Evaluating a Physical Education Program

Evaluating a physical education program is important for teachers, administrators, and parents. By assessing the quality of your program, you can identify areas that are in need of improvement and make the necessary changes, as well as recognize and reward good practices.

In an effort to help parents and administrators at all levels determine if a physical education program meets nationally recognized standards for high quality, we have provided links to the National Association for Sport and Physical Education (NASPE) "Tools for Observing Quality Physical Education" webpage.

Physical Education Curriculum Analysis Tool (PECAT) - CDC

"School Physical Education Program Checklist" - NASPE

"Physical Education Teacher Evaluation Tool" - NASPE

"Appropriate Instructional Practices" - NASPE

Quality Physical Education Checklist

Click Here to Download this Checklist (modified from NASPE).

Teacher & Lesson Evaluation Sheet

Click Here to Download this Evaluation Sheet

Last updated May 30, 2011

Articles on Role Modeling in Physical Education

4 Reasons Why We Must be Good Role Models: Teaching Virtues by Walking the Walk! Himberg, C. PELINKS4U: "Hundreds of articles, books, presentations, and workshops, have answered these “HOWs” in different ways. In this editorial I present my point of view on one aspect of the 'how' that I believe is crucial: being a positive role model by being physically active and fit according to health-related criteria. I present this view not only as an educator with some K-12 teaching experience, but also as a parent and advocate for quality physical education. I will end with a few ideas for how we can avoid making excuses and hold each other accountable for being physically active and fit teachers, teacher educators, and future teachers."
A Philosophical Position on Physical Activity & Fitness For Physical Activity Professionals. NASPE Position Statement (2009): "Participating in regular physical activity at a level sufficient to promote health-related physical fitness is an important behavior for professionals in all fields of physical activity at all levels, including coaches, K-12 teachers, physical educators and kinesiology faculty members at higher education institutions, and fitness professionals."
Are Overweight Physical Educators at a Disadvantage in the Labor Market? Melville, D., & Cardinal, B. (1997). Physical Educator, 54(4), 216: "This article examines if being a good role model of physical activity and fitness influence one's employability within the physical education profession."
Butches, Bullies and Buffoons: Images of Physical Education Teachers in the Movies. McCullick, B., Belcher, D., Hardin, B., & Hardin, M. (2003). Sport, Education & Society, 8(1), 3: "The purpose of this study was to examine the cinematic images of physical educators during the past decade." Categories include: Physical Education Teachers and Coaches are the same, Confusing Contexts and Idiosyncrasies, Appearances, Physical Education Teachers do not Teach, Physical Education Teachers are Bullies, Women and Men Physical Education Teachers are Portrayed Differently, Women are Portrayed as ‘Butch Lesbians,’ Men are Hormone-Raging Heterosexuals, and Buffoons."
Code of Conduct for P-12 Physical Education Teachers. NASPE Position Statement (2011): "It is the position of the National Association for Sport and Physical Education (NASPE) that each physical education professional is responsible for achieving and maintaining competency of knowledge and integrity of practice as demonstrated through fair, honest and respectful behaviors toward students, colleagues, the profession and society."
Fit to Teach Physical Education. Simpson, K., Tucker, P., & van Zandvoort, M. (2011). PHENex Journal, 3(2), 1-9: "The purpose of this study was to explore the relationships between teacher’s confidence to teach Physical Education and: 1) teacher’s own physical activity levels; and, 2) teacher’s formal PE training. Results indicated that teachers who engaged in sufficient daily activity to meet the Canadian Physical Activity guideline were more confident in their ability to teach PE (p < .05). When considering teachers’ formal PE training, results (albeit non-significant) confirmed that an increased confidence in teaching PE is associated with educational training in PE. In an effort to increase teachers’ confidence instructing PE class, these findings support the importance of encouraging physical activity participation among generalist elementary school teachers and the need to offer ongoing PE training."
How Fit Do Physical Educators Need To Be? Melville, D. (1999). Physical Educator, 56(4),170: "Provides information on a study which determined the relationship between the physical fitness, employability and teaching effectiveness of a physical educator. Philosophical discussion on how physically fit the physical educator needs to be; Arguments favoring both moderate and high fitness standard."
NASPE Code of Ethics for Professionals in Higher Education. NASPE Position Statement (2009): "Each professional in sport and physical education is responsible for achieving and maintaining competency of knowledge and integrity of practice as demonstrated through fair, honest, and respectful behaviors toward students, colleagues, the discipline and profession, and society. Each professional is expected to uphold the professional standards and integrity of research and practice and professionalism articulated in the Code of Ethics."
Physical Description and Job Attainment in Physical Education. Jenkins, A., Caputo, J., & Farley, R. (2005). Physical Educator, 62(2), 96-102: "The purpose of this study was to investigate Tennessee principals' selection of physical education teacher applicants based on hypothetical descriptions of academic merit and physical appearance. An average GPA, slightly overweight candidate was more favored for the job than a below average GPA, good physical condition counterpart. Also, a significantly overweight applicant with an above average GPA was less favored for hiring when compared to an average GPA candidate with good physical condition. Overall, physical description/appearance influenced Tennessee principal's selections in hiring physical education teachers."
Role Modeling in HPERD: Do Attitudes Match Behavior? Cardinal, B. & Cardinal, M. (2001). Journal of Physical Education, Recreation, and Dance, 72(4), 34-39: "Recent observations regarding peoples' attitudes toward modeling appropriate physical-activity and fitness behaviors in health, physical education, recreation, and dance are discussed. The ranking of lifestyle physical activities as the least important of the four physical activity behaviors was especially disheartening."
The Effect of a Female Physical Educator's Physical Appearance on Physical Fitness Knowledge and Attitudes of Junior High Students. Dean, M., Adams II, T., & Comeau, M. (2005). Physical Educator, 62(1), 14-25: "This study was designed to determine if a female physical educator's appearance of body fatness affects 1) the cognitive performance of junior high school students on a test of health-related fitness knowledge, and 2) student attitudes toward the instructor. Results indicate instructor-physical appearance is related to student performance on a cognitive based health-related fitness test. In contrast, instructor physical appearance does not appear related to student attitude toward the instructor."
What Constitutes a Highly Qualified Physical Education Teacher. NASPE Position Statement (2007): "Highly qualified physical educators from accredited teacher education programs are essential for delivering standards-based curriculum to meet the goal of developing physically educated and physically active individuals."