SLG 1: 08025.1 Content and Foundational Knowledge: Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program. |
SLO 1.1 - Describe and apply common content knowledge for teaching PreK-12 physical education. |
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SLO 1.2 - Describe and apply specialized content knowledge for teaching PreK-12 physical education. |
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SLO 1.3 - Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness for PreK-12 students. |
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SLO 1.4 - Describe and apply motor learning and behavior-change/psychological principles related to skillful movement, physical activity and fitness for PreK-12 students. |
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SLO 1.5 - Describe and apply motor development theory and principles related to fundamental motor skills, skillful movement, physical activity and fitness for PreK-12 students. |
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SLO 1.6 - Describe historical, philosophical and social perspectives of physical education issues and legislation. |
SLG 2: 08025.2 Skillfulness and Health-Related Fitness: Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness. Skillfulness and Health-Related Fitness Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness. |
SLO 2.1 - Demonstrate competency in all fundamental motor skills, as well as skillful performance in a minimum of four physical education content areas (e.g., games and sports, aquatics, dance and rhythmic activities, fitness activities, outdoor pursuits, individual-performance activities). |
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SLO 2.2 - Achieve and maintain a health-enhancing level of fitness throughout the program. |
SLG 3: 08025.3 Planning and Implementation: Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America’s National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology, and metacognitive strategies to address the diverse needs of all students. |
SLO 3.1 - Plan and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) short and long-term plan objectives that are aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education. |
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SLO 3.2 - Plan and implement progressive and sequential content that aligns with short- and long-term plan objectives and that addresses the diverse needs of all students. |
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SLO 3.3 - Plan for and manage resources to provide active, fair and equitable learning experiences. |
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SLO 3.4 Plan and implement individualized instruction for diverse student needs, adding specific accommodations and/or modifications for all students. |
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SLO 3.5 - Plan and implement learning experiences that require students to use technology appropriately in meeting one or more short- and long-term plan objective(s). |
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SLO 3.6 Plan and implement learning experiences that engage students in using metacognitive strategies appropriately to analyze their own performance results |
SLG 4: 08025.4 Instructional Delivery and Management: Physical education candidates engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, technology, and instructional and managerial skills to enhance student learning. |
SLO 4.1 - SLO 4.1 Demonstrate verbal and nonverbal communication skills that convey respect and sensitivity across all learning experiences. |
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SLO 4.2 - Implement demonstrations, explanations and instructional cues that are aligned with short- and long-term plan objectives. |
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SLO 4.3 - Evaluate the changing dynamics of the learning environment and adjust instructional tasks as needed to further student progress. |
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SLO 4.4 - Implement transitions, routines and positive behavior management to create and maintain a safe, supportive and engaging learning environment. |
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SLO 4.5 - Analyze motor skills and performance concepts through multiple means (e.g., visual observation, technology) to provide specific, congruent feedback to enhance student learning |
SLG 5: 08025.5 Assessment of Student Learning: Physical education candidates select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning. |
SLO 5.1 - Select or create authentic, formal assessments that measure student attainment of short- and long-term objectives. |
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SLO 5.2 - Implement formative assessments that monitor student learning before and throughout the long-term plan, as well as summative assessments that evaluate student learning upon completion of the long-term plan. |
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SLO 5.3 - Implement a reflective cycle to guide decision making specific to candidate performance, student learning, and short- and long-term plan objectives |
SLG 6: 08025.6 Professional Responsibility: Physical education candidates demonstrate behaviors essential to becoming effective professionals. They exhibit professional ethics and culturally competent practices; seek opportunities for continued professional development; and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals. |
SLO 6.1 - Engage in behavior that reflects professional ethics, practice and cultural competence. |
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SLO 6.2 - Engage in continued professional growth and collaboration in schools and/or professional organizations. |
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SLO 6.3 - Describe strategies, including the use of technology, for the promotion and advocacy of physical education and expanded physical activity opportunities |