strategies and
classroom management skills that create a learning environment in
which students function at the highest level of expectations. They
establish orderly and workable routines to maximize student
engagement and participation. These routines ensure that students
know what is expected of them and are confident and willing to
participate.
- Teachers are aware of differences among their students and
therefore employ developmentally appropriate practices and
activities to provide for student success.
- Teachers adjust their use of time, equipment, grouping, and space
as necessary to enhance learning, to match the individual learner's
developmental needs, and to provide active and equitable
instructional experiences.
- Teachers create an environment that maximizes students' physical
safety because they believe that physical safety is a priority in
any movement setting.
___g. Curricular choices
- Teachers are familiar with curriculum models and theories relevant
to the field and make curricular choices that are defensible and
purposeful. These choices encourage learners to experience physical
education positively, incorporating such themes as motor skill
development, movement concepts, health-related fitness,
participation in physical activity, social responsibility, diversity
in physical activity settings, and the value of physical activity.
- A sound curriculum gives students choices that are appropriate,
structured, and designed to nurture them as individuals who will
grow into independent learners.
- Teachers make curricular choices that focus on students' needs,
independent of the teachers' personal preferences about favorite
games or activities.
- Teachers set curricular goals that ensure appropriate learning
experiences.
___h. Assessment
- Teachers command a wide range of assessment methods and strategies
within their teaching repertoire, both formal and informal,
spontaneous and structured. They also identify critical components
of skills to be assessed and incorporate opportunities for assessing
students into daily instruction. Using both formative and summative
evaluation, teachers reshape their instructional planning to meet
students' needs.
- Teachers employ various means of assessment, depending on class
needs and instructional requirements. They also analyze assessment
results and make adjustments to their curriculum and instruction
that are consistent with their findings.
- Teachers know that developing their students' ability to assess
their own progress is essential to fostering their growth as
independent learners. Such self-assessment for students enhances
personal assessment of physical activities and contributes to future
choices important to healthy lifestyles.
- Teachers use assessment results to provide specific information to
students, parents, and school officials about each learner's
progress.
___i. Equity, fairness, and diversity
- Teachers confront issues of diversity proactively to promote
equality and to ensure that their students receive equal
opportunities to select, participate in, enjoy, and benefit from a
variety of physical activities.
- Teachers create learning environments in which high expectations
and fairness for all students exist. They value diversity and the
richness of cultural groups and promote respect for others by
modeling appreciation for the differences among students. They
conscientiously demonstrate appropriate behaviors they wish to
inculcate in their students.
- Educators are aware of the challenges involved in providing
physical education to students with disabilities and use appropriate
strategies to address these students' unique needs.
___j. Reflective practice and professional growth
- As careful observers of students, teachers constantly rethink
instructional choices, analyzing the relationship between their
practice and student learning.
- Essential to self-assessment is the teachers' realization of the
necessity of modeling ethical behavior. Thus, educators examine
their practice to display ethical behavior in their interactions
with parents, students, teachers, administrators, and community
members.
- Creativity characterizes the practice of teachers, particularly in
situations in which they find themselves limited in the availability
of instructional materials and resources.
- In their quest for self-renewal, teachers interact effectively
with other professionals. Thus, educators are models of lifelong
learners who continually work to increase the depth and breadth of
content knowledge.
___k. Promoting an active lifestyle
- Engaging students in the process of a physically active life is an
important goal of physical education. To meet their goal of
promoting a wide range of possibilities for achieving an active
lifestyle and for meeting the physical requirements of daily life,
teachers offer positive experiences in their classes that encourage
students to succeed in and enjoy physical activity.
- Teachers set and actively pursue goals in their own lives that
exemplify the best attributes they wish to impart to their students
and that focus on lifestyle behaviors that benefit physical
wellness.
___l. Collaboration with colleagues
- Teachers employ their knowledge of the school culture to seek
opportunities to emphasize the value of physical education in the
context of the school's academic pursuits.
- Teachers communicate the value of the field by making clear that
the development of critical-thinking skills is a key component pf
physical education and by sharing their positive instructional
experiences with co-workers.
- Teachers establish partnerships with colleagues throughout the
school to integrate other disciplines into physical education and
vice versa and to emphasize their commitment to the well-being of
the institution as a whole.
- Teachers participate in school-wide efforts to identify and assist
students with special instructional requirements and to meet all
students' needs.
- Teachers act as resources for colleagues in other disciplines in
promoting issues related to physical activity and healthy
lifestyles.
___m. Family and community partnerships
- Teachers are advocates for their instructional programs beyond the
confines of the school, actively seeking and participating in
opportunities to promote enthusiasm among families and within
communities for healthy, active lifestyles.
- Teachers enlist the aid of families as partners in the physical
education of their children.
- Involvement with families and an awareness of their culture as
well as their prior experiences with physical education give
teachers insight into parental expectations and aspirations for
their children.
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