NASPE STANDARDS
The purpose of the National Standards is to provide the framework for a quality physical education. As physical educators, we use national standards to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of physical activity. Each of the six standards have unique characteristics and support the main goal of overall physical fitness. Following these standards and applying them to lessons throughout the year is very important to an educator like myself. I have had great experiences here in Cortland which have shaped me to the teacher and person I am today. I have gained a balanced education and will provide artifacts for each of the standards in this portfolio. Click each of the tabs to view the artifacts and summary of each standard.
NASPE Standards and Elements
Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.
Elements – Teacher candidates will:
1.1 Describe and apply physiological and biomechanical concepts related to
skillful movement, physical activity and fitness.
1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful
movement, physical activity, and fitness.
1.3 Describe and apply motor development theory and principles related to
skillful movement, physical activity, and fitness.
1.4 Identify historical, philosophical, and social perspectives of physical education issues and
legislation.
1.5 Analyze and correct critical elements of motor skills and performance concepts.
Standard 2: Skill and Fitness Based Competence*
Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.
Elements – Teacher candidates will:
2.1 Demonstrate personal competence in motor skill performance for a variety of
physical activities and movement patterns.
2.2 Achieve and maintain a health-enhancing level of fitness throughout the program.
2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities.
* Without discrimination against those with disabilities, physical education teacher candidates with special needs are allowed and encouraged to utilize a variety of accommodations and/or modifications to demonstrate competent movement and performance concepts (modified/adapted equipment, augmented communication devices, multi-media devices, etc.) and fitness (weight programs, exercise logs, etc.).
Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.
Elements – Teacher candidates will:
3.1 Design and implement short and long term plans that are linked to program and
instructional goals as well as a variety of student needs.
3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate,
performance based) goals and objectives aligned with local, state, and /or national standards.
3.3 Design and implement content that is aligned with lesson objectives.
3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences.
3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or
modifications for student exceptionalities.
3.6 Plan and implement progressive and sequential instruction that addresses the
diverse needs of all students.
3.7 Plan and implement learning experiences that require students to appropriately use
technology to meet lesson objectives.
Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
Elements – Teacher candidates will:
4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of
instructional formats.
4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link
physical activity concepts to appropriate learning experiences.
4.3 Provide effective instructional feedback for skill acquisition, student learning, and motivation.
4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based
on student responses.
4.5 Utilize managerial rules, routines, and transitions to create and maintain a safe and
effective learning environment.
4.6 Implement strategies to help students demonstrate responsible personal and social behaviors
in a productive learning environment.
Standard 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.
Elements – Teacher candidates will:
5.1 Select or create appropriate assessments that will measure student achievement of
goals and objectives.
5.2 Use appropriate assessments to evaluate student learning before, during, and
after instruction.
5.3 Utilize the reflective cycle to implement change in teacher performance, student learning,
and instructional goals and decisions.
Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.
Elements – Teacher candidates will:
6.1 Demonstrate behaviors that are consistent with the belief that all students can become
physically educated individuals.
6.2 Participate in activities that enhance collaboration and lead to professional growth and
development.
6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified
teachers.
6.4 Communicate in ways that convey respect and sensitivity.
Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.
Elements – Teacher candidates will:
1.1 Describe and apply physiological and biomechanical concepts related to
skillful movement, physical activity and fitness.
1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful
movement, physical activity, and fitness.
1.3 Describe and apply motor development theory and principles related to
skillful movement, physical activity, and fitness.
1.4 Identify historical, philosophical, and social perspectives of physical education issues and
legislation.
1.5 Analyze and correct critical elements of motor skills and performance concepts.
Standard 2: Skill and Fitness Based Competence*
Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.
Elements – Teacher candidates will:
2.1 Demonstrate personal competence in motor skill performance for a variety of
physical activities and movement patterns.
2.2 Achieve and maintain a health-enhancing level of fitness throughout the program.
2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities.
* Without discrimination against those with disabilities, physical education teacher candidates with special needs are allowed and encouraged to utilize a variety of accommodations and/or modifications to demonstrate competent movement and performance concepts (modified/adapted equipment, augmented communication devices, multi-media devices, etc.) and fitness (weight programs, exercise logs, etc.).
Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.
Elements – Teacher candidates will:
3.1 Design and implement short and long term plans that are linked to program and
instructional goals as well as a variety of student needs.
3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate,
performance based) goals and objectives aligned with local, state, and /or national standards.
3.3 Design and implement content that is aligned with lesson objectives.
3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences.
3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or
modifications for student exceptionalities.
3.6 Plan and implement progressive and sequential instruction that addresses the
diverse needs of all students.
3.7 Plan and implement learning experiences that require students to appropriately use
technology to meet lesson objectives.
Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
Elements – Teacher candidates will:
4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of
instructional formats.
4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link
physical activity concepts to appropriate learning experiences.
4.3 Provide effective instructional feedback for skill acquisition, student learning, and motivation.
4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based
on student responses.
4.5 Utilize managerial rules, routines, and transitions to create and maintain a safe and
effective learning environment.
4.6 Implement strategies to help students demonstrate responsible personal and social behaviors
in a productive learning environment.
Standard 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.
Elements – Teacher candidates will:
5.1 Select or create appropriate assessments that will measure student achievement of
goals and objectives.
5.2 Use appropriate assessments to evaluate student learning before, during, and
after instruction.
5.3 Utilize the reflective cycle to implement change in teacher performance, student learning,
and instructional goals and decisions.
Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.
Elements – Teacher candidates will:
6.1 Demonstrate behaviors that are consistent with the belief that all students can become
physically educated individuals.
6.2 Participate in activities that enhance collaboration and lead to professional growth and
development.
6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified
teachers.
6.4 Communicate in ways that convey respect and sensitivity.