NASPE NASPE

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Dr. SandersonDr. Sanderson

How NASPE came aboutHow NASPE came about

Pres. George H. W. Bush 1989Pres. George H. W. Bush 1989– Est. National Education Goals PanelEst. National Education Goals Panel– All students should be able to reach the All students should be able to reach the

standards and goals setstandards and goals set– Goals 2000: Educate America Act Goals 2000: Educate America Act

March 1994March 1994 Written into Federal LawWritten into Federal Law 1995 NASPE was first published1995 NASPE was first published

NO Child Left Behind Act of 2001NO Child Left Behind Act of 2001

Became law in Jan. 2002 Became law in Jan. 2002 Public Law 107-110Public Law 107-110

Current Health ConcernsCurrent Health Concerns

Among children and teens aged 6-19 years, Among children and teens aged 6-19 years, 15% (almost 9 mil) are overweight.15% (almost 9 mil) are overweight.

CDC est. sick care costs associated with CDC est. sick care costs associated with obesity at $100 bil a yr (8% of national obesity at $100 bil a yr (8% of national health care).health care).

Inactivity/Poor dietInactivity/Poor diet

Causes at least 300,000 deaths a year in Causes at least 300,000 deaths a year in the USthe US– More than the # of deaths caused by infectious More than the # of deaths caused by infectious

diseases, firearms, motor vehicle crashes, and diseases, firearms, motor vehicle crashes, and illicit drug use combinedillicit drug use combined

NASPENASPE

StandardsStandards– Define student learning, what a student should Define student learning, what a student should

know and be able to do as a result of a quality know and be able to do as a result of a quality physical education program.physical education program.

– Demonstrate PE has meaningful and significant Demonstrate PE has meaningful and significant content.content.

– Justifies the academic standing and inclusion of Justifies the academic standing and inclusion of PE in the curriculumPE in the curriculum

– Brings accountability and rigor to our professionBrings accountability and rigor to our profession

AssessmentAssessment

The process of gathering evidence about a The process of gathering evidence about a student’s level of achievement in a specified student’s level of achievement in a specified task and making inferences based on that task and making inferences based on that evidence for a varied of purposesevidence for a varied of purposes

It is the “glue” that holds framework It is the “glue” that holds framework standards together.standards together.

AssessmentAssessment

ShouldShould– Reflect the subject content that is most Reflect the subject content that is most

important for the students to learnimportant for the students to learn– Enhance learning through a connection with Enhance learning through a connection with

instructioninstruction– Provide reliable evidence of student Provide reliable evidence of student

performanceperformance– Yield valid inferences about student learningYield valid inferences about student learning

AssessmentAssessment

Using assessment only for grading is inappropriate Using assessment only for grading is inappropriate assessment practices. assessment practices.

Assessment should be seen as the enhancement Assessment should be seen as the enhancement of learning, rather than simply the documentation of learning, rather than simply the documentation of learning.of learning.

Should be dynamic and continuous, yielding Should be dynamic and continuous, yielding information about student progress toward the information about student progress toward the achievement of the content standards.achievement of the content standards.

Guides teaching, enhances learning, Guides teaching, enhances learning, documentationdocumentation

As a Physical EducatorAs a Physical Educator

Help students develop knowledge and skills Help students develop knowledge and skills for participation in physical activities safely, for participation in physical activities safely, competently, and with personal satisfaction.competently, and with personal satisfaction.

Help all students develop health-related Help all students develop health-related fitness, physical competence, cognitive fitness, physical competence, cognitive understanding, and positive attitudes about understanding, and positive attitudes about physical activity.physical activity.

Quality Physical Education Quality Physical Education ProgramsPrograms

They provide learning experiences that meet They provide learning experiences that meet youngsters’ developmental needs, which youngsters’ developmental needs, which helps to improve mental alertness, helps to improve mental alertness, academic performance, and readiness and academic performance, and readiness and enthusiasm for learning.enthusiasm for learning.

Are needed to increase the physical Are needed to increase the physical competence, health-related fitness, self-competence, health-related fitness, self-responsibility and enjoyment of physical responsibility and enjoyment of physical activity.activity.

Quality PE programs shouldQuality PE programs should

Increase skill developmentIncrease skill development Improve physical fitnessImprove physical fitness Support other subject areas (integrated lessons)Support other subject areas (integrated lessons) Improve self disciplineImprove self discipline Improve judgmentImprove judgment Reduce stressReduce stress Strengthen peer relationsStrengthen peer relations Improve self-confidence and self esteemImprove self-confidence and self esteem Assist in goal settingAssist in goal setting

NASPE contentNASPE content

Instruction using a variety of motor skills that are designed Instruction using a variety of motor skills that are designed to enhance the physical, mental, and social/emotional to enhance the physical, mental, and social/emotional development of every child.development of every child.

Fitness education and assessment to help children Fitness education and assessment to help children understand, improve, and/or maintain their physical well-understand, improve, and/or maintain their physical well-being.being.

Dev. cognitive concepts about motor skills and fitness.Dev. cognitive concepts about motor skills and fitness. Opportunities to improve students emerging social and Opportunities to improve students emerging social and

cooperative skills and gain a multicultural perspectivecooperative skills and gain a multicultural perspective Promote reg. amts of appropriate physical activity now and Promote reg. amts of appropriate physical activity now and

throughout life.throughout life.

Appropriate InstructionAppropriate Instruction

Max. practice opportunities for class Max. practice opportunities for class activities.activities.

Out-of-school assignments that support Out-of-school assignments that support learning, practice, and est. life-long habits.learning, practice, and est. life-long habits.

Do not use physical activity as a punishmentDo not use physical activity as a punishment Use assessment to monitor, reinforce, and Use assessment to monitor, reinforce, and

plan for student learning.plan for student learning.

Healthy Benefits from Physical Healthy Benefits from Physical ActivityActivity

Reduced risks of dying prematurely from Reduced risks of dying prematurely from heart diseaseheart disease

Reduce the risk of diabetesReduce the risk of diabetes Decrease chances of high BPDecrease chances of high BP Reduce chances of colon cancerReduce chances of colon cancer Builds healthy bones, muscles, and jointsBuilds healthy bones, muscles, and joints Controls weight; builds lean muscleControls weight; builds lean muscle Reduces feeling of depression and anxietyReduces feeling of depression and anxiety

Activity GuidelinesActivity Guidelines

The recommendation for children 5-12 years The recommendation for children 5-12 years of age is at least 60 min. a day.of age is at least 60 min. a day.

NASPE has also produced (2002) NASPE has also produced (2002) guidelines for babies, infants, and toddlers.guidelines for babies, infants, and toddlers.

The 6 National Standards for The 6 National Standards for Physical EducationPhysical Education

A physically educated person:A physically educated person:– Standard 1Standard 1: Demonstrates competency in : Demonstrates competency in

motor skills and movement patterns needed to motor skills and movement patterns needed to perform a variety of physical activities.perform a variety of physical activities. Dev. Physical skills needed to enjoy participatingDev. Physical skills needed to enjoy participating Masters movement fundamentals Masters movement fundamentals Est. a foundation to facilitate continued motor skill Est. a foundation to facilitate continued motor skill

acquisitionacquisition Capacity for successful and advanced levels of Capacity for successful and advanced levels of

performanceperformance

– Standard 2Standard 2: Demonstrates understanding of : Demonstrates understanding of movement concepts, principles, strategies, and movement concepts, principles, strategies, and tactics as they apply to the learning and tactics as they apply to the learning and performance of physical activities.performance of physical activities. Enhances the mind to control or direct one’s Enhances the mind to control or direct one’s

performance.performance. Applying concepts form disciplines such as motor Applying concepts form disciplines such as motor

learning and development, sport psychology and learning and development, sport psychology and sociology, and biomechanics and exercise sociology, and biomechanics and exercise physiology.physiology.

– Standard 3Standard 3: Participates regularly in physical : Participates regularly in physical activity. activity. Connects what one does outside the classroomConnects what one does outside the classroom

Standard 4Standard 4: Achieves and maintains a health-: Achieves and maintains a health-enhancing level of physical fitness.enhancing level of physical fitness.– Dev. Students knowledge, skills, and willingness to Dev. Students knowledge, skills, and willingness to

accept responsibility for personal fitness, leading to an accept responsibility for personal fitness, leading to an active, healthy lifestyle.active, healthy lifestyle.

– Dev higher levels of basic fitness and physical Dev higher levels of basic fitness and physical competence for many work situations and active leisure competence for many work situations and active leisure participation.participation.

– Improvement of the health-related fitness components Improvement of the health-related fitness components (cardiorespiratory endurance, muscular strength and (cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition). endurance, flexibility, and body composition).

Standard 5Standard 5: Exhibits responsible personal : Exhibits responsible personal and social behavior that respects self and and social behavior that respects self and others in physical activity settings.others in physical activity settings.– Assist in the achievement of self-initiated Assist in the achievement of self-initiated

behaviors that promote personal and group behaviors that promote personal and group success in activity settings. These include safe success in activity settings. These include safe practices, adherence to rules and procedures, practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. behavior, and positive social interaction.

Standards contStandards cont

Standard 6Standard 6:: Values physical activity for Values physical activity for health, enjoyment, challenge, self-health, enjoyment, challenge, self-expression, and/or social interaction.expression, and/or social interaction.– Dev awareness of the intrinsic values and Dev awareness of the intrinsic values and

benefits of participation in physical activity that benefits of participation in physical activity that provides personal meaning.provides personal meaning.

– Self-confidence, positive self-imageSelf-confidence, positive self-image