1. Tennessee Physical Education Standards K-12

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

4. 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)

5. 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

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

7. Reviewers for All TAHPERD 2015 convention attendees
Statewide physical education teachers

9. 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.

10. 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 : Using either a short or long handled implement successfully rallies with a partner.

11. 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

12. 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)

14. 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.

15. High School

16. 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.

17. STANDARDS

18. 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
e. Outdoor pursuits and lifetime activities (optional): MS
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

19. 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
e. Assessment: FPA
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

20. Middle School

21. Standards

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

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

27. CC. 3-9 -tactics and strategies

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

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

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

33. Elementary School

34. Standards

38. 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)

39. 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}

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

42. Supporting Documents A glossary of terms
Suggested critical elements for the mature pattern of skills
Full K-12 standards:

43. 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.

44. 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)

45. 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.

46. Focus of the Standards Skillfulness Knowledge Confidence
Comes with Success

47. 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.

48. 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.

49. 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.

50. 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

51. 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

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