1. Unpacking the Revised National Standards for K – 12 Physical Education
Stevie Chepko, Shirley Holt/Hale & Lynn Couturier

2. Objectives for the session
Part 1 : Overview of the revised standards & new grade-level outcomes
Part 2: Activity-based modeling of implementation

3. Part 1

4. 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.

5. Standards 1 & 2
Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

6. Standards 3 & 4
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

7. Standard 5
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

8. Part 2

9. Grade-Level Outcomes
What learners will know and be able to do as a result of learning activities at each grade level
Bridge the gap between broadly-written standards and curriculum development
Scholarship is the foundation

10. Key Findings - Competency
After age 14, physical activity levels decline
Motor skill competency promotes engagement in physical activity and adequate health-related fitness through adulthood
Perceived competency in PE positively predicts physical activity levels
particularly for girls

11. Key Findings - Engagement
Participate, but often not “engaged”
Several factors
Perceived competence
Activity choice
Cognitive demand
Reducing social comparison for less skilled

12. Key Findings – Intrinsic Motivation
Intrinsic motivation is increased if students
Choose the activity (autonomy)
Master the activity (competency)
Participate in supportive environment (relatedness)
Enjoyment increased with these factors

13. Key Findings – Climate
Competency through engagement in mastery-oriented tasks
Competitive, full-sided games appeal mainly to highly skilled
Less skilled students prefer non-competitive and cooperative activities
Emphasize motor skill development, through developmentally-appropriate, progressive, mastery-oriented tasks
Practice tasks must be deliberate and allow for differentiation across skill levels

14. Translation of findings to outcomes
Develop competency, particularly in fundamental motor skills
Address needs of less-skilled students
De-emphasize full-sided games and competitive activities
Foster a mastery-oriented environment
Choice in types of activities as well as level of challenge
Greater emphasis on knowledge and skills that foster lifelong physical activity

15. Key points for levels
Elementary –fundamental motor skills as foundation for movement competency
Middle – application of skills
balance of activities to retain interest of all students (dance, fitness activities, individual and team activities)
introduction of game tactics
High School – focus on lifetime activities and personal choice
fitness/wellness, dance, individual/dual activities
de-emphasis on competitive sports

16. Sample of Elementary Outcomes - Standard 1

17. Sample of Middle School Outcomes – Standard 2

18. Sample of High School Outcomes – Standard 3

19. Scope & Sequence for K – 12 Physical Education

20. Part 2: Implementation - Activity-based modeling
Elementary ~ Middle ~ High
Should we add middle school?

21. Striking

22. Striking (volley) K. Strike to send the balloon upward
1st…strike with an open palm
2nd…strike upward consecutively
3rd…over a net, to the wall, over a line …3 of the 5 critical elements
4th…mature pattern

23. Striking (short implement)
K…strikes lightweight object
1st…send object upward
2nd…consecutive hits
3rd…3 of the 5 critical elements
4th…with a partner, over a low net, to the wall
…mature pattern
…with concepts of direction, force, open & closed space
5th…with a partner, over a net, to the wall
…cooperative or competitive environment
…with offensive & defensive strategies

24. CRITICAL ELEMENTS - STRIKING – Short Implement
Racket back in preparation for striking
Step on opposite foot as contact is made
Swing racket or paddle low to high
Coil and uncoil the trunk for preparation and execution of the striking action
Follow through for completion of the striking action

25. Accessing the Documents
AAHPERD [Couturier, L., Chepko, S., & Holt/Hale, S., Principal writers]. (2014). National standards and grade-level outcomes for k – 12 physical education. Champaign, IL: Human Kinetics.
Book version includes:
Goal, standards, and outcomes
Critical elements
Research
Designing practice tasks
Assessing student learning
Technology
Free version includes goal, standards, and outcomes only