Content Standards
The following summarizes the state (MDE) and national (NCATE/NASPE) standards that the SVSU Physical Education Teacher Education major and secondary minor satisfies.
Standard 1: Content Knowledge
Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person.
The basic skill performance, strategies, history, and etiquette in the areas of dance, rhythms, fundamental movements, fitness/aerobics, individual & team sports, leisure activity and swimming are developed in PHE 125 and KINE 270 to KINE 280 using peer teaching, participation, and video observation of children. There are analysis opportunities and a variety of authentic assessments to help develop skill and knowledge. Heart rate monitors, pedometers, personal voice amplifiers, Play Station®, video, audio, web & power point are frequently used technologies that provide motivation and information that help to increase student understanding while modeling best practices.
Standard 2: Growth & Development
Physical education teachers understand how students learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development.
Needs of elementary level students are presented in Fitness & Fundamental Movement, Dance and Rhythms as well as the Elementary Methods of Physical Education K-8 courses. Motor Learning and Development is the primary course where knowledge of physical development and growth is fully covered. The adapted physical education class expands the context of developmental issues to include a variety of conditions outside of “normal” development. Development of the affective and cognitive domains is covered in Humanistic Concerns. The required psychology courses of General Psychology, Adolescent Psychology and Educational Psychology add depth and breadth of growth and development knowledge for the PETE major.
Motor Development Day(video)
Standard 3: Diverse Learners
Physical education teachers understand how individuals differ in their approach to learning and create appropriate instruction adapted to these differences.
Students are placed in rural, suburban and rural settings during field work beginning with early observations and short term field placements and will experience and reflect upon a variety of socioeconomic and racial/ethnic differences from a teaching perspective. Dance and Rhythms provides opportunities to explore other cultures through folk and ethnic dance as well as introducing other core content areas through interdisciplinary peer teaching. Not only do our students play games like “Goal Ball” in the adapted Physical Education course, but they also are assigned to participate with and/or observe local special needs sport activities. This provides an exciting and meaningful interactive method of learning about the movement opportunities for those with handicapping conditions. Motor Learning and Development engages students in applying transfer of learning, feedback, contextual interference, part-whole learning and motor program theories to self-developed case studies based upon prior peer teaching in KINE 276 or KINE 278. Students create a computerized graph of their own unique multiple intelligence in KINE 372.
Standard 4: Management and Motivation
Physical education teachers use an understanding of group and individual motivation behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Students are guided through the basic practices of management and motivation while peer teaching in the “200 block” majors activity courses. They prepare class rules, a discipline plan and practice implementing a variety of methods of discipline in a gym setting with their peers during role play activities in the Organization and Administration course. Theories of how to motivate are presented in the Humanistic Concerns class. The elementary and secondary physical education methods courses have extended field experiences where students get to practice the class routines and teaching styles with real children in real school settings. The “big” picture of a physical education program and teaching is presented in the Physical Education Curriculum class.
Standard 5: Communication
Physical education teachers use knowledge of effective verbal, non-verbal, and media communication techniques to enhance learning and engagement in physical activity settings.
A variety of methods of communicating with important stakeholders are presented and practiced in the PETE major. Students develop a class rules poster and an advocacy poster in Organization & Administration of Physical Education. They create a content theme-based bulletin board in the Elementary Physical Education Methods course and do extensive Power Point presentations in the Fitness and Activity Assessment, Team Games & Sport and Humanistic Concerns classes.
http://www.pecentral.org/BulletinBoard/ViewBulletinBoard.asp?ID=45
Standard 6: Planning and Instruction
Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state (MDE) and national (NASPE K12) standards.
The SVSU preservice teaching experience provides for extensive field opportunities that begin very early in the program. Using a student-centered approach, PETE majors at SVSU experience a sequence of guided peer teaching opportunities in the “200 block”. Thus, in Fitness Activity and Assessment, Fitness and Movement Fundamentals, and Dance and Rhythms there is an emphasis on individual or small group teaching of a single activity or lesson. Then in Individual and Leisure Activities and the Sports and Games classes, group peer teaching provides for a more in depth teaching in the form of creating and implementing a unit. In the Water Safety Instructor class, PETE majors teach activities, lessons, and units to peers as well as actual children. The elementary and secondary methods of physical education as well as the general and advanced methods of education courses provide for extensive field experience that has an enormously positive cumulative effect on the confidence and competence of implementing theory into practice by our majors.
Standard 7: Learner Assessment
Physical education teachers understand and use assessment to foster physical, cognitive, social, and emotional development of students in physical activity.
Kinesiology candidates have the opportunity to use formal and informal assessment strategies in the "200 block" courses to evaluate the physical, cognitive, and social expertise of classmates. Extensive participation, discussion and evaluation of important motor field tests occur in the lower level Fitness & Activity and Assessment course. Deeper understanding of motor and cognitive testing is developed in the Tests & Measurement class. Candidates are required to understand and execute assessment strategies while dealing with public school students in the Secondary Methods course, KINE 486. SVSU student teachers are required to grade and assess public school students during the clinical experience focusing energy on progress in the intellectual, social, and physical development of students. Evaluation of students’ work is one of the teachers’ most important responsibilities. SVSU candidates have ample opportunity to consider formal and informal assessment relative to public school students’ growth and development.
Standard 8: Reflection
Physical education teachers are reflective practitioners who evaluate the effects of their actions on others (e.g., students, parent/guardians, fellow professionals), and seek opportunities to grow professionally.
Many educators, as well as researchers, believe that the ability to introspectively reflect on teaching is the mark of a master teacher. Through reflection, real growth and, therefore, excellence are possible. By trying to understand the consequences of actions and by contemplating alternative courses of action, teachers expand their repertoire of practice. SVSU’s Kinesiology majors are introduced to the notion of reflection in KINE 100 where they are asked to develop a series of reflective essays while completing 80 hours of field experience in local public schools. Then, in each of the "200 block" classes, the peer teacher/group (major) has several formal opportunities to meet with the course instructor prior to, during, and after instruction to review how they did, what they thought, and what they might do differently and why. Reflection on Kinesiology content is significant in upper level courses especially in KINE 370 and 486 where candidates reflect on both content and on the execution of lesson plans with public school students. Candidate’s reflection with public school students, parents, and other professionals is required during the student teaching experience.
Standard 9: Technology
Physical education teachers use information technology to enhance, learning and to enhance personal and professional productivity.
Heart rate monitors, pedometers, personal voice amplifiers, Play Station®, video, audio, web & Power Point, are frequently used technologies in the SVSU physical education major’s peer teaching setting. Students will make a major power point presentation in their Humanistic Concerns class. Kinesiology/biomechanics and physiology of exercise utilize a variety of current and advanced technologies that are used to study human movement at a deeper level (e.g. ECG, EMG, accelerometry, goniometry, bioelectrical impedance, etc.). The computer applications course EDL 305 provides hands-on experience using important software programs with which teachers need to become familiar.
Standard 10: Collaboration
Physical education teachers foster relationships with colleagues, parents/guardians, and community agencies to support students’ growth and well-being.
Early in the major, students complete an in-depth interview in their Foundations of Physical Education and Humanistic Concerns classes. During KINE 100, Exploring Teaching in Physical Education, and an introductory opportunity is created having students observe and reflect upon the collaborative process relative to physical education teaching. An exciting and unique experience occurs in the Individual and Leisure Activities course where students are guided to develop a positive community relationship that will result in a physical activity Unit that is implemented off-campus. KINE 286, Organization and Administration of Physical Education, builds on KINE 100 by providing experiences for students to explore through more direct involvement such as creating an advocacy poster, looking for external funding opportunities for physical education (such as grants) and listening to the experiences of current physical educator/administrator as they present their experiences to our students as guest speakers. Students will be required to attend a parent-teacher meeting or association meeting.
A Physically Educated Person*:
Demonstrates competency motor skills and movement patterns needed to perform a variety of physical activities.
- Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
- Participates regularly in physical activity.
- Achieves and maintains a health-enhancing level of physical fitness.
- Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
- Demonstrates understanding and respect for differences among people in physical activity settings.
- Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
*NASPE (2004). Moving Into the Future. National Standards for Physical Education. (Second Edition). Stock No. 304-10275.
State of Michigan Standards:
Michiganentry‑level teaching standards
- An understanding and appreciation of the liberal arts, (humanities, the social sciences, the mathematical and natural sciences, and the arts);
- An understanding of and commitment to student learning and achievement;
- A knowledge of the assigned subject areas and how to teach those subjects;
- An ability to manage and monitor student learning;
- An ability to systematically organize teaching practices and to learn from experience;
- A commitment to participation in learning communities; and
- An ability to use information technology to enhance learning and to enhance personal and professional productivity.
State of MichiganStandards:
The INTASC Standards:
Interstate New Teacher Assessment & Support Consortium
1. Content Pedagogy
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
2. Student Development
The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Multiple Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem‑solving, and performance skills.
5. Motivation and Management
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self‑motivation.
6. Communication and Technology
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Planning
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
8. Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. Reflective Practice: Professional Growth
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10.School and Community Involvement
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well‑being.