-
Demonstrate movement concepts, locomotor skills, non-locomotor skills, manipulative skills, and rhythmic activities
Assessment Strategies
Skill demonstration, Written product, and/or Self-assessment
Criteria
Locomotor skills (e.g., running, skipping, hopping) are performed with effective technique, control, and spatial awareness
Non-locomotor skills (e.g., balancing, twisting, bending) are performed with stability and body control
Manipulative skills (e.g., throwing, catching, striking) are executed with effective coordination, accuracy, and timing
Rhythmic movement sequences (e.g., dance, aerobic patterns) are performed in time with a beat or music
Movement concepts (body awareness, spacial awareness, qualities of movement, relationships) are effectively applied during performance
-
Apply age-appropriate movement concepts and tasks to humans across the lifespan
Assessment Strategies
Skill demonstration, Written product, and/or Oral
Criteria
Outline the key principles and changes in motor development across the lifespan (from early childhood to older adulthood)
Compare motor skill acquisition and control at different ages
Movement tasks are designed or modified to reflect age-appropriate motor abilities
Identify typical/atypical movement across the lifespan
Demonstrate communication strategies based on age, developmental level, disability, and/or culture
Identify potential safety concerns related to developmental stages
-
Create structured lesson/activity plans that align with physical education content principles
Assessment Strategies
Skill demonstration, Written product
Criteria
Explain key components of physical education content development (scope, sequence, progression)
Select and organize activities that reflect developmentally appropriate practice (DAP)
Compare structured and unstructured activity planning
Plan includes structured movement experiences for effective skill progression
Plan includes sequenced activities from simple to complex
Plan includes a realistic breakdown of time for each component and overall
Plan includes adaptations such as extensions (to make it harder) and refinements (to make it easier) to accommodate diverse skill levels
Plan includes criteria for knowing when activities were performed adequately
Plans show increasing skill complexity over weeks or years, if applicable
Incorporate national and/or state physical education standards, if applicable
-
Analyze the components and characteristics of quality physical education programs
Assessment Strategies
Skill demonstration, Written product
Criteria
Describe the primary goals and objectives of physical education (e.g., physical literacy, lifelong fitness, skill development)
Identify key characteristics of high-quality physical education programs (inclusivity, developmentally appropriate instruction, assessment practices)
Evaluate the role of national, state, and/or professional standards related to physical education programs (e.g., SHAPE America standards)
-
Write a lesson plan for a teaching demonstration
Assessment Strategies
Written Product
Criteria
Lesson plan is shared with the instructor prior to the demonstration time
Lesson plan includes topics of introduction, warm-up, teaching progression (skills), cool-down, and assessment
-
Perform a teaching demonstration
Assessment Strategies
Skill demonstration, Oral presentation
Criteria
Introduction states the problem or movement challenge
Incorporate the Five Steps of an Educational Movement
Movement sequences are combined in a logical and progressive manner
Equipment is used effectively and creatively to maximize student learning and engagement
Partner activity effectively promotes interaction
Closure summarizes key learning points
Closure includes an element of reflection
Language and equipment used aligns with elementary student audience
Demonstration is 12-15 minutes
-
Demonstrate effective communication skills
Assessment Strategies
Skill Demonstration
Criteria
Demonstrate active listening
Communication is courteous, following business etiquette guidelines
You speak so others comprehend, without interrupting