Quality Physical Education

Quality physical education is based on national and state standards that define what a physically literate person should know and be able to do. Student learning outcomes and benchmarks are based on these standards and serve as curricular guidelines for each grade level. 
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.
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.
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
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THE DIFFERENCE BETWEEN PHYSICAL EDUCATION AND PHYSICAL ACTIVITY
"With heightened attention on childhood obesity prevention efforts, there seems to be some confusion between the terms 'physical education' and 'physical activity.' Often the words are used interchangeably but they differ in important ways. Understanding the difference between the two is critical to understanding why both contribute to the development of healthy, active children. SHAPE America believes every child in the United States deserves both a quality physical education and physical activity program" (SHAPE America). Read this article for more information.
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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. Elementary School - Students should first learn the fundamental skills needed to be successful in a variety of physical activities (physical literacy), just as they would need to learn the alphabet before learning to read.
  2. Middle School - 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/or lifting weights.
  3. High School - 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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RESOURCES FOR 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 various evaluation resources.
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Videos highlighting quality physical education
Quality Physical Examples - Youtube Playlist
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​Pete Charrette's Elementary Class
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Example Lesson Plans
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PHYSICAL EDUCATION'S "HALL OF SHAME" ACTIVITIES
Hall of Shame characteristics for physical education
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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; Does not address the proposed student learning objectives; 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