elementary school physical education .pdf

National Association for Sport and Physical Education (NASPE) an association of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)

1900 Association Drive • Reston, VA 20191 703-476-3410 • 703-476-8316 (fax)

www.naspeinfo.org

Appropriate InstructionalPractice Guidelines

for Elementary School Physical Education

A Position Statement from the National Association for Sport and Physical Education

(3rd Edition)

2 • Appropriate Instructional Practice Guidelines for Elementary School Physical Education The Goal Is Quality Physical Education Programs • 3

PrefaceThe National Association for Sport and Physical Education (NASPE) hasprovided leadership to the field of physical education for more than 100years. A central aspect of this leadership is the development of standardsand guidelines for quality physical education programs. This document,Appropriate Instructional Practice Guidelines for Elementary SchoolPhysical Education, is in its third edition. Since the first edition waspublished in 1992, this document has been reviewed by hundreds ofphysical educators. Thousands more have used it to ensure that they areimplementing programs that are both developmentally and instructionallyappropriate for children.

This document represents expert consensus about important appropriateand inappropriate practices observed frequently in elementary schoolphysical education. It is beyond this document’s scope, however, to describeall of the appropriate and exemplary practices that might occur in a high-quality elementary school physical education program.

Related documents that NASPE has published include Opportunity to LearnStandards for Elementary Physical Education and What Constitutes a HighlyQualified Physical Education Teacher? The NASPE Stars Program, designedto identify and recognize excellence in K-12 physical education, also identifies and describes many of the practices and characteristics of quality elementary school physical education programs.

The Goal Is Quality Physical Education ProgramsThe outcome of a developmentally and instructionally appropriate physicaleducation program is an individual who has the knowledge, skills andconfidence to become and remain physically active for a lifetime. NASPE,along with leading medical and child-development specialists, recommends aminimum of 150 minutes per week of quality physical education for allelementary-age children.

Quality physical education is both developmentally and instructionally relevantfor all children. Appropriate instructional practices in physical education arethose that recognize children’s development and changing movement abilities,as well as their individual differences. Children’s past motor skill, sport, cognitiveand social experiences also are considered in lesson and program design anddelivery. Individual characteristics such as physical maturation and fitness, skilllevels and age are reflected in designing lessons and selecting instructionalstrategies. Appropriate instruction in physical education incorporates the best-known practices, derived from both research and teaching experiences, into apattern of instruction that maximizes opportunities for learning and success forall children. Quality lessons and programs are designed to reflect the goals ofnational, state and/or local standards for physical education. Teachers regularlyassess student progress and adjust lessons and progressions accordingly.

NASPE defines a physically educated person as someone who:

1. Demonstrates competency in motor skills and movement patternsneeded to perform a variety of physical activities.

2. Shows understanding of movement concepts, principles, strategiesand tactics as they apply to learning and performing physical activities.

3. Participates regularly in physical activity.

4. Achieves and maintains a health-enhancing level of physical fitness.

5. Exhibits responsible personal and social behavior that respects selfand others in physical activity settings.

6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

For students to achieve in each of those areas, the general public, parents/guardians, teachers, administrators and legislators must understand andsupport these important standards. Providing students with an “opportunityto learn” and having qualified teachers implement appropriate instructionalpractices can lead to a positive education experience, as well as ensuringthat the standards are met. The ultimate goal is for all students to live ahealthy, physically active lifestyle.

4 • Appropriate Instructional Practice Guidelines for Elementary School Physical Education Premises of Physical Education Programs for Children • 5

Premises of Physical Education Programs for ChildrenFive major premises guide one’s thinking about, planning for and evaluatingphysical education programs.

1. The ultimate purpose of any physical education program is to help children develop the skills, knowledge and desire to enjoy a lifetime of physical activity.

Evidence from research has never been clearer: A multitude of healthbenefits correlate with becoming and remaining physically active for alifetime. Thus, the goal of quality physical education programs is to leadyoungsters to develop the competencies and confidence to participate —enjoyably and regularly — in physical activities.

More than ever, we live in a world of rapid change. Tomorrow’s physicalactivities might appear quite different from those of today. Therefore,children need to develop competency in basic movement skills that theycan use in any sport or physical activity, whether it be popular today or yet to be invented. Mastering basic movement skills encourages thedevelopment and refinement of more complex skills, leading to safe andenjoyable participation in physical activity. When children develop basicmovement skills at an early age and expand them during childhood andearly adolescence, they gain access to a wide variety of physical activities.Specializing in specific sports and a limited range of opportunities tomaster basic skills in physical education too early limits their participationoptions later.

2. Children should engage in physical activity that is appropriate for their developmental levels.

Children are not miniature adults. Physical activity and sports that areappropriate for adults need to be modified and adapted for children toparticipate in them successfully. Kindergarten-age boys and girls don’tpossess the same skill and fitness development as fifth-graders; thus, theirphysical education programs shouldn’t be the same. The physical educationcurriculum should reflect children’s natural physical, mental and socialdevelopment.

3. Recess and physical education are important but different parts of the school program.

Recess is an important part of the school day for children. Activity breaks —in addition to the benefits gained from physical activity — can enhanceparticipation and learning in the classroom. Not only does recess provideopportunities for needed physical activity, but unstructured time alsoprovides opportunities for student decision-making and can contribute tocreativity and social learning. Play is an essential element of children’sdevelopment, during which they practice how to cooperate, competeconstructively, assume leader/follower roles and resolve conflicts. Whereasrecess is unstructured time, physical education is a planned instructionalprogram with specific goals and objectives.

Physical education programs are an essential part of the total curriculum.Such programs increase the physical competence, health-related fitness andself-responsibility that facilitate students’ enjoyment of physical activity.Children who establish physical activity habits when they’re young are more likely to remain active as adults. Children who don’t participate inphysical activity are more likely to be inactive as adults, and, as such, are atrisk for the negative health results of inactivity.

4. Physical activity and physical education are not the same.

Physical education is an instructional program taught by teachers withprofessional credentials in physical education. Physical education includesinstruction and time to practice and apply skills and knowledge within theclass setting. Quality physical education programs are designed to teachchildren the motor skills that form the foundation for a lifetime ofenjoyable physical activity. These programs also encourage children tovalue and adopt a lifetime of physical activity. Quality physical educationprograms introduce children to a wide variety of motor skills, movementand fitness concepts.

Participating in physical activity provides an importantcomponent of physical education, as well as a means ofachieving a healthy fitness level. Physical activity is asignificant part of the subject matter of physicaleducation that is related to all, and central to four of the six attributes of a physically educated persondetailed on page 3.

This document describes specificguidelines for recognizing andimplementing developmentallyappropriate physical education.

6 • Appropriate Instructional Practice Guidelines for Elementary School Physical Education Intended Audience and Purpose • 7

Physical education programs should provide a significant amount ofmoderate to vigorous physical activity for all children. Children also shouldbe provided other opportunities to obtain the 60 minutes or more of dailyphysical activity recommended by many experts today. These 60 minutescould be accumulated in the school setting (recess and physicaleducation), and also outside the school setting. Quality physical educationprograms introduce children to a wide variety of physical activities whilehelping them make positive choices about the ones they find mostenjoyable and meaningful.

5. Physical education and youth sports programs are different.

Youth sports programs are designed for youngsters who choose to specialize in one or more sports and refine their skills in competition withothers of similar interests and abilities. Developmentally appropriate physicaleducation programs, in contrast to athletic programs, are designed for allchildren, from the most gifted in motor skills to those who are physicallychallenged. The intent is to provide children of all abilities and interests witha foundation of movement experiences, knowledge and understanding thatwill lead to lifelong active and healthy lifestyles. Quality programs of physicaleducation clearly recognize the different purposes between the two types ofprograms and assist children in understanding the goals and value of each type of program.

Intended Audience and PurposeThis document is written for parents/guardians, school administrators andpolicymakers, as well as teachers, who are responsible for children’s physicaleducation. It describes specific guidelines for recognizing and implementingdevelopmentally appropriate physical education. It attempts to avoid jargonand uses an easy-to-follow format that briefly describes practices that are inthe best interests of children (appropriate) and those that arecounterproductive or even harmful (inappropriate).

Teachers can use it to check the quality of their work. It provides schooladministrators and parents/guardians a guide for what should be happening in the school, and provides policymakers a glimpse of the quality ofinstruction that should be expected in physical education classes to guidetheir decisions about the support necessary for quality physical education to occur.

While the components identified in this document are not all-inclusive, theydo represent important characteristics of appropriate physical educationprograms for children.

Introduction to the DocumentThis document organizes teacher practices into five separate sections:

1. Learning Environment, which includes the following subsections: • Establishing the Learning Environment• Exercise as Punishment• Safety• Diversity• Equity• Inclusion• Competition and Cooperation

2. Instructional Strategies, which include: • Expectations for Student Learning• Class Organization• Class Design• Learning Time• Maximizing Participation• Teaching/Learning Styles• Teacher Enthusiasm• Success Rate• Teacher Feedback• Use of Technology

8 • Appropriate Instructional Practice Guidelines for Elementary School Physical Education TEACHING FOR SUCCESS IN ELEMENTARY SCHOOL PHYSICAL EDUCATION

1.0 LEARNING ENVIRONMENT

Appropriate Practice

1.1.1 Teachers systematically plan for,develop and maintain a positive learningenvironment that is focused onmaximizing learning and participation, inan atmosphere of respect and supportfrom the teacher and the child’s peers.

1.1.2 The environment is supportive ofall children and promotes developmentof a positive self-concept. Children areallowed to try, to fail and to try again,free of criticism or harassment from theteacher or other students.

1.1.3 Programs are designed to guidechildren to take responsibility for their ownbehavior and learning. Emphasis is onintrinsic, rather than extrinsic, incentives.

1.1.4 Fair and consistent classroommanagement practices encourage studentresponsibility for positive behavior.Students are included in the process of developing class rules/agreements.

1.1.5 Bullying, taunting and inappropriatestudent remarks and behaviors are dealtwith immediately and firmly.

Inappropriate Practice

1.1.1 The environment is not supportiveor safe (e.g., teacher makes degradingor sarcastic remarks). As a result, somechildren feel embarrassed, humiliatedand generally uncomfortable in physicaleducation class.

1.1.2 Only the highly skilled or physicallyfit children are viewed as successfullearners. The teacher and peers overlookand/or ignore students who are nothighly skilled or physically fit.

1.1.3 Children behave appropriatelybecause they are fearful of receiving apoor grade or other “punishment” ifthey don’t follow the teacher’s rules.

1.1.4 The rules are unclear and can varyfrom day to day.

1.1.5 Verbal or nonverbal behavior thatis hurtful to other children is overlookedand ignored.

1.1 Establishing the Learning Environment


1.2.1 Teachers promote exercise for itscontribution to a healthy lifestyle. Childrenare encouraged to participate in physicalactivity and exercise outside of thephysical education setting for enjoyment,skill development and health reasons.


1.2.1 Teachers use activities/exercises(e.g., run laps, perform pushups) topunish misbehavior.

1.2 Exercise as Punishment

3. Curriculum, which includes: • Productive Motor Skill Learning Experiences• Concept Knowledge• Regular Participation• Developing Health-Related Fitness• Self-Responsibility and Social Skills• Valuing Physical Activity• Interdisciplinary Instruction• Special Events

4. Assessment, which includes: • Assessment Use• Variety of Assessments• Fitness Testing• Testing Procedures• Reporting Student Progress• Grading• Program Assessment

5. Professionalism, which includes: • Professional Growth• Professional Learning Community• Advocacy

The practices mentioned are not meant to be an exhaustive list. These are basic instructional practices. Many additional practices that are notenumerated here could be included in an excellent program. Thelist does, however, include practices observed recently ingymnasiums, pools and fields across the United States.

10 • Appropriate Instructional Practice Guidelines for Elementary School Physical Education Learning Environment • 11


1.5.1 All children (boys and girls, high-and low-skilled) have equal opportunitiesto participate and for interacting withthe teacher (e.g., leadership, playing“skilled” positions, teacher feedback).All children, regardless of developmentallevel and ability, are challenged at anappropriate level.

1.5.2 Both boys and girls areencouraged, supported and socializedtoward successful achievement in allcontent taught in physical education(e.g., dance is for everyone).

1.5.3 Teachers use gender-neutrallanguage (e.g., “students”).


1.5.1 Highly skilled children arepermitted to dominate activities (e.g.,athletes or boys are always picked asteam/squad leaders or are permitted to go first in team games or play thedominant positions).

1.5.2 Activities are identified as moreappropriate for girls or boys (e.g., danceis for girls, football is for boys).

1.5.3 Teachers continually refer to allstudents as “you guys.” Teacherscontinually use “boys and girls” as themost common way to address the class.

1.5 Equity


1.6.1 Teachers implement the specialeducation process for students withdisabilities as outlined in students’individualized education programsand/or the school’s accommodations.

1.6.2 Lessons/activities are adapted foroverweight children (e.g., distance andpace run would be made appropriate).Students are encouraged to undertakeappropriate levels of activity for theirown improvement.

1.6.3 Teachers provide appropriateexperiences for students with temporarymedical limitations (e.g., a student witha broken arm can ride an exercise bike).


1.6.1 Children with disabilities sit out,keep score or become spectators.

1.6.2 No adaptations are made foroverweight children (e.g., overweightchildren are required to run the samedistance at the same pace as fit children,all students are required to performidentical numbers of situps andpushups), and/or they are marginalizedas those who “can’t do it.”

1.6.3 Students with temporary medicalconditions are excluded or given anassignment not aligned with the lesson’seducational objective (e.g., busy work).

1.6 Inclusion


1.3.1 Teachers make every effortpossible to create a safe learningenvironment for students (e.g., activelyteaching safety, posting and practicingemergency action plans).

1.3.2 Activities are selected carefully toensure that they match students’ abilityand are safe for all students, regardlessof ability level.

1.3.3 Physical education teachersmaintain up-to-date first aid, AED andCPR certifications.

1.3.4. Facilities and equipment aremaintained and inspected regularly forsafety hazards (e.g., glass, improperground cover under equipment).

1.3.5 Physical education class size isconsistent with that of other subjectareas.


1.3.1 Teachers allow or ignore unsafepractices that occur in their classes.Children are permitted to ignore thesafety of others in the class (e.g., pushing,shoving, or tackling children in ball games)or use equipment unsafely (e.g., swingingbats in close proximity to others).

1.3.2 Human-target games (dodge ball)and/or drills that allow aggressivebehaviors toward other students are permitted.

1.3.3 Teachers don’t maintain up-to-date first aid, AED and CPRcertifications.

1.3.4. No regular facility safetyinspection occurs. Dangerous oroutdated equipment is used.

1.3.5 Teachers routinely combine classesso one teacher supervises a double classwhile the other undertakes some otheractivity.

1.3 Safety


1.4.1 Teachers create an environmentthat is inclusive and supportive of allchildren, regardless of race, ethnicorigin, gender, sexual orientation,religion or physical ability. Suchdifferences are acknowledged,appreciated and respected.

1.4.2 Teachers intentionally selectactivities that represent a culturallydiverse environment (e.g., dances andgames from throughout the world).


1.4.1 The physical educationenvironment supports highly skilledchildren more fully than children withless skill development (e.g., posters on display are predominantly of male professional athletes from the “major” sports).

1.4.2 Teachers teach American teamsports — football, basketball, softball,etc. — exclusively.

1.4 Diversity

12 • Appropriate Instructional Practice Guidelines for Elementary School Physical Education Instructional Strategies • 13

2.0 INSTRUCTIONAL STRATEGIES


2.1.1 Clear goals and objectives forstudent learning and performance arecommunicated to students, parents/guardians and administrators.


2.1.1 Children are expected to be“busy, happy and good,” with noemphasis on learning and improvement.

2.1 Expectations for Student Learning


2.2.1 Teachers form pairs, groups andteams (e.g., randomly, by fitness or skilllevel when necessary, or by a classsystem such as birthdays, squads, colorsor numbers) in ways that preserve everychild’s dignity and self-respect.


2.2.1 Teachers inadvertently promoteexclusion by allowing student captainsto pick teams or by arbitrarily separatingteams by gender or skill level (e.g.,“popular” or highly skilled students arechosen first and cliques are evident).

2.2 Class Organization


2.3.1 Physical education classes beginwith an instant activity, anticipatory setand physical warm-up; proceed to theinstructional focus and fitness activities;and close with a physiological cool-down and a review of instructionalobjectives.

2.3.2 Stretching, if included in thelesson, occurs only after an appropriategeneral warm-up activity and isappropriate and beneficial formaintaining and improving flexibility.


2.3.1 Classes have no identifiablestructure (e.g., students start class byperforming the activity of the day withno introduction or warm-up).

2.3.2 Stretching occurs without totalbody warm-up. No feedback is providedabout appropriate body position instretching.

2.3 Class Design


1.7.1 Teachers develop learningexperiences that help students under-stand the nature of and the differentkinds of competition. For example,students can elect to keep score or playfor skill practice in selected situations.

1.7.2 Teachers create a mastery-learningenvironment that encourages studentsto compete against previous personalperformances or against a criterionscore. Children are given opportunitiesto choose their competitiveenvironment.

1.7.3 Children are guided to understandthat some students prefer competitivesituations, while others do not; andeither preference is acceptable.


1.7.1 Students are required to alwayskeep score and participate in activities(e.g., relay races, elimination tag) thatpublicly identify them as winners orlosers.

1.7.2 Teachers focus on production offull-scale competition and limit skillinstruction (e.g., playing 11 v. 11 soccerinstead of emphasizing skill developmentthrough small-sided games).

1.7.3 Children are made to feel thatsomething is wrong with them if theydon’t enjoy competition.

1.7 Competition and Cooperation

Teachers develop learningexperiences that help studentsunderstand the nature of and thedifferent kinds of competition.


2.6.1 The teacher uses a variety ofdirect and indirect teaching styles to provide for children’s success,depending on the lesson objectives and content and the students’ variedlearning styles.

2.6.2 The teacher allows studentsguided choices in matters such asequipment, rule modification or typeof skill practice (e.g., completingindividual task sheets or small-group instruction).

2.6.3 The teacher emphasizes critical-thinking and problem-solving tacticsand strategies, using higher-orderquestions (e.g., those that deal withsimilarities, differences, efficiency andeffectiveness).


2.6.1 The teacher provides “one size fitsall” instruction, using primarily a directteaching style, regardless of learningstyle or student response. The teacherdoesn’t consider student needs inplanning instruction.

2.6.2 The teacher controls thecurriculum tightly, and children rarelyhave input regarding rules, activitiescovered or equipment used for practice.

2.6.3 Activities are always taughtcommand-style, with no attempt tostimulate analysis or evaluation.

2.6 Teaching/Learning Styles

14 • Appropriate Instructional Practice Guidelines for Elementary School Physical Education Instructional Strategies • 15


2.7.1 The teacher demonstratesenthusiasm for an active, healthylifestyle.


2.7.1 The teacher appears to not like orenjoy physical activity (e.g., regularlyinstructs from a chair or the bleachers).

2.7 Teacher Enthusiasm


2.8.1 Students practice skills at highrates of success adjusted for individualskill levels within a “try again, mistakesare okay” learning environment.


2.8.1 The physical educator teaches as ifall children in a class have identical skilland physical fitness levels, using a singlestandard for all children, which leads tofrustration, boredom and/ormisbehavior.

2.8 Success Rate


2.5.1 Teachers organize their classes tomaximize opportunities for all childrento learn and be physically active.Enough equipment is provided so thatchildren spend virtually no time waitingfor turns or standing in lines. At least50% of class time is spent in moderate-to-vigorous activity.

2.5.2 The teacher uses small-sidedgames (1 v.1, 2 v. 2, etc.) or mini-activities to allow students ampleopportunity to participate.


2.5.1 Lessons are organized poorly, sostudents spend much of the class timewaiting for roll call, waiting in lines and/orwaiting for equipment to be distributed.The first few minutes of the class arealways spent sitting, getting organized orsimply waiting for the teacher to signalthat the class is about to begin.

2.5.2 The teacher consistently uses onlyone ball for most activities thatinvolve playing with a ball(e.g., soccer, softball). In the game situation, mostplayers touch the ball only rarely.

2.5 Maximizing Participation


2.4.1 The teacher plans for skill andconcept instruction and providesadequate time for practice, skilldevelopment and feedback, based onappropriate skill analysis.

2.4.2 Lessons are planned to revisit skillsand concepts throughout the year andfrom year to year, to allow for studentgrowth and readiness.


2.4.1 The teacher doesn’t use effectivetime-management strategies anddevotes little time to developing skill ormeaningful feedback (e.g., game playbegins before students have thenecessary skills, strategies or tactics forcompetent play).

2.4.2 Skills are taught once a yearduring their unit and then ignored untilthe following year.

2.4 Learning Time

Lessons are planned to revisit skills and conceptsthroughout the year and fromyear to year.

16 • Appropriate Instructional Practice Guidelines for Elementary School Physical Education Curriculum • 17

3.0 CURRICULUM


3.1.1 The physical education curriculumhas an obvious scope and sequencebased on goals and objectives that areappropriate for all children and arederived from national or state standards.

3.1.2 The teacher focuses on thedevelopment of fundamental motorskills and their application to a variety of settings.

3.1.3 Each lesson is designed to meetthe program’s goals as stated in apublished scope and sequence.

3.1.4 Teachers adapt their lessons fordifferent classes within and betweengrade levels.

3.1.5 Rhythmical Activities & Dance • Theteacher includes a variety of rhythmical,expressive, creative and culturallyenriching dance experiences designedwith the children’s physical, cultural,emotional and social abilities in mind.

3.1.6 Games Instruction • Teachersselect, design, sequence and modifygames to maximize specific learning,fitness/skill enhancement andenjoyment.

3.1.7 Educational Gymnastics • Lessonsdevelop skills appropriate to children’sabilities and confidence in balancing,rolling, jumping and landing, climbing andtransferring weight. Children practice onequipment designed to match theirgymnastic abilities and confidence.


3.1.1 The physical education curriculumlacks age-appropriate developmentalgoals and objectives and is basedprimarily on the teacher’s interests,preferences and background (e.g., team sports dominate).

3.1.2 Children don’t develop theirmotor skills to a level that enables themto participate enjoyably and successfullyin games, gymnastics and dance.

3.1.3 Lesson activities are chosenwithout regard to program goals and/orwith little or no planning.

3.1.4 The same lesson plans andactivities are used for all grade levels.

3.1.5 Rhythmical Activities & Dance • The teacher does not teach dance, orteaches dances to students with nosequencing or progression.

3.1.6 Games Instruction • Teachers usegames with no obvious learning purposeor goal other than to keep children“busy, happy and good.”

3.1.7 Educational Gymnastics •Teachers require all students to performthe same predetermined stunts androutines while the rest of the class sitsand watches. Predetermined stuntsrequire extensive teacher direction andspotting because they’re too difficult formany of the children.

3.1 Productive Motor Skill Learning ExperiencesAppropriate Practice

2.9.1 The teacher provides specificfeedback (e.g., “Remember to stepforward on your opposite foot whenyou’re throwing.”) on a consistentbasis.


2.9.1 Children receive either nofeedback or feedback that is primarilynegative or too general (e.g., “Goodjob,” “Way to go.”) to be of any help inimproving their performance. Theteacher is not engaged instructionally,and is either merely officiating orplaying with the children.

2.9 Teacher Feedback


2.10.1 The teacher includes technology(e.g., quantifying activity withpedometers) to increase the lesson’seffectiveness.


2.10.1 The teacher uses technologyrarely, if ever.

2.10 Use of Technology

The physical educator includestechnology (e.g., quantifying activitywith pedometers) to enhance thelesson’s effectiveness.


3.6.1 Teachers encourage all children toexperience the satisfaction and joy thatcan result from learning about andparticipating regularly in physical activity.

3.6.2 Teachers help students understandthat physical activity is an important partof everyday living (e.g., climbing stairsinstead of using an elevator; riding abike or walking to school).


3.6.1 Negative experiences in physicaleducation class result in devaluing theimportance and enjoyment of physicalactivity.

3.6.2 Teachers make no efforts toencourage activity in other aspects of students’ lives.

3.6 Valuing Physical Activity


3.7.1 Teachers frequently link physicaleducation experiences with conceptsbeing taught in mathematics, reading,science, social studies, art and music.


3.7.1 Physical education classes areused to teach cognitive conceptsemphasizing other areas of thecurriculum at the expense of teachingphysical education skills and concepts.

3.7 Interdisciplinary Instruction


3.8.1 Teachers plan field days so thatevery child is a full participant andderives satisfaction and joy from afestival of physical activity linked to thephysical education program.


3.8.1 Teachers design field days thatencourage intense team, group orindividual competition (e.g., running orsack races), with winners and losersidentified clearly. Extensive recognitionis given to winners only.

3.8 Special Events

18 • Appropriate Instructional Practice Guidelines for Elementary School Physical Education Curriculum • 19


3.5.1 Teachers intentionally design activities that allow childrenopportunities to work together todevelop social skills (cooperative,competitive and sportsmanship) andlearn responsible behavior. Situationsare designed for purposeful teaching of these skills; they aren’t left for“teachable moments” only.


3.5.1 Social skills are not taught but are assumed as a by-product (e.g., fair play as a product of sportparticipation). Teachers don’t takeadvantage of strategies such as childchoice of equipment, peer teaching,group work or class involvement inestablishing rules.

3.5 Self-Responsibility and Social Skills


3.3.1 The teacher extends experiencesfrom in-class activity lessons tocommunity and family activities,promoting a physically active lifestyle.


3.3.1 No effort is made to connectphysical education instruction tocommunity offerings, recreationalopportunities or family involvement.

3.3 Regular Participation


3.4.1 The health-related components offitness are the focus of fitness activities.Skill-related components of fitness areemphasized in their relation to skilldevelopment.

3.4.2 The teacher helps studentsinterpret and use assessment data forsetting goals and helping to develop alifelong fitness plan.


3.4.1 Fitness activities are random andunrelated to lifelong learning benefits.Physical fitness activityconsists of mass exercisesfollowing a designatedleader or standard routine.

3.4.2 Theteacherconductsthe fitnessassessmentbut never uses results to set goals or to design a personal fitness plan.

3.4 Developing Health-Related Fitness


3.2.1 Strategies, tactics, exercisescience, biomechanical analysis andfitness concepts are includedthroughout the curriculum.

3.2.2 Students are educated to becomewise consumers of the fitness/wellnessand nutrition industries.


3.2.1 The teacher doesn’t help developstudent knowledge of the scientificbases of physical activity.

3.2.2 Teachers fail to link knowledgegained in physical education to life (e.g.,children are not taught that the heart isa muscle that needs regular exercise toremain healthy).

3.2 Concept Knowledge

20 • Appropriate Instructional Practice Guidelines for Elementary School Physical Education Assessment • 21


4.4.1 Teachers make every effort tocreate testing situations that are private,nonthreatening, educational andencouraging (e.g., teachers explain whatthe test is designed to measure).

4.4.2 Teachers encourage children toavoid comparisons with others and usethe results as a catalyst for personalimprovement.


4.4.1 Testing is public, with no reasongiven for the test (e.g., students observeothers completing the test while theywait for their turn to take it).

4.4.2 Teachers ignore taunting orteasing based on test results. Resultsare interpreted based on comparison tonorms, rather than how they apply tochildren’s future health and well-being.

4.4 Testing Procedures


4.5.1 Test results are shared privatelywith children and their parents/guardians as a tool for developingpersonal goals and strategies formaintaining and increasing therespective fitness parameters.

4.5.2 The teacher provides regularreports of student progress to studentsand parents/guardians using a variety ofcontinuous formative evaluations andassessments (e.g., heart rate monitorprintouts, pedometer step sheets).


4.5.1 Individual scores are postedpublicly, where others can comparestudent scores.

4.5.2 Parents/guardians never receiveinformation about the program contentor their children’s progress beyond aletter grade on the report card.

4.5 Reporting Student Progress


4.6.1 Physical education grades arebased on thoughtfully identifiedcomponents that are aligned withcourse goals and national standards.

4.6.2 Students know the componentsand criteria included in their grade,

and the rationale for each


4.6.1 Grades are based on a singleopportunity to perform (e.g., based onstandardized fitness test scores or thenumber of times they can jump ropecontinually).

4.6.2 The teacher uses subjectivemeasures to assign grades (e.g., gradesare based solely on effort, participationand /or attitude).

4.6 Grading


4.2.1 Teachers teach and assess alldomains (cognitive, affective andphysical) systematically, using a varietyof assessment techniques.

4.2.2 Assessments include clearlydefined criteria that are articulated tostudents as part of instruction prior tothe assessment (e.g., a rubric isprovided and explained duringinstruction).


4.2.1 Teachers assess only physicalfitness.

4.2.2 Assessments aren’t clearly definedand/or don’t relate to program goalsand objectives.

4.2 Variety of Assessments


4.3.1 Teachers use fitness assessment aspart of the ongoing process of helpingstudents understand, enjoy, improveand/or maintain their physical fitnessand well-being (e.g., students set goalsfor improvement that are revisitedduring the school year).

4.3.2 As part of an ongoing program of physical education, students arephysically prepared in each fitnesscomponent so that they can completethe assessments safely.


4.3.1 Teachers use fitnesstest results to assign a grade.

4.3.2 Students are requiredto run a mile withoutappropriate conditioning or acclimatization.

4.3 Fitness Testing

4.0 ASSESSMENT


4.1.1 Formative and summativeassessments are an ongoing and anintegral part of the learning process for all students, including those withdisabilities.


4.1.1 Assessment is rare and random,and occurs only in the context ofgrading.

4.1 Assessment Use

22 • Appropriate Instructional Practice Guidelines for Elementary School Physical Education Resources • 23

NASPE Quality Physical Education Resources

Moving Into the Future: National Standards for Physical Education, 2nd Edition (2004). Stock No. 304-10275.PE Metrics: Assessing the National Standards (2008). Stock No. 304-10458.Concepts and Principles of Physical Education: What Every Student Needs to Know (2003). Stock No. 304-10261.Beyond Activities: Elementary Volume (2003). Stock No. 304-10265.Beyond Activities: Secondary Volume (2003). Stock No. 304-10268.National Physical Education Standards in Action (2003). Stock No. 304-10267.Physical Activity for Children: A Statement of Guidelines (2003). Stock No. 304-10276.National Standards for Beginning Physical Education Teachers (2003). Stock No. 304-10273.Active Start: A Statement of Physical Activity Guidelines for Children Birth to Five Years (2002). Stock No. 304-10254.

Appropriate Practice DocumentsAppropriate Practice in Movement Programs for Young Children (2000). Stock No. 304-10232.Appropriate Instructional Practice Guidelines for Elementary School Physical Education (2009). Stock No. 304-10465.Appropriate Instructional Practice Guidelines for Middle School Physical Education (2009). Stock No. 304-10464.Appropriate Instructional Practice Guidelines for High School Physical Education (2009). Stock No. 304-10471.

Opportunity to Learn DocumentsOpportunity to Learn Standards for Elementary Physical Education (2000). Stock No. 304-10242.Opportunity to Learn Standards for Middle School Physical Education (2004).Stock No. 304-10290.Opportunity to Learn Standards for High School Physical Education (2004). Stock No. 304-10289.


4.7.1 Data on student achievement areused to evaluate program effectivenesson a regular basis.


4.7.1 Program evaluation is based solelyon personal impressions.

4.7 Program Assessment

5.0 PROFESSIONALISM


5.1.1 The teacher continually seeks newinformation to stay current (e.g., readsjournals, attends conferences and in-services, etc.).


5.1.1 The teacher makes no effort toremain current.

5.1 Professional Growth


5.2.1 The teacher is the physical activityexpert within the school.


5.2.1 The teacher’s behavior reinforcesthe perception that she/he is the “gymteacher” or “coach” in the school,where all we do is “play.”

5.2 Professional Learning Community


5.3.1 The teacher informs parents/guardians, administrators and the publicregularly about the physical educationprogram’s goals and activities.

5.3.2 The teacher helps create a schoolculture of physical activity.


5.3.1 The teacher does little tocommunicate with parents/guardians,administrators or policymakersconcerning physical education objectivesand goals or its importance to thedevelopment of the whole child.

5.3.2 The teacher doesn’t promote thephysical education program; therefore,it’s not a visible part of the schoolcommunity.

5.3 Advocacy

24 • Appropriate Instructional Practice Guidelines for Elementary School Physical Education

Assessment SeriesAssessment in Outdoor Adventure Physical Education (2003). Stock No. 304-10218.Assessing Student Outcomes in Sport Education (2003). Stock No. 304-10219.Portfolio Assessment for K-12 Physical Education (2000). Stock No. 304-10213.Elementary Heart Health: Lessons and Assessment (2001). Stock No. 304-10215.Standards-Based Assessment of Student Learning: A Comprehensive Approach (1999). Stock No. 304-10206.Assessment in Games Teaching (1999). Stock No. 304-10212.Assessing Motor Skills in Elementary Physical Education (1999). Stock No. 304-10207.Assessing and Improving Fitness in Elementary Physical Education (1999). Stock No. 304-10208.Creating Rubrics for Physical Education (1999). Stock No. 304-10209.Assessing Student Responsibility and Teamwork (1999). Stock No. 304-10210.

Position Statement What Constitutes a Highly Qualified Physical Education Teacher? (2007).http://iweb.aahperd.org/naspe/template.cfm?template=position-papers.html.

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National Association for Sport and Physical Education (NASPE) an association of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)

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