What Does Quality Physical Education Look Like?
The following lessons were taught by graduate students from CSU Chico. Their purpose is to highlight effective teaching strategies, give an example of how to infuse fitness concepts into a lesson, and demonstrate what quality physical education may look like. These lessons are not perfect nor do they attempt to represent a real 50 minute physical education lesson. The quality of the videos was affected by: time constraints, amateur video equipment, weather, and the requirements of our video hosting service (YouTube). Future funding will allow our website to professionally reshoot these videos.
Focus on Effective Teaching Strategies | Focus on Incorporating Fitness Concepts |
**Thank you to Scott Amick and David Wellman for teaching the lessons and to the students from Sierra View Elementary for helping us create these videos**
Standards Based EducationQuality physical education is based on national and state standards. These standards define what a physically educated person is and also lists the outcomes and benchmarks that serve as curricular guidelines for each grade level. See the NASPE Standards below.
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. | An Example of a New P.E. Program |
What Quality Physical Education is NOT
Williams, N. (1992). The Physical Education Hall of Shame. Journal of Physical Education, Recreation and Dance.
1. Absence of the proposed objectives of the activity or game
2. Barely promotes any of our major goals 3. Lack of emphasis on teaching motor skill and lifetime physical activity or fitness 4. Overemphasis on and concern for fun 5. Extremely low participation time for any of the students | 6. Limited physical activity
7. Focuses on eliminating students from participation 8. Potential to embarrass a student in front of the class 9. Extremely high likelihood for danger, injury, and harm 10. Require little training or pedagogical skill to teach |
Hall of Shame 1 Click on the Picture to Enlarge |
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Diamond Conceptual Framework for Physical Education
The diamond shape helps illustrate the progression of skills and concepts taught in physical education. Students should first learn the fundamental skills needed to be successful in activities, then experience a variety of activities with the goal of finding a few they enjoy, and lastly become proficient in those chosen activities with the hope that they will continue to participate in them throughout their lifetime. The guiding principles of the physical education curriculum are the national (NASPE) and state standards.
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