Transcript On the road to a national curriculum framework

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
Part 1
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.
Part 2
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 competency promotes
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
Sample of Elementary Outcomes - Standard 1
Sample of Middle School Outcomes – Standard 2
Sample of High School Outcomes – Standard 3
Scope & Sequence for K – 12 Physical Education
Part 2: Implementation - Activity-based modeling
Elementary ~ Middle ~ High
Striking
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)
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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
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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