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QUALITY PHYSICAL EDUCATION ADVOCACY
  • ​The Importance of Physical Education​​
  • What Does Quality Physical Education Look Like?
  • ​​​​​​Advocacy Resources and Toolkits
  • ​How to Engage Families in Your Curriculum​
  • ​Join the Coalition for Quality Physical Education
EFFECTIVE TEACHING STRATEGIES
  • Teaching Strategies
  • Planning
  • Assessment
  • Class Management
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  • Effective Teaching Strategies - General
  • Effective Teaching Strategies - English Language Learners
  • Effective Teaching Strategies - ​Adapted Physical Education
  • ​​​Examples of Cross Disciplinary Activities
  • Facilitating Discussions and Debriefs
  • ​Growth Mindset and Multiple Intelligences​​​
  • Social Justice and Diversity Resources
  • ​Advice for New Teachers
  • Miscellaneous Articles and Videos​
  • Planning Physical Education Units​
  • Domains of Learning and Writing Learning Objectives
  • ​​Instructional Models in Physical Education
  • Teaching Styles in Physical Education​​​
  • Assessment in Physical Education
  • ​Rubric Guidelines and Examples
  • ​Grading in Physical Education
  • Fitnessgram Guidelines and Resources
  • Class Management Guidelines​
  • ​Tools for Assessing Behavior​
  • ​Resources for Building Character and Conflict Resolution​
  • ​Strategies for Forming Groups​
TEACHing tools and RESOURCES
  • Teacher Resources
  • Fitness
  • Instructional Videos
  • Professional Development
  • Technology
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  • Physical Education Related Organizations
  • Resources for Physical Education Lessons
  • ​​​Safety Related Resources​
  • ​​Resources for Physical Education DIY and Hacks​​
  • Physical Education Related National Observances​​
  • ​​​The Importance of Recess, Play, and Active Classrooms​​
  • Examples of Creative Fitness Activities
  • ​​​​Strategies for Activity Promotion and Adherence​
  • Resources for Stress Management​
  • Online Resources for Health, Fitness, and Nutrition
  • Icebreakers, Teambuilding, and Conflict Resolution
  • Dance - Overview and Resources
  • Dance - Folk and Line
  • Dance - POCO LOCOs
  • Dance - Ballroom and Social Dance​
  • Information and Resources for Professional Development​
  • ​Social Media Resources for Physical Educators​​
  • ​Teaching Evaluation Forms for Physical Educators​
  • ​Technology Guides for Physical Education
  • Apps for Physical Education
  • Online Technology Resources
  • ​Projector Uses in Physical Education
  • ​Virtual Reality in Physical Education
  • 360 Degree Photos and Videos in Physical Education
  • Augmented Reality and QR Codes in Physical Education

Planning Physical Education Units

  • Overview
  • SHAPE America Appropriate Practices
  • Related Pages
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  • Changing the "Culture of Games": "...​This "culture of games" exists in our physical education history and will exist in our physical education futures unless we are prepared to acknowledge that it exists and take steps to create better physical education experiences for our students...."​

  • ​​Lesson Planning and Instructional Year Design
  • ​Making Sense of Student Learning Targets​
  • My Planning Process​
  • #PhysEd Curriculum Mapping​​
  • ​​Standards-Based Physical Education​
  • Teaching with Intention
  • Times When You Wont Hit a 50% Physical Activity Target in a PE Class
  • 3.1.1 The physical education curriculum has an obvious scope and sequence, based on goals and objectives that are appropriate for all students and that are derived from national or state standards.
  • 3.1.2 The physical educator includes motor skill development, physiological and biomechanical concepts, health-enhancing physical activities that lead to a physically active lifestyle, and opportunities to develop appropriate social behaviors.
  • 3.1.3 Instruction follows a scope and sequence that is designed to scaffold prior learning and develop mature forms of skills and strategies.
  • 3.1.4 Teachers design progressions that allow students to build on previously learned content and skills, by focusing on lifetime activities.
  • Revisit content throughout the year.
  • ​Domains of Learning and Writing Learning Objectives
  • ​​Instructional Models in Physical Education
  • Teaching Styles in Physical Education​​​
 
DIAMOND CONCEPTUAL FRAMEWORK: A K-12 ROAD MAP FOR PHYSICAL EDUCATION
​The diamond conceptual framework helps illustrate the progression of skills and concepts taught in physical education, which are guided by national and state standards and research on physical activity and physical education. 
  1. Students should first learn the fundamental skills needed to be successful in physical activities (physical literacy), just as they would need to learn the alphabet before learning to read.
  2. Next they should experience a variety of activities with the goal of finding a few they enjoy; we wouldn't want them to go through life thinking the only way to stay healthy and fit is by running, playing basketball, and lifting weights.
  3. Lastly, students should become proficient in a few chosen activities with the hope that they will continue to participate in them throughout their lives. 
Diamond Conceptual Framework for physical education
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NATIONAL STANDARDS AND GRADE LEVEL OUTCOMES
​SHAPE America National Standards and Grade Level Outcomes for K-12 Physical Education​​

Standards and Outcomes - Curated tweets by supportREALtchr
Grade Level Outcomes - Apps
  • All Grades Version 1: good for planning.
  • All Grades Version 2: good for planning.

  • Elementary Version 1: shows progression of GLOs through grade levels.
  • Elementary Version 2: shows all GLOs for a specific grade level.
  • Elementary Version 3: can check off individual GLOs when completed.

  • Middle Version 1: shows progression of GLOs through grade levels.
  • Middle Version 2: shows all GLOs for a specific grade level.
  • Middle Version 3: can check off individual GLOs when completed.

  • High School Version 1: shows progression GLOs through grade levels.
  • High School Version 2: shows all GLOs for a specific grade level.
  • High School Version 3: can check off individual GLOs when completed.
PHYSICAL EDUCATION'S "HALL OF SHAME" ACTIVITIES
  • ​​List of Games Inducted into Hall of Shame
  • PE Ain’t What it Used to Be​​
  • ​​The Physical Education Hall of Shame I​
  • ​The Physical Education Hall of Shame III​
  • ​The Physical Education Hall of Shame IV​
  • ​Was I Glorifying Violence with these Physical Education Games?​

Hall of Shame characteristics
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Here are additional characteristics listed in the Physical Education "Hall of Shame" articles that we omitted from our table and the reasons why:
  • Requires little training or pedagogical skill to teach - Complexity of a task does not relate to its quality.
  • Overemphasis on and concern for fun - A standards based program negates this issue​.
  • Does not address the proposed student learning objectives - A standards based program negates this issue​.
  • Lack of emphasis on teaching motor skills and lifetime physical activity skills - A standards based program negates this issue​.
WHY DODGEBALL IS AN INAPPROPRIATE ACTIVITY
Hall of Shame characteristics
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  • ​Dangerous Dodge Ball: 4 Lawsuits Stemming from P.E.
  • ​​Dodgeball Is Fine for Adult Leagues, but Not for PE Class
  • ​Dodging Dodgeball
  • Dodgy Ball: It's Not Just a Sport. It's a Perspective
  • Researchers: Dodgeball is More Than a Game, It's 'Legalized Bullying'
  • Rethink Human Target Games in Physical Education
  • SHAPE America's Position Statement on Dodgeball​
DESIGNING STANDARD BASED UNITS
**Select standards/outcomes based on the developmental level of the students (which may differ from their grade level)
​and include additional learning objectives to meet the needs of your students and community.**
DESIGNING STANDARD BASED LESSONS
Key Questions from Instructional Models for Physical Education, 3e (Exhibit 6.7, p. 147), by Michael W. Metzler. Copyright ©2011 by Holcomb Hathaway.
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Below is a video on how to create standards based lessons from Terri Drain. Also see this video and this article for examples of a standards based lessons.
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UNPACKING STANDARDS
​Standards and student learning outcomes are often comprehensive. After reading each Standard/Outcome, ask yourself “What do my students need to know and be able to do to meet this Standard/Outcome?” The table below shows how many student learning outcomes can be created from one Psychomotor Standard. Find more information on unpacking standards from The Physical Educator.
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STUDENT LEARNING OBJECTIVES AND DOMAINS OF LEARNING ​
Below are examples of student learning outcomes for the psychomotor, cognitive, and affective domains of learning. The purpose of the taxonomies below are to make it easier to sequence learning tasks in a logical order of difficulty. For more information see our ​Domains of Learning and Writing Learning Objectives page. 
Click Photos to Enlarge
Additional resources
  • ​Curriculum Development Part 1 (​SHAPE America Podcast​​)
  • ​​​​Curriculum Development Part 2 (SHAPE America Podcast)
  • Layering Elementary Physical Education Instruction
  • Lesson Plans (PhysEdReview)
  • Physical Education Curriculum Analysis Tool (CDC)​​
  • Physical Education Framework for California Public Schools
  • Sample Units (Colorado Department of Education)
  • Scope and Sequence Example (SPARK)
  • Why I Created a Physical Education Specific Lesson Plan
  • Yearly Plan Template K-5 Template
  • Yearly Plan Template 6-8 Template

Download Peer Feedback Template
Peer Feedback Template
Download Station Templates
Station Template
Download Custom Dice Maker
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​Promoting Quality Physical Education through Advocacy and Free Access to Information and Resources