Exercise, Sport and Health Education 475

ESHE 475: Applied Physical Education Assessment

Prerequisite: ESHE 210; minimum 2.5 cumulative GPA

Credit Hours: (3)

Teacher candidates will develop the skills needed to design, implement, and assess an outcomes-based curriculum in physical and health education.  It focuses on pedagogical assessment and will include various forms of alternative assessments, such as current technologies, computer-based tools, and student portfolios.

Detailed Description of Content of Course

●  Study of curriculum models (Cultural Studies, Personal and Social Responsibility, Adventure Education, Outdoor Education, Skill Theme Approach, Teaching Games for Understanding, Sport Education, and Fitness Education) and the role of assessments as they relate to:
    °  Developmentally Appropriate Physical Education
    °  National Standards
        ▪  National Association for Sport and Physical Education K-12 Content Standards
    °  State Standards
        ▪  Virginia Department of Education K-12 Standards of Learning (SOLs)
●  Evaluation of physical education curriculum and accountability
    °  Traditional Assessments in Physical Education
    °  Performance Based Assessments
    °  Creating Rubrics
●  Use of technology and other resources to support assessments including:
    °  Pedometers
    °  Digital and video cameras
    °  Computer programs and websites (i.e., www.pecentral.com)

Detailed Description of Conduct of Course

This course serves to provide future health and physical education teachers with the skills needed to design, implement, and assess a standards-based and outcomes-based curriculum.  The goal of this course to provide a view of contemporary practice and theory in assessment of performance in health and physical education in the K-12 setting, including strategies for the design, selection, administration, and evaluation of developmentally appropriate assessment tools in health-related fitness, skill and motor performance, the cognitive domain, measuring affective behavior, as well as grading performances.

Goals and Objectives of the Course

Goals, objectives, and assignments in this class address National Association for Sport and Physical Education (NASPE)/National Council for the Accreditation of Teacher Education (NCATE) Standards, specifically:

  •  NASPE/NCATE Standard 1: Content Knowledge

Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person.

  • NASPE/NCATE Standard 2: Growth and Development

Physical education teachers understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development.

  • NASPE/NCATE Standard 3: Diverse Students

Physical education teachers understand how individuals differ in their approaches to learning, and create appropriate instruction adapted to these differences.

  • NASPE/NCATE Standard 4: Management and Motivation

 Physical education teachers use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

  • NASPE/NCATE 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 and national (NASPE K-12) standards.

  • NASPE/NCATE Standard 8: Reflection

Physical education teachers are reflective practitioners who evaluate the effects of their actions on others (e.g., students, parents/guardians, fellow professionals), and seek opportunities to grow professionally.

  • NASPE/NCATE Standard 9: Technology

Physical education teachers use information technology to enhance learning and to enhance personal and professional productivity.

  • NASPE/NCATE Standard 10: Collaboration

 Physical education teachers foster relationships with colleagues, parents/guardians, and community agencies to support students’ growth and well-being.

Goals, objectives and assignments in this class address Virginia Department of Education Health and Physical Education (VDOE HPE) Licensure Standards, specifically:

VDOE HPE Standard 4.a: Basic understanding of the administration of a health and physical education program, including instruction and assessment.
The codes below refer to the above referenced NASPE/NCATE Standards and VDOE HPE Standards for beginning physical education teachers.

As a result of successfully completing this course, each teacher candidate will be able to:
●  Define appropriate and inappropriate models for K-12 physical education including demonstrating knowledge of approved state and national content standards and local program goals (NASPE/NCATE 1.6; VDOE HPE 4.a).
●   Identify, select, and implement appropriate instructional strategies based on understanding the student, selected content, student needs, the learning environment, and safety issues, to facilitate learning in physical activity settings including use of teaching skills that are thought to comprise effective physical education teaching (NASPE/NCATE 2.3; NASPE/NCATE 6.3; VDOE HPE 4.a).
●  Identify, select, and implement appropriate instruction that is sensitive to students’ strengths/weaknesses, multiple needs, learning styles, and prior experiences (e.g. cultural, personal, family and community). (NASPE/NCATE 3.1; VDOE HPE 4.a; VDOE HPE 4.b)
●  Organize, allocate and manage resources (e.g., students, time, space, equipment, activities, teacher attention) to provide active and equitable learning experiences. (NASPE/NCATE 4.2, VDOE HPE 4.b; VDOE HPE 4.c)
●  Use strategies to help students demonstrate responsible personal and social behaviors (e.g. mutual respect, support for others, safety, cooperation) that promote positive relationships and a productive learning environment. (NASPE/NCATE 4.4; VDOE HPE 4.b; VDOE HPE 4.c)
●  Develop an effective behavior management plan. (NASPE/NCATE 4.5; VDOE HPE 4.b)
●  Describe and implement strategies that demonstrate and enhance appropriate communication sensitive to all students in physical education. (NASPE/NCATE 5.3; NASPE/NCATE 5.4; VDOE HPE
4. a; VDOE HPE 4; VDOE HPE 4.c)
●  Develop long and short-term plans that are linked to both program and instructional goals and student needs. (NASPE/NCATE 6.2; VDOE HPE 4.a; VDOE HPE 4.b; VDOE HPE 4.c)
●  Effectively design and implement learning experiences that are safe, appropriate, relevant, and based on principles of effective instruction. (NASPE/NCATE 6.4; VDOE HPE 4.a)
● Identify key components of various types of assessment, describe their appropriate and inappropriate use, and address issues of validity, reliability and bias. (NASPE/NCATE 7.1; VDOE HPE 4.c)
●  Create and use a variety of appropriate authentic and traditional assessment techniques (including both self and peer assessments) to assess student understanding and performance, provide feedback, and communicate student progress (i.e. for both formative and summative). (NASPE/NCATE 7.2; VDOE HPE 4.c)
●  Interpret and use learning and performance data to make informed curricular and/or instructional decisions. (NASPE/NCATE 7.4; VDOE HPE 4.a; VDOE HPE 4.b)
●  Use a reflective cycle involving description of teaching, justification of teaching performance, critique of teaching performance, the setting of teaching goals, and implementation of change. (NASPE/NCATE 8.1; V DOE HPE 4.a; VDOE HPE 4.c)
●  Demonstrate knowledge of current technologies (pedometers, video and digital recording, etc.) and their application in physical education. (NASPE/NCATE 9.1; VDOE HPE 4.a; VDOE HPE 4.c)
●  Identify strategies to become an advocate in the school and community to promote a variety of physical activity opportunities. (NASPE/NCATE 10.1)

Assessment Measures

The students are specifically assessed on the following items:

•    Weekly assignments, mini-assessments, presentations and logs; Portfolio Task; Quizzes and final exam

Other Course Information



Review and Approval

11/20/08          Course Revised and submitted                          Susan M. Miller

July, 2010

May, 2011