NASPE’s Definition of a Physically Educated Person

A Physically Educated Person  Demonstrates competency in many movement forms and proficiency in a few movement forms  The focus of this standard is developing movement competence and proficiency.  In regard to movement competence, students will establish the foundation of motor skills.  Development of proficiency helps students prepare for advanced level performance.

 Fundamental skills developed over this time frame include:  Running  Skipping  Throwing  Striking  Over the years these skills develop into specialized skills such as:  dancing  throwing a pass  Catching with a glove  Students will apply basic skills throughout their school years and these skills will be used in a variety of leisure and work related activities.

 Applies movement concepts and principles to the learning and development of motor skills A Physically Educated Person  Uses cognitive information to enhance motors skill acquisition and performance.  In the lower elementary level, the emphasis should be placed on movement vocabulary and initial application skill concepts.  In the upper elementary and middle school levels, the emphasis is placed on more complex concepts along with applying these concepts to physical activity situations.  In the high school level, students should have sufficient knowledge in concepts to independently use a variety of complex concepts.

A Physically Educated Person  Exhibits a physically active lifestyle  Establishes patterns of regular participation in meaningful physical activity.  Connects what is done in the physical education class with the lives of students outside of physical education.  Develops an active, healthy, lifestyle.  Cognitive understandings develop from an initial awareness of cause and effect relationships between activity and its immediate and identifiable effects on the body.  Young children should learn to enjoy activity.  Develop an awareness of opportunities which encourage a broad level of participation.

A Physically Educated Person  Achieves and maintains a health-enhancing level of physical fitness  Encouraged to develop higher levels of basic fitness and physical competence.  Establishes fitness levels on a personal basis.  For elementary children, the emphasis is on an awareness of fitness.  Middle school students should understand fitness components and how each is developed and maintained.  Secondary students develop an appropriate personal fitness that enables them to achieve desired levels of fitness.  Students should accept responsibility for personal fitness leading to an active, healthy lifestyle.

A Physically Educated Person  Demonstrates responsible personal and social behavior in physical activity  Achievement of self–initiated behaviors that promote personal and group success in activity settings.  For lower elementary levels, students should have a recognition of classroom rules and procedures and a focus on safety.  For the upper elementary levels, students should learn to work independently, with a partner, and in small groups.  Middle school students identify the purposes for rules and procedures and become involved in decision–making processes to establish rules for specific activities.

A Physically Educated Person  Demonstrates understanding and respect for differences among people in physical activity settings  Develops respect for individual similarities and differences through physical activity.  Characteristics of similarities and differences include culture, ethnicity, motor performance, disabilities, physical characteristics (strength, size, shape), gender, race, and socio-economic status.  Elementary students begin to recognize individual similarities and differences.  Middle school students participate cooperatively in physical activity.  High school students are expected to participate with all people.

A Physically Educated Person  Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction  An awareness of the intrinsic values.  Benefits of participation in physical activity that provides personal meaning.  Provides opportunity for self – expression  social interaction  enjoyable  challenging  fun

 Elementary school children should:  derive pleasure for movement.  experience challenge and joy as they become competent in movement.  Middle school children physical activity should provide:  challenge  social interaction  group membership  High school students should have enjoyment and challenges as well as opportunities for self – expression and social interaction