Ala. Admin. Code r. 290-3-3-.12.01

Current through Register Vol. 43, No. 1, October 31, 2024

Section 290-3-3-.12.01 - Health Education (6-12) And Physical Education (P-12)

(1)Rationale. A teacher of health education and physical education is an effective communicator, a responsible citizen, a self-directed lifelong learner, and a critical thinker. A goal of these standards is to prepare the teacher candidate with the knowledge and abilities to implement a quality health education and physical education program that develops skillful movers who value lifelong health and well-being. These standards are aligned with the standards for the preparation of teachers of health education and physical education from SHAPE America (Society of Health and Physical Education), formerly known as the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). These standards are aligned with the Alabama Courses of Study for Health Education and PhysicalEducation and build upon the Alabama Core Teaching Standards. NOTE that options are provided for separate programs in health education (Rule 290-3-3.12) and physical education (Rule 290-3-3-.33).

(2)Program Curriculum. In addition to meeting Rules 290-3-3-.02(6) (a)1. -4., 290-3-3-.02(6) (e) 1. and 2.(i), (iii) and (iv), 290-3-3-.03, 290-3-3-.04, 290-3-3-.08, and 290-3-3-.30, the teaching field shall require an academic major that includes a minimum of 32 semester hours of credit with at least 19 semester hours of upper-division credit but does not require a major in Arts and Sciences.

(3)Health Education.

(a)Content Knowledge. Candidates demonstrate the knowledge and skills of a health literate educator.

1. Candidates describe the theoretical foundations of health behavior and principles of learning.

2. Candidates describe the National Health Education Standards.

3. Candidates describe practices that promote health or safety.

4. Candidates describe behaviors that might compromise health or safety.

5. Candidates describe disease etiology and prevention practices.

6. Candidates demonstrate the health literacy skills of an informed consumer of health products and services.

(b)Needs Assessment. Candidates assess needs to determine priorities for school health education.

1. Candidates access a variety of reliable data sources related to health.

2. Candidates collect health-related data.

3. Candidates infer needs for health education from data obtained.

(c)Planning. Candidates plan effective comprehensive school health education curricula and programs.

1. Candidates design strategies for involving key individuals and organizations in program planning for School Health Education.

2. Candidates design a logical scope and sequence of learning experiences that accommodate all students.

3. Candidates create appropriate and measurable learner objectives that align with assessments and scoring guides.

4. Candidates select developmentally appropriate strategies to meet learning objectives.

5. Candidates align health education curricula with needs assessment data and the National Health Education Standards.

6. Candidates analyze the feasibility of implementing selected strategies.

(d)Implementation. Candidates implement health education instruction.

1. Candidates demonstrate multiple instructional strategies that reflect effective pedagogy, and health education theories and models that facilitate learning for all students.

2. Candidates utilize technology and resources that provide instruction in challenging, clear, and compelling ways and engage diverse learners.

3. Candidates exhibit competence in classroom management.

4. Candidates reflect on their implementation practices, adjusting objectives, instructional strategies, and assessments as necessary to enhance student learning.

(e)Assessment. Candidates assess student learning.

1. Candidates develop assessment plans.

2. Candidates analyze available assessment instruments.

3. Candidates develop instruments to assess student learning.

4. Candidates implement plans to assess student learning.

5. Candidates utilize assessment results to guide future instruction.

(f)Administration and Coordination. Candidates plan and coordinate a school health education program.

1. Candidates develop a plan for a comprehensive school health education (CSHE) within a coordinated school health program (CSHP).

2. Candidates explain how a health education program fits the culture of a school and contributes to the school's mission.

3. 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.

(g)Being a Resource. Candidates serve as a resource person in health education.

1. Candidates use health information resources.

2. Candidates respond to requests for health information.

3. Candidates select educational resource materials for dissemination.

4. Candidates describe ways to establish effective consultative relationships with others involved in Coordinated School Health Programs.

(h)Communication and Advocacy. Candidates communicate and advocate for health and school health education.

1. Candidates analyze and respond to factors that impact current and future needs in comprehensive school health education.

2. Candidates apply a variety of communication methods and techniques.

3. Candidates advocate for school health education.

4. Candidates demonstrate professionalism.

(4)Physical Education.

(a)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 P-12 physical education program. Candidates:

1. Describe and apply common content knowledge for teaching P-12 physical education.

2. Describe and apply specialized content knowledge for teaching P-12 physical education.

3. Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness for P-12 students.

4. Describe and apply motor learning and behavior-change/ psychological principles related to skillful movement, physical activity and fitness for P-12 students.

5. Describe and apply motor development theory and principles elated to fundamental motor skills, skillful movement, physical activity and fitness for P-12 students.

6. Describe the historical, philosophical and social perspectives of physical education issues and legislation.

(b)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. Candidates:

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).

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

(c)Planning and Implementation. Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with the Alabama Course of Study for Physical Education and local expectations through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students. Candidates:

1. Plan and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) short- and long-term plan objectives that are aligned with the Alabama Course of Study for Physical Education and local expectations for P-12 students.

2. Plan and implement progressive and sequential content that aligns with short- and long-term plan objectives and that address the diverse needs of all students.

3. Plan for and manage resources to provide active, fair and equitable learning experiences.

4. Plan and implement individualized instruction for diverse student needs, adding specific accommodations and/or modifications for all students.

5. Plan and implement learning experiences that require students to use technology appropriately in meeting one or more short- and long-term plan objectives.

6. Plan and implement learning experiences that engage students in using metacognitive strategies appropriately to analyze their own performance results.

(d)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. Candidates:

1. Demonstrate verbal and nonverbal communication skills that convey respect and sensitivity across all learning experiences.

2. Implement demonstrations, explanations and instructional cues that are aligned with short- and long-term objectives.

3. Evaluate the changing dynamics of the learning environment and adjust instructional tasks as needed to further student progress.

4. Implement transitions, routines and positive behavior management to create and maintain a safe, supportive and engaging learning environment.

5. Analyze motor skills and performance concepts through multiple means (e.g., visual observations, technology) in order to provide specific, congruent feedback to enhance student learning.

(c)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. Candidates:

1. Select or create authentic, formal assessments that measure student attainment of short- and long-term obj ectives.

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.

3. Implement a reflective cycle to guide decision making specific to candidate performance, student learning, and short- and long-term plan objectives.

(f)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. Candidates:

1. Engage in behavior that reflects professional ethics, practice and cultural competence.

2. Engage in continued professional growth and collaboration in schools and/or professional organizations.

3. Describe strategies, including the use of technology, for the promotion and advocacy of physical education and expanded physical activity opportunities.

(5)Internship. The internship must be divided as equally as possible across three areas: elementary physical education, secondary physical education, and secondary health education.

(6)Faculty. The faculty must include at least two full-time persons with doctorates, one in health education and one in physical education.

Ala. Admin. Code r. 290-3-3-.12.01

Adopted by Alabama Administrative Monthly Volume XXXIII, Issue No. 11, August 31, 2015, eff. 9/17/2015.

Amended by Alabama Administrative Monthly Volume XXXVI, Issue No. 12, September 28, 2018, eff. 10/28/2018; operative 6/1/2019.

Author: Dr. Eric G. Mackey

Statutory Authority:Code of Ala. 1975, §§ 16-3-16, 16-23-14.