Concord University

Division of Science, Mathematics, and Health

Department of Human Performance

Fall, 2016

Course: PED 329 Motor Learning/Motor Development

Credit Hours: 2 hours

Class Meetings: MW 10:00-10:50pm

Prerequisites: Educ. 210

Instructor: Dr. Wes Meeteer Carter Center, 301K

304-384-5983 E-mail: wmeeteer@concord.edu

Office Hours: MWF 11-12 A.M. T 10:30-12:30 P.M.

Required Textbook: Human Motor Development, A Lifespan Approach, Gregory Payne and

Larry Isaacs, ISBN: 978-0-07-352362-0

Recommended reference book: Motor Behavior from Learning to Performance, Darlene A.

Kluka, Morton Publishing Company, 1999, ISBN: 0-89582-

386-1

Course description: This course is designed for physical education majors as they examine the

cognitive and neuro-physiological processes underlying motor skill

acquisition and performance. A special emphasis is placed on the

application of this knowledge as it relates to the process of teaching motor

skills.

Course Objectives: By the completion of the course, the student will:

Define basic motor development and learning terminology as it applies to

movement acquisition, physical activity and physical fitness.

Demonstrate knowledge of motor development models (developmental stage

theory, dynamic systems perspective, hourglass model) and their application to

movement acquisition, physical activity, and physical fitness.

Identify and describe contextual constraints of the individual (including

biological, physical, cognitive, perceptual, and social) that influence play

behaviors, motor skill acquisition, physical activity, and fitness in children and

adolescence.

Identify and describe contextual constraints of the environment (including

physical and socio-cultural) that influence play behaviors, motor skill acquisition,

physical activity and fitness in children and adolescence.

Identify and describe contextual constraints of the task (including task demands

associated with the movement goal, rules, and equipment) that influence play

behaviors, motor skill acquisition, physical activity and fitness in children and

adolescence.

Observe and analyze critical elements of fundamental motor skills (locomotor

skills, stabilizing, object control) and apply interventions to improve performance

(e.g., feedback, task modification).

Apply appropriate developmental task progressions for locomotor and object

control skills.

Demonstrate knowledge of assessment terminology, methods and procedure for

measuring motor performance, physical activity, and fitness.

Debate current trends and issues in motor development related to youth sports,

physical fitness testing, and appropriate/inappropriate practices in teaching and

coaching.

Determine the effects of maturation and experience on motor patterns and

movements.

Identify critical elements for basic motor skills and develop appropriate

sequences.

Define health-related fitness and its effect on the physiological performance of an

individual.

Describe and apply concepts and principles of motor learning to skillful

movement and physical activity.

Instructional Strategies: Strategies include lecture, internet assignments, small group activity

cooperative learning activities, labs and an observation project as well

as class discussion, written worksheets and tests. Technology provided

by the authors, evaluations of movement patterns, video clips will be

observed and discussed as well as the completion of labs. The student

will be expected to conduct on their own, a visit to the school day-care

to complete one reflection paper involving the movement pattern

evaluation of a child, ages 1 to 6 years old.

PED 329

Anticipated Schedule-Fall 2016

Monday Wednesday

a. 8/15 Introductions

b. Discuss Ch responses

c. 8/17 Pre-test

d.

e. 8/22 Introductions to CH 1

f. CH 1 Response

g. 8/24 CH 1

h.

i. 8/29 What is learning

j. Constraints Model Labor Day Recess

k. 8/31 Model of Motor Development

l. Stage Theory, Hourglass Model

m. 9/5 Labor Day Recess n. 9/7 Review Day

o. 9/12 TEST 1

p.

q. 9/14 Discuss Daycare observations

r. Chapter 2 response

s. 9/19 CH 2 Cognitive & Motor Development

t.

u. 9/21 CH 3 Social and Motor Development

v. CH 3 Response

w. 9/26 Ch 6 Growth and Maturation

x. CH 6 Response

y.

a. 9/28 Ch 6 Growth & Maturation

z. Review

aa.

bb. 10/3 TEST 2 a. 10/5 CH 8 Physiological Changes: Health

related Fitness b. CH 8 Response c.

d. 10/10 CH 8 Physiological Changes: Health-

related Fitness

e.

f. 10/12 CH 8 Physiological Changes: Health

related Fitness

g. h. 10/17 CH 9 Movement & the Changing Senses

i. CH 9 Response

j. 10/19 CH 9 Movement & the Changing Senses

k. 10/24 TEST 3

l.

m. 10/26 CH 13 Locomotor Skills

n. CH 13 Response

o.

p. 10/31 CH 13 Locomotor skills q.

r. 11/2 CH 13 Locomotor Skills

s.

t. 11/7 CH 14 Object control skills: Applying task

progression

u. CH 14 Response

v.

w. 11/9 CH 14 Object control Skills: Observing &

Analyzing

x.

y. 11/14 CH 14 Object control Skills: Observing &

Analyzing

z.

aa. 11/16 Class Discussions

bb.

cc. 11/21 THANKSGIVING BREAK dd. 11/23 THANKSGIVING BREAK

11/28 Day Care Observations

ee. ff. 11/30 TEST 4

gg. Final

********This is a tentative schedule and is subject to CHANGE********

Evaluation Procedures

A = 100-90% Outstanding Performance 1000-900 points

B = 89-80% Above Average 899-800 points

C = 79-70% Average 799-700 points

D = 69-60% Below Average 699-600 points

F = 59-0% Unacceptable 599-0 points

Grading Policy

Assignments Number Of

Assignments

Points Per Assignment Total

Points

Tests 4 100 400

Chapter Responses 8 25 200

Day Care Observation 1 100 100

In Class Labs 2 25 50

Final Exam 1 150 150

Professionalism 100

Total 1000

Assignments: In-class Laboratories – The purpose of the in-class labs is to let you

apply the principles motor development and learning through a variety of

learning experiences, such as video-based movement analysis, conducting

a task analysis, debates, team challenges, and so forth. Class participation

is an important part of this course. In-class labs are unannounced and you

must be present in order to receive points.

Tests (100 points each) – There will be four tests over the course of the

semester. You will need to participate in class activities and know your

study guide questions well to perform well on each test. Test questions are

based on your study guide questions, and may also contain a question

based on class lecture/discussions. Questions will include any

combination of multiple choice, matching, and short answer.

Chapter Responses: (25 pts each) – Students are to read assigned

chapters from the text or readings posted on blackboard. Chapter

responses will include four parts (3 TYPED, 1 Hand Written)

TYPED Part 1: Answer 3 questions from the “Questions for Reflection”

section in the back of the chapter.

Part 2: For each chapter/reading generate two questions for class

discussion. For example, did the reading spark a question or further

thought? Do you have a question pertaining to the information presented,

or what the author meant by something?

Part 3: Respond to any parts of the reading which seem to spark

your interest, which are new to your thinking, which you do not

understand, with which you may disagree, and/or with which you could

apply as a future professional.

HANDWRITTEN Part 4: Students will hand write a response to the class lecture on

the typed chapter response sheet.

Instructions: Chapter responses must be typed, double spaced,

with 12 Times New Roman font, 1 inch margins.

Day Care Observation: (100 points) Students must complete a 30-45

min observation of a child (age 1 to 9 years of age) at Concord

University’s Day Care center. The contact information and directions for

this assignment will be given later in this class. Include your notes from

the observations

Assignments must be completed in a timely manner. Classes will begin

promptly due to the nature of the time required for instruction, group and

class lab activities as well as projects. Tardiness is a rude behavior when

someone is presenting; thus try to be on time for all sessions. Tardiness

will result in a reduction in your professionalism grade. If you are absent

it is your responsibility to acquire your assignments from the instructor.

Late assignments will not be accepted. Athletes must turn in work prior

to your departure for your athletic event.

Regular attendance is required with assignments being due at the

beginning of the class period unless otherwise stated. Participation in

class activities is expected. Class activities and group activities cannot be

made up due to the nature of the assignments; a student must be present to

earn assignment points.

All out of class assignments must be submitted in typed form using Times

New Roman, 12pt font. Lab activities and responses may be neatly hand

written.

Attendance: Each student will be allowed three (3) absences from class. Ten (10%)

percentage points will be deducted for each and every absence starting

with the fourth (4th) absence. For example an 85% would be reduced to a

75%. The points will be deducted from the final points.

The two absences can and will include the following: School sponsored

activities, doctor’s appointments, other medical emergencies and family

problems. Please use your absences for emergencies only. In other words

you do not get three absences and then be excused by a Doctor. An

absence is an absence excused or not. You are welcome to speak with me

during office hours if you have a personal issue that would keep you from

attending class. Communication with me is the key to success. IF YOU

HAVE ANY PROBLEMS PLEASE NOTIFY THE INSTRUCTOR AHEAD

OF TIME TO AVOID ANY MAJOR PROBLEMS.

Social justice: Concord is committed to social justice. The instructor of this course

concurs with Concord University’s commitment and expects to maintain a

positive learning environment based on open communication and mutual

respect. Any suggestions as to how to further such an environment will be

appreciated and given serious consideration.

Disabilities: If you are person with a disability and anticipate needing any type of

accommodation in order to participate in this class, please advice the

instructor and make appropriate arrangements with Disability Services.

Academic honesty: University policies on academic dishonesty will be enforced. Policies and

procedures for cheating, plagiarism, and forgery, misrepresentation, or

fraud are described in the Concord University’s Catalogs and Student

Handbook.

Professionalism: The faculty of the Physical Education Teacher Education program is

committed to graduating students who will become highly professional

teachers that represent Concord University and the profession well.

Therefore, students will be assessed on their professionalism.

Professionalism includes, being prepared, respectful, engaged, and all

other adjectives that describe a professional. If the student does not exhibit

professional behaviors in these areas, they may be removed from the

class. This will account for 10% of your overall course grade.

Cell Phone and Texting Policy:

The use of cell phones and texting in class are strictly prohibited. If you

have an emergency in which you may need to use your cell phone please

inform the instructor before class. “ONLY AN EMERGENCY” The use

of a cell phone in any other manner will result in a loss of all points for

that day and be counted as an absence. Abuse of this policy can lead to

removal from the class for that day and or the remainder of the semester.

If you have an emergency please see me at the beginning of the class so

I can be prepared for it.

Study Process: We will cover multiple topics within the discipline of anatomy and

physiology. You will be required to READ all of the chapters and articles

that are assigned and given to you either in class or through email.

Chapter/Reading Tests: The purpose of the study process is to prepare to

take a chapter quizzes and tests. Tests will last an entire class period (50

minutes). Being ABSENT for a QUIZ or TEST will result in a (0%) for

that quiz or test.

Quizzes and tests are to be taken on the scheduled test dates for each

chapter. The only times the Instructor will allow a student to take a chapter

quiz or test on another date or time are as follows: 1) if you have a

university-related reason to be absent and inform the professor beforehand

(e.g. member of an athletic team requiring you to be absent from class); 2)

if you are ill and call me as soon as you know you will be absent from

class and leave a message on my voice mail or send me an email; or 3) if a

member of your family is very ill, or if there is a death in your family

requiring your absence; you call me before your absence and leave a voice

mail message or send me an email describing the circumstances. If you

need to be away from campus for other reasons I will consider it, but these

occasions must be discussed in advance with the instructor. If none of

these conditions apply, you may still take a chapter retake test under the

conditions stated below for retakes.

When quizzes and tests are taken the instructor will make sure you are

spread out around the room so that it will be virtually impossible for

anyone to look/steal anyone else’s answers. The instructor will also watch

you like hawks. It’s not that the instructor does not trust the student; it’s

that the instructor does not trust the character beside you or “I trust

everyone, it’s the devil inside you I don’t trust”. If you know the movie

this quote came from and can name it on the first test you will get extra

credit. In the event, if you try to look on someone else’s paper chances are

they got the questions wrong anyways. So we are doing you a favor.

SERIOUSLY, cheating is SERIOUS. The instructor will make an example

of you if you put he/she in that situation. Cheating is against the rules of

the college and you can be kicked out of this class, program, and school

for it.

Preparing for Chapter Tests: The instructor proposes the following

study process when preparing to take chapter tests. If you follow this

process, the instructor virtually guarantee that you will do well in the class

(at least a „B‟).

Step 1: Read through the chapter introduction.

Step 2: Skip the chapter and read the chapter summary.

Step 3: Read through the chapter without stopping. (Yes that means go to

the bathroom before hand, find a place where you won’t be interrupted

and turn your phone off for thirty minutes.)

Step 4: Read through the chapter again, and this time stop and answer the

questions which are located following each chapter or following located

under e-campus article questions. Write out the answers to each of the

questions clearly and legibly on three ringed notebook paper that you have

put into the three ringed binder that you purchased along with these study

materials. Every time the question asks for an example, specify an

example from a physical education or sport setting.

Step 5: Come to class. If you have questions about the chapter you may

ask the instructor. Perhaps you found the answer but don’t understand it.

Whatever the case, there will be a time for you to raise such questions

with the instructor before you take the tests. Be warned though this

question answer will only last a brief time and will not prepare you for the

test.

Appropriate Standards

2008 National Initial Physical Education Teacher Education Standards National Association for Sport and Physical Education (NASPE)

Standard 1: Scientific and Theoretical Knowledge

Physical education teacher candidates know and apply discipline-specific scientific and

theoretical concepts critical to the development of physically educated individuals.

Elements – Teacher candidates will:

1.1 Describe and apply physiological and biomechanical concepts related to skillful

movement, physical activity and fitness.

1.2 Describe and apply motor learning and psychological/behavioral theory related to

skillful

movement, physical activity, and fitness.

1.3 Describe and apply motor development theory and principles related to skillful

movement, physical activity, and fitness.

1.4 Identify historical, philosophical, and social perspectives of physical education issues

and

legislation.

1.5 Analyze and correct critical elements of motor skills and performance concepts.

Standard 2: Skill and Fitness Based Competence*

Physical education teacher candidates are physically educated individuals with the

knowledge

and skills necessary to demonstrate competent movement performance and health

enhancing

fitness as delineated in the NASPE K – 12 Standards.

Elements – Teacher candidates will:

2.1 Demonstrate personal competence in motor skill performance for a variety of

physical activities and movement patterns.

2.2 Achieve and maintain a health-enhancing level of fitness throughout the program.

2.3 Demonstrate performance concepts related to skillful movement in a variety of

physical activities.

* Without discrimination against those with disabilities, physical education teacher

candidates

with special needs are allowed and encouraged to utilize a variety of accommodations

and/or

modifications to demonstrate competent movement and performance concepts

(modified/adapted

equipment, augmented communication devices, multi-media devices, etc.) and fitness

(weight

training programs, exercise logs, etc.).

Standard 3: Planning and Implementation

Physical education teacher candidates plan and implement developmentally

appropriate

learning experiences aligned with local, state, and national standards to address the

diverse

needs of all students.

Elements – Teacher candidates will:

3.1 Design and implement short and long term plans that are linked to program and

instructional goals as well as a variety of student needs.

3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate,

performance based) goals and objectives aligned with local, state, and /or national

standards.

3.3 Design and implement content that is aligned with lesson objectives.

3.4 Plan for and manage resources to provide active, fair, and equitable learning

experiences.

3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations

and/or modifications for student exceptionalities.

3.6 Plan and implement progressive and sequential instruction that addresses the diverse

needs of all students.

3.7 Demonstrate knowledge of current technology by planning and implementing

learning

experiences that require students to appropriately use technology to meet lesson

objectives.

Standard 4: Instructional Delivery and Management

Physical education teacher candidates use effective communication and pedagogical

skills and

strategies to enhance student engagement and learning.

Elements – Teacher candidates will:

4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of

instructional formats.

4.2 Implement effective demonstrations, explanations, and instructional cues and

prompts to

link physical activity concepts to appropriate learning experiences.

4.3 Provide effective instructional feedback for skill acquisition, student learning, and

motivation.

4.4 Recognize the changing dynamics of the environment and adjust instructional tasks

based

on student responses.

4.5 Utilize managerial rules, routines, and transitions to create and maintain a safe and

effective learning environment.

4.6 Implement strategies to help students demonstrate responsible personal and social

behaviors in a productive learning environment.

Standard 5: Impact on Student Learning

Physical education teacher candidates utilize assessments and reflection to foster

student

learning and inform instructional decisions.

Elements – Teacher candidates will:

5.1 Select or create appropriate assessments that will measure student achievement of

goals

and objectives.

5.2 Use appropriate assessments to evaluate student learning before, during, and after

instruction.

5.3 Utilize the reflective cycle to implement change in teacher performance, student

learning,

and/or instructional goals and decisions.

Standard 6: Professionalism

Physical education teacher candidates demonstrate dispositions essential to becoming

effective

professionals.

Elements – Teacher candidates will:

6.1 Demonstrate behaviors that are consistent with the belief that all students can become

physically educated individuals.

6.2 Participate in activities that enhance collaboration and lead to professional growth

and

development.

6.3 Demonstrate behaviors that are consistent with the professional ethics of highly

qualified

teachers.

6.4 Communicate in ways that convey respect and sensitivity

American Association for Health Education

2008 NCATE Health Education Teacher Preparation Standards

Standard I: Content Knowledge. Candidates demonstrate the knowledge and skills of a

health literate educator.

Key Element A: Candidates describe the theoretical foundations of health behavior and

principles of learning.

Key Element B: Candidates describe the National Health Education Standards

Key Element C: Candidates describe practices that promote health or safety

Key Element D: Candidates describe behaviors that might compromise health or safety

Key Element E: Candidates describe disease etiology and prevention practices.

Key Element F: Candidates demonstrate the health literacy skills of an informed consumer of

health products and services.

Standard II: Needs Assessment: Candidates assess needs to determine priorities for school

health education.

Key Element A: Candidates access a variety of reliable data sources related to health.

Key Element B: Candidates collect health-related data.

Key Element C: Candidates infer needs for health education from data obtained.

Standard III: Planning: Candidates plan effective comprehensive school health education

curricula and programs.

Key Element A: Candidates design strategies for involving key individuals and organizations

in program planning for School Health Education.

Key Element B: Candidates design a logical scope and sequence of learning experiences that

accommodate all students.

Key Element C: Candidates create appropriate and measure-able learner objectives that align

with assessments and scoring guides.

Key Element D: Candidates select developmentally appropriate strategies to meet learning

objectives.

Key Element E: Candidates align health education curricula with needs assessment data and

the National Health Education Standards.

Key Element F: Candidates analyze the feasibility of implementing selected strategies.

Standard IV: Implementation: Candidates implement health education instruction

Key Element A: Candidates demonstrate multiple instructional strategies that reflect effective

pedagogy, and health education theories and models that facilitate learning for all students.

Key Element B: Candidates utilize technology and resources that provide instruction in

challenging, clear and compelling ways and engage diverse learners.

Key Element C: Candidates exhibit competence in classroom management.

Key Element D: Candidates reflect on their implementation practices, adjusting objectives,

instructional strategies and assessments as necessary to enhance student learning.

Standard V: Assessment. Candidates assess student learning.

Key Element A: Candidates develop assessment plans.

Key Element B: Candidates analyze available assessment instruments.

Key Element C: Candidates develop instruments to assess student learning.

Key Element D: Candidates implement plans to assess student learning.

Key Element E: Candidates utilize assessment results to guide future instruction.

Standard VI: Administration and Coordination. Candidates plan and coordinate a school

health education program.

Key Element A: Candidates develop a plan for comprehensive school health education

(CSHE) within a coordinated school health program (CSHP).

Key Element B: Candidates explain how a health education program fits the culture of a

school and contributes to the school’s mission.

Key Element C: Candidates design a plan to collaborate with others such as school

personnel, community health educators, and students’ families in planning and implementing

health education

programs.

Standard VII: Being a Resource. Candidates serve as a resource person in health

education.

Key Element A: Candidates use health information resources.

Key Element B: Candidates respond to requests for health information.

Key Element C: Candidates select educational resource materials for dissemination.

Key Element D: Candidates describe ways to establish effective consultative relationships

with others involved in Coordinated School Health Programs.

Standard VIII: Communication and Advocacy. Candidates communicate and advocate

for health and school health education.

Key Element A: Candidates analyze and respond to factors that impact current and future

needs in comprehensive school health education.

Key Element B: Candidates apply a variety of communication methods and techniques

Key Element C: Candidates advocate for school health education.

Key Element D: Candidates demonstrate professionalism. American Association for

ISTE-NETS-T

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standar

ds/NETS_T_Standards_Final.pdf

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and

technology to facilitate experiences that advance student learning, creativity,

and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and

inventiveness.

b. engage students in exploring real-world issues and solving authentic

problems using digital tools and resources.

c. promote student reflection using collaborative tools to reveal and clarify

students' conceptual understanding and thinking, planning, and creative

processes.

d. model collaborative knowledge construction by engaging in learning with

students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and

assessment incorporating contemporary tools and resources to maximize

content learning in context and to develop the knowledge, skills, and attitudes

identified in the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools

and resources to promote student learning and creativity.

b. develop technology-enriched learning environments that enable all students

to pursue their individual curiosities and become active participants in setting

their own educational goals, managing their own learning, and assessing their

own progress.

c. customize and personalize learning activities to address students' diverse

learning styles, working strategies, and abilities using digital tools and

resources.

d. provide students with multiple and varied formative and summative

assessments aligned with content and technology standards and use resulting

data to inform learning and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an

innovative professional in a global and digital society. Teachers:

a. demonstrate fluency in technology systems and the transfer of current

knowledge to new technologies and situations.

b. collaborate with students, peers, parents, and community members using

digital tools and resources to support student success and innovation.

c. communicate relevant information and ideas effectively to students, parents,

and peers using a variety of digital-age media and formats.

d. model and facilitate effective use of current and emerging digital tools to

locate, analyze, evaluate, and use information resources to support research

and learning.

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an

evolving digital culture and exhibit legal and ethical behavior in their

professional practices. Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information

and technology, including respect for copyright, intellectual property, and the

appropriate documentation of sources.

b. address the diverse needs of all learners by using learner-centered strategies

providing equitable access to appropriate digital tools and resources.

c. promote and model digital etiquette and responsible social interactions

related to the use of technology and information.

d. develop and model cultural understanding and global awareness by

engaging with colleagues and students of other cultures using digital-age

communication and collaboration tools.

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong

learning, and exhibit leadership in their school and professional community by

promoting and demonstrating the effective use of digital tools and resources.

Teachers:

a. participate in local and global learning communities to explore creative

applications of technology to improve student learning.

b. exhibit leadership by demonstrating a vision of technology infusion,

participating in shared decision making and community building, and

developing the leadership and technology skills of others.

c. evaluate and reflect on current research and professional practice on a

regular basis to make effective use of existing and emerging digital tools and

resources in support of student learning.

d. contribute to the effectiveness, vitality, and self-renewal of the teaching

profession and of their school and community.

Health Praxis

http://www.ets.org/Media/Tests/PRAXIS/pdf/0550.pdf

PE Praxis

http://www.ets.org/Media/Tests/PRAXIS/taag/0091/topics_1.htm

I. Content Knowledge and Student Growth and Development

A. Core Concepts

•Terminology, principles, concepts, and applications of the basic sciences as

related to motor skills and movement activities (e.g., anatomy and physiology,

exercise physiology, biomechanics and kinesiology, motor development and

motor learning)

•Principles of biomechanics and kinesiology as they relate to motor skills and

movement patterns (e.g., summation of forces, center of gravity, force/speed

relations, torque)

•Movement concepts (e.g., body awareness, spatial awareness, effort,

relationship)

•Exercise physiology (e.g., components of health-related fitness; components

of skill-related fitness; fitness guidelines such as frequency, intensity,

time/duration, type/mode; principles of exercise such as specificity, overload,

progression; roles of body systems in exercise; short- and long-term effects of

physical training; nutrition as related to exercise; fitness; metabolic response to

exercise)

•Anatomy and physiology (e.g., skeletal, muscular, nervous, circulatory, and

respiratory systems)

•Current and historical trends, issues, and developments in physical education

(e.g., laws, teaching methods, theories, concepts, techniques)

•Understanding of the rules, strategies, skills, techniques, and concepts

associated with a variety of movement activities and games across the age and

grade spectra; emphasis predominantly on softball, soccer, swimming, tennis,

track and field, and volleyball, with questions based possibly on other sports

and activities commonly used in physical education settings

•Liability and legal considerations pertaining to the use of equipment, class

organization, supervision, and program selection

•Effects of substance abuse on student performance, health, and behavior

B. Student Growth and Development

•Sequential and developmentally appropriate learning and practice

opportunities based on growth and motor development stages, individual

characteristics and individual needs of students, learning environment, and task

•Monitoring of individual performance and group performance in order to

design safe instruction that meets students' developmental needs in the

psychomotor, cognitive, and affective domains

•Developmental readiness to learn and refine motor skills and movement

patterns (e.g., biological, psychological, sociological, experiential,

environmental)

•Perception in motor development

•Appropriate and effective instruction related to students' cultures and

ethnicities, personal values, family structures, home environments, and

community values

•Use of appropriate professional support services and resources to meet

students' needs

II. Management, Motivation and Communication

A. Management and Motivation

•Principles of classroom management practices that create effective learning

experiences in physical education settings

•Psychological and social factors that affect individual learning and group

learning, participation, cooperation, and performance in physical education

settings

•Organization, allocation, and management of resources to provide active and

equitable learning experiences (e.g., time, space, equipment, activities, teacher

attention, students)

•Motivation of students to participate in physical activity both in school and

outside of school

•Promotion of positive relationships, encouragement of responsible personal

and social behaviors among students, and establishment of a productive

learning environment

•Development and use of an effective behavior management plan

B. Student Growth and Development

•Effective verbal and nonverbal communication skills in a variety of physical

activity settings

•Specific appropriate instructional feedback in skill acquisition, student

learning, and motivation

•Communication of classroom management and instructional information in a

variety of ways (e.g., verbally and nonverbally and via bulletin boards, music,

task cards, posters, technology)

•Communication in ways that show respect and consideration for students,

colleagues, and parents

III. Planning, Instruction, and Student Assessment

A. Planning and Instruction

•Teaching of skillful movement, physical activity, and fitness via pedagogy,

sociology, psychology, anatomy and physiology, exercise physiology,

biomechanics and kinesiology, motor development and motor learning

•Sequencing of motor skill activities and use of movement concepts and

effective strategies to improve learning in physical education activities and to

improve skill development

•Provision of feedback to enhance skill development

•Activities designed to improve health-related and skill-related fitness

•Current issues, trends, and laws affecting the choice of appropriate physical

education activities

•Identification, development, and implementation of appropriate program and

instructional goals and objectives

•Development of unit and lesson plans based on local, state, and national

standards, program goals, instructional goals, and students' needs

•Appropriate instructional strategies to facilitate learning in the physical

activity setting based on selected content, students' needs, safety concerns,

facilities and equipment, and instructional models

•Use of teaching resources and curriculum materials to design learning

experiences

•Explanations, demonstrations, and appropriate instructional cues and prompts

to link physical activity concepts to learning experiences and to facilitate

motor skill performance

•General and specific safety and injury prevention guidelines for planning of

movement and fitness activities (e.g., first aid, cardiopulmonary resuscitation)

B. Student Assessment

•Assessment of student skill performance and fitness via a variety of tools

(e.g., observations, data, charts, graphs, rating scales)

•Gathering of data and assessment of student learning in the cognitive and

affective domains by a variety of techniques (e.g., written assessments, rating

scales, observations)

•Understanding of fitness assessments such as President's Challenge and

Fitnessgram

•Types of assessments and assessment methods (e.g., formative, summative,

authentic, portfolio, standardized, rubric, criterion referenced, norm

referenced)

•Validity, reliability, bias, and ways of interpreting assessment results

•Appropriate assessment techniques to assess and improve students'

understanding and performance, provide feedback, communicate students'

progress, guide students' personal goal setting, and guide curricular and

instructional decisions

•Involvement of students in self-assessment and peer assessment

•Appropriate assessment of students with individuals

•Referral procedures under the Individuals with Disabilities Education Act and

Section 504 of the Vocational Rehabilitation Act

IV. Social Science Foundations

A. Collaboration

•Current educational issues that cross subject matter boundaries

•Integration of knowledge and skills from multiple subject areas in physical

education

•Establishment of productive relationships to support student growth and well-

being with school colleagues and administrators, parents and guardians,

community members, and organizations

•Promotion of a variety of opportunities for physical activity in the school and

the community

B. Reflection

•Use of the reflective cycle to facilitate change in teacher performance, student

learning, and instructional goals and decisions (e.g., planning, teaching,

assessment, reflection)

•Use of available resources to develop and grow as a reflective professional

(e.g., students, colleagues, literature, professional organization memberships,

professional development opportunities)

C. Technology

•Design, development, and implementation of student learning activities that

integrate information technology

•Use of technologies to communicate, instruct, assess, keep records, network,

locate resources, present information, and enhance professional development

WV Task force on Professional teaching standards

https://sites.google.com/a/wvde.k12.wv.us/wv-task-force-on-professional-teaching-

standards/

Function 1A: Core Content --The teacher has a deep knowledge of the content and its

inter-relatedness within and across the disciplines and can move

beyond basic content competency to assure student mastery of skills necessary for

success in life and work.

Function 1B: Pedagogy -- The teacher has a deep knowledge of the art and science of

teaching in his/her specific content and can facilitate experiences

that advance creativity, innovation, and problem-solving.

Function 1C: Setting Goals and Objectives for Learning -- The teacher uses a standards-

based approach to instruction aligned with the state and local

curriculum and sets instructional goals and objectives that describe what students will

learn.

Function 1D: Designing Instruction-- The teacher designs instruction that engages

students in meaningful instructional activities that support the WV

Content Standards and Objectives and that result in intentional student learning.

Function 1E: Student Assessments -- The teacher uses a balanced approach to assure

both assessment of learning and assessment for learning to

provide both teacher and students information to guide future learning.

Function 2A: Understanding intellectual/cognitive, social, and emotional development --

The teacher’s understanding of the unique

characteristics of the learner is evidenced in the design of learning activities which are

developmentally appropriate and differentiated to engage

all students in the learning process.

Function 2B: Creating an environment of respect and rapport -- The teacher shows

respect for students by having high expectations,

providing management frameworks that clearly define roles and procedures, using

respectful language, communicating interest in students as

individuals and encouraging student collaboration.

Function 2C: Establishing a culture for learning -- The teacher establishes a culture in the

learning environment that is focused on learning

and that reflects the importance of the work undertaken by both students and the teacher.

Function 2D: Implementing classroom procedures -- The teacher assures that rules and

procedures are in place for a smoothly functioning

learning environment evidenced by the efficient use of time and resources.

Function 2E: Managing student behaviors -- The teacher collaborates with students to

establish norms of behavior for the learning

environment that assures a focus on learning.

Function 2F: Organizing the learning environment -- The teacher assures that the

physical or virtual learning environment is safe, and that

there is maximum flexibility in the use of physical space in a physical learning

environment.

Function 3A: Importance of Content -- The teacher utilizes content knowledge to focus

learning targets that create meaningful learning

experiences for students.

Function 3B: Communicating with Students -- The teacher creates and maintains a

positive, supportive classroom climate and communicates

with students in a variety of ways.

Function 3C: Questioning and Discussion Techniques -- The teacher practices quality

questioning techniques and engages students in discussion.

Function 3D: Student Engagement -- The teacher delivers instruction to motivate and

engage students in a deep understanding of the content.

Function 3E: Use of Assessments in Instruction -- The teacher uses both classroom

summative and formative assessment as a balanced

approach to instructional decision making.

Function 3F: Flexibility and Responsiveness -- The teacher adjusts instruction based on

the needs of the students and in response to “teachable

moments.”

Function 4A: Professional Learning -- The teacher engages in professional learning to

critically examine his/her professional practice and to

engage in a continuous cycle of self-improvement focused on how to learn, teach and

work in a global and digital society.

Function 4B: Professional Collaborative Practice -- The teacher is actively engaged in

learning with colleagues in a way that models

collaboration and collegiality to improve his/her practice, addressing questions and issues

related to the school and student achievement.

Function 4C: Reflection on Practice -- The teacher engages in continuous, critical

examination of his/her teaching practice and makes

adjustments based on data.

Function 4D: Professional Contribution -- The teacher contributes to the effectiveness,

vitality and self-renewal of the teaching profession

through investigation of new ideas that improve teaching practices and learning for

students.

Function 5A: School Mission -- The teacher works collaboratively with the principal and

colleagues to develop and support the school mission.

Function 5B: School-wide Activities -- The teacher participates in the development and

implementation of school-wide initiatives in

curriculum, instruction, and assessment.

Function 5C: Learner-Centered Culture -- The teacher participates in activities and

models behaviors that build and sustain a learner-centered

culture.

Function 5D: Student Support Systems -- The teacher works collaboratively with the

principal and colleagues to develop and sustain student

support systems that enable learning.

Function 5E: Student Management Systems -- The teacher works collaboratively with

the school principal, colleagues and students to develop

and sustain management systems that support and extend learning.

Function 5F: School, Family and Community Connections -- The teacher works

collaboratively with the principal, colleagues, parents,

students and the community to develop and sustain school activities that make

meaningful connections between the school and families and the

community.

Function 5G: Strategic Planning/Continuous Improvement --The teacher participates in

the development and implementation of the school’s

strategic planning and continuous improvement process.

Function 5H: Teacher Leadership -- The teacher demonstrates leadership by

implementing classroom and school initiatives that improve

education, as well as by making positive changes in policy and practice that affect

student learning.

Function 5I: Ethical Standards -- The teacher models the ethical standards expected for

the profession in the learning environment and in the

community.