Tennessee Physical Education Standards K-12

High School Writing/review team SHANNON MORRISON JENIFER L. LAURENDINE DEBBIE BRETSCHER JEFF KNOX, Ph.D. MANDY IRVIN MARCY MAURER, D.A.

Writing/review team: Middle School Chair: Marcy Maurer, D.A. (APSU) Writer: Chuck Whitlock (Wilson County) Writer: Michael Griggs (Montgomery County) Reviewer: Jamie F. Harvey, Ed.D (UTC) Reviewer: Todd Layne, Ph.D. (University of Memphis) Reviewer: Tina Hall, Ph.D. (MTSU)

Elementary School Contributing Authors Tina Hall: University professor, 18 years K-8 physical educator Alysia Jenkins: University instructor, 15 years K-5 physical educator Elementary Physical Educators: Terry Bellenfant Ben Griffey Susan Heiser Martha Hyder Victoria Rettman

Elementary Reviewers Jamie Harvey, UTC professor Bob Kerlin, K-5 physical educator Crystal Williams, K-8 physical educator

Reviewers for All TAHPERD 2015 convention attendees Statewide physical education teachers

Physical Literacy 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.

Key Ideas The Tennessee Physical Education Standards state skills, knowledge, and behaviors students should demonstrate at each grade level. The standard is the action, knowledge or behavior expected. Example: MS. 12.7.: Using either a short or long handled implement successfully rallies with a partner.

Key Ideas The STANDARD is now what was previously called an outcome or student performance indicator. There are five components which are a grouping of similar skills, knowledge or behaviors. The five components are similar to the previous standards

Components Five components: 1) Motor Skills (MS) 2) Cognitive Concepts (CC) or Movement Knowledge and Application (MKA) 3) Fitness and Physical Activity (FPA) 4) Personal and Social Responsibility (PSR) 5) Values Physical Activity (VPA)

Key Ideas…cont. Each component is divided into subcomponents as a means to organize similar standards. Cognitive Components Examples: H.S.: Movement Concepts & Principles, Skill Analysis, Game Rules, and Tactics and Strategies M.S.: Skill Analysis, Tactics and Strategies, and Outdoor Pursuits (optional). E.S.: Movement concepts, analysis & strategies The standards need not be taught in the order presented. The component and subcomponent numbers are only for organization and identification.

High School

Unique Component for HS Unique to the Grades 9-12 Standards is "Component Extension". The component extensions are ideas to further challenge students in a particular subcomponent and are optional teaching ideas.

STANDARDS

1) Motor Skills subcomponents a. Games, sports,& lifetime activities: MS.1-5 b. Fitness & lifetime activities: MS.6-7 c. Dance, rhythms, & lifetime activities: MS. 8-9 d. Aquatics and lifetime activities (optional): MS. 10-11 e. Outdoor pursuits and lifetime activities (optional): MS. 12-13 2) Cognitive Concepts subcomponents a. Movement concepts and principles: CC.1 b. Skill analysis: CC.2-3 c. Game rules: CC.4-5 d. Tactics and strategies: CC. 6-7

3) Fitness and Physical Activity subcomponents a. Health-related components: FPA.1-2 b. Skill-related components: FPA.3-4 c. Physical activity knowledge: FPA. 5-9 d. Exercise prescription: FPA. 10-11 e. Assessment: FPA. 12-13 4) Personal and Social Responsibility subcomponents a. Personal behaviors: PSR.1-3 b. Rules, etiquette, and sportsmanship: PSR.4-5 c. Cooperation: PSR.6-8 d. Safety: PSR. 9-10 5) Values Physical Activity subcomponents a. Appreciation: VPA.1-3 b. Challenge: VPA.4

Middle School

Standards

1) Motor Skills subcomponents Motor skills: MS. 1-16 Fitness: MS. 17- 19 Rhythm, dance and educational gymnastics: MS. 20-22 Aquatics (optional): MS. 23 Outdoor pursuits (optional): MS. 24

2) Cognitive Concepts subcomponents Skill analysis: CC.1-2 Tactics and strategies: CC. 3-9 Outdoor pursuits (optional): CC. 10

CC. 3-9 -tactics and strategies

3) Fitness and Physical Activity subcomponents Physical activity knowledge: FPA. 1 Fitness knowledge: FPA. 2-5 Assessment and planning: FPA. 6

Personal and Social Responsibility subcomponents Personal and social behaviors: PSR. 1 Rules and etiquette: PRS. 2-3 Cooperation: PRS.4

Values Physical Activity subcomponents: Appreciation and challenge: VPA.1-2

Elementary School

Standards

Movement Concepts: Assessed by Verbal, Written & Performance Space Awareness: Location, pathways, levels and directions Effort: Speed and force Relationships (body shapes, with objects & with people)

Examples MKA.1.1: Describes self and general space (verbal or written). Maintains self-space while traveling in general space. {performs} MKA.5.5: Analyzes the use of open space in a movement activity (verbal or written). Applies the concept of open-space to small-sided games/practice tasks, dance, and/or educational gymnastics experiences. {performs}

Other MKA sub-components Movement Principles Base of support Muscle Tension Ready Position Performance cues Simple strategies Grade 2 up only

Supporting Documents A glossary of terms Suggested critical elements for the mature pattern of skills Full K-12 standards: http://www.tn.gov/assets/entities/sbe/attachments/7-22-16_III_F_Physical_Ed_Standards_Attachment.pdf

Physical Literacy 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.

Physical Education Experiences One of the most reliable predictors for lifelong physical activity is the power of early physical activity and physical education experiences. (Ennis, 2010) Motor skill learning, feelings of enjoyment in activity, and intrinsic motivation development are all important early goals. (Corbin, 2001)

What Does the Research Say? Motor skill competence of children ages 5 to 10 is a better predictor of physical activity levels than is BMI (Spessato, Gabbard, & Valentine, 2003) Lack of motor skill proficiency is associated with lower physical activity levels and consequently lower fitness scores (Stodden, et al., 2008) Skill is formed through deliberate practice (Ericson, 2006) defined as: requiring carefully planned progressions, meaningful and well-designed learning tasks, practice time that allows for skill acquisition, and specific corrective feedback.

Focus of the Standards Skillfulness Knowledge Confidence Comes with Success

Success Success is measured by Achieving the outcomes/standards (Mastery) OR Improving movement competency (Student Growth) Success starts with the teacher designing learning experiences that will meet the standard.

Role of Teacher It is recommended that standards be revisited within the unit/module for M.S. & H.S. and at different points in the year for E.S. (Distributed Practice). Achievement of all standards is dependent on number of class meetings per year. Therefore, reducing or increasing the depth or scope may be necessary. Most, if not all, standards will require more than one class period for student mastery.

Role of Teacher While standards are grade-specific, skills and concepts may be introduced in an earlier grade. Skills and concepts will require review from previous grades; potentially will need to be taught for the first time. Standards are not all inclusive but do meet minimum expectations.

How much time do you have? 5 days per week of physical education = 180 days 3 days per week of physical education = 108 days 2 days per week of physical education = 72 days 1 day per week of physical education = 36 days

Elementary example: 36, 72, or 108 days to teach children everything they should know & be able to do… Locomotor skills Kicking Balance Volley, underhand Weight Transfer Volley, overhead Underhand throw Striking, short implement Overhand throw Striking, long implement Catching Movement concepts Dribbling with hands Fitness Dribbling with feet Personal responsibility

Planning for Meeting Grade Level Standards Pacing guide Term Year Unit or theme planning Lesson planning