Weber State University   

HPHP - Physical Education / Physical Education Teaching Major

Student Learning Outcomes 

Revised April 2008

Track I – Physical Education Major K-12

Track II – Physical Education Major K-12/Licensure

The physical education major programs are designed from a performance-based approach as outlined in the National Association of Physical Education and Sport (NASPE) and the National Accreditation for Teacher Education (NCATE) Guidelines and Standards. These guidelines and standards demonstrate an integrated and multidisciplinary approach to physical education teacher preparation with a focus on learning experiences that cross traditional lines.

Students selecting Track I must earn a GPA of 2.50 or better in all physical education courses used toward the major.  Students selecting Track II must earn an overall GPA of 3.00 to apply to the Teacher Education program and a must maintain a GPA of 2.50 or higher in all courses required for this major. No more than one D grade is acceptable.

PERFORMANCE-BASED OUTCOME STANDARDS AND OUTCOMES:

Graduates of the Physical Education Majors Track I and II will:

STANDARD 1: Demonstrate knowledge of content, disciplinary concepts and tools of inquiry related to the development of a physically-educated person.

Outcomes:
1.1: Identify critical elements of motor skill performance and combine motor skills into appropriate sequences for the purposes of improving learning.

1.2: Demonstrate competence motor skill performance in a variety of physical activities.

1.3: Describe performance concepts and strategies related to skillful movement and physical activity (e.g., F.I.T.T. principle, game tactics, skill and improvement principles).

1.4:  Describe and apply bioscience (anatomical, physiological, biomechanical) and psychological concepts to skillful movement, physical activity, and fitness.

1.5: Understand and debate current physical activity issues and laws based on historical, philosophical, sociological, and psychological perspectives.

1.6: Demonstrate knowledge of approved state and national content standards and local program goals.

STANDARD 2: Demonstrate knowledge of how individuals and develop and can provide opportunities that support their physical, cognitive, social and emotional development.

Outcomes:
2.1: Monitor individual and group performance in order to design safe instruction that meets student developmental needs in the physical, cognitive, and social/emotional domains.

2.2: Identify, select, and implement appropriate learning/practice opportunities based on expected progressions and levels of readiness.

2.3: Identify, select, and implement appropriate learning/practice opportunities based on the student, leaning environment, and the task.

STANDARD 3: Demonstrate understanding of how individuals differ in their approaches to learning and creates appropriate instruction adapted to these differences.

Outcomes:
3.1: Identify, select, and implement appropriate instruction that is sensitive to the strengths/weaknesses, multiple needs, learning styles, and/or experiences of learners.

3.2: Use appropriate strategies, services, and resources to meet special and diverse learning needs.

STANDARD 4: Demonstrate the ability to create a safe learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

Outcomes:
 4.1: Use managerial and instructional routines which create smoothly functioning learning experiences.

4.2: Organize, allocate, and manage resources (e.g., time, space, equipment, activities, and teacher attention) to provide active and equitable learning experiences.

4.3: Use a variety of developmentally practices to motivate school age students to participate in physical activities inside and outside of school.

4.4: Use strategies to help students demonstrate responsible personal behaviors that promote positive relationships and a productive learning environment.

4.5: Develop a effective behavior management plan.

STANDARD 5: Demonstrate effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in physical activity settings.

Outcomes:
 5.1: Describe and demonstrate effective communication skills.

5.2: Communicate managerial and instructional information in a variety of ways (e.g., bulletin boards, music, task cards, posters, and video).

5.3: Communicate in ways that demonstrate sensitivity to all students.

5.4: Describe and implement strategies to enhance communication among students in physical activity settings.

STANDARD 6: Demonstrate the ability to plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals.

Outcomes:
 6.1: Identify, develop, and implement appropriate instructional and program goals.

6.2: Develop short and long-term plans that are linked to both learner needs and performance, instructional, program goals, and student needs.

6.3: Select and implement instructional strategies based on selected content, student needs, and safety issues, to facilitate learning in the physical activity setting.

6.4: Design and implement learning experiences that are safe, appropriate, relevant, and based on principles of effective instruction.

6.5: Use curricular and instructional strategies that encourage learners to view, question, and interpret physical activity from diverse perspectives.

6.7: Select and implement appropriate teaching resources and curriculum materials.

6.8: Use demonstrations and explanations to link physical activity concepts to appropriate learning experiences.

6.9:  Develop and use appropriate instructional cues and prompts to facilitate competent motor skill performance.

6.10: Develop a repertoire of direct and indirect instructional formats to facilitate student learning.

STANDARD 7: Demonstrate knowledge of and ability to use formal and informal assessment strategies to foster physical, cognitive, social, and emotional development of learners in physical activity.

Outcomes:
 7.1: Identify key components of various types of assessment, describe their appropriate and inappropriate use, and address issues of validity, reliability, and bias.

7.2: Use a variety of appropriate authentic and traditional assessment techniques to assess student performance, provide feedback, and communicate student progress.

7.3: Use assessment strategies to involve learners in self and peer assessment.

7.4: Use and interpret performance data to inform curricular and instructional decisions

STANDARD 8: Demonstrate ability to evaluate the effects of his/her actions on others and seek opportunities to grow professionally.

Outcomes:
8.1: Use a reflective cycle involving teaching, justification performance, critique of teaching performance, the setting of teaching goals, and the implementation of change.

8.2: Use available resources to develop as a reflective professional.

8.3: Construct a plan for continual professional growth based on the assessment of personal teaching performance.

STANDARD 9:  Use information technology to enhance learning and to enhance personal and professional productivity.

Outcomes:
9-1: Demonstrate knowledge of current technologies and their application to physical education.

9-2: Design, develop, implement student learning activities that integrate information technology.

9-3: Use technologies to communicate, network, locate resources, and enhance continuing development.

STANDARD 10: Demonstrate ability to foster relationships with colleagues, parents/guardians, and community agencies to support learners’ growth and well being.

Outcomes:
10-1: Identify strategies to become an advocate in the school and/or community to promote a variety of physical activity opportunities.

10-2: Actively participate in the professional physical education community and within the broader education field.

10-3:  Identify and use community resources to enhance physical activity opportunities

10-4:  Establish productive partnerships (e.g., parents/guardians and/or counselors/colleagues) to support learner growth and well-being.

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