Ala. Admin. Code r. 290-3-3-.24

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

Section 290-3-3-.24 - Health Education (Grades 6-12) And Physical Education (Grades 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 adopted in 2019 by the Society for Public Health Education (SOPHE) and the physical education standards 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 Course of Study: Health Education and the Alabama Course of Study: Physical Education and build upon the Alabama Core Teaching Standards. NOTE that options are provided for separate programs in health education (Rule 290-3-3-.23) and physical education (Rule 290-3-3-.36).

(2)Program Curriculum. In addition to meeting Rules 290-3-3-.03(6)(a)1. -4., 290-3-3-.03(6)(e)1.(i) -(iii) and 2.(i) and (iii), 290-3-3-.04, 290-3-3-.05, 290-3-3-.14, and 290-3-3-.33, the teaching field shall require an academic major that includes a minimum of 30 semester hours of credit with at least 18 semester hours of upper-division credit

(3)Health Education.

(a)Content Knowledge. Candidates possess functional health education knowledge about effective curricula, health behavior theories, health education standards, the whole child approach, risk and protective factors, ways to prevent chronic and communicable diseases, and the multidimensionality of health plus the literacy skills of an informed consumer that helps them create meaningful learning experiences.

1. Candidates describe characteristics of effective health education curricula, including the theoretical foundations of health behavior.

2. Candidates use the National Health Education Standards and the Alabama Course of Study: Health Education as a framework for health education curriculum and identify how health education fits into a systemic approach that addresses the whole child.

3. Candidates describe factors that promote or compromise health or safety, including social determinants such as race, ethnicity, socio-economic status, and family life.

4. Candidates explain illness and disease etiology and prevention practices that enhance student health.

5. Candidates describe and provide examples of the health literacy skills of an informed consumer of health products and services.

(b)Needs Assessment. Candidates assess needs and assets of learners, learning, and the learning community in order to inform their practice.

1. Candidates explain expected patterns of human growth and development across cognitive, linguistic, social, emotional and physical areas.

2. Candidates describe how individual differences in learning styles influence learning.

3. Candidates assess individual learners' assets, strengths, needs and interests in order to differentiate learning and enable each learner to advance and accelerate his or her learning regardless of factors such as race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English language proficiency, and physical or cognitive ability.

4. Candidates synthesize data about school and community assets and deficits and their context including culture in support of developing a healthy school environment.

(c)Planning. Candidates use needs assessment data, health education standards, and principles of learning to plan cohesive, sequential lessons and units that include ways to accommodate students differing strengths and needs and that use 21st Century technology in order to support students' acquisition of functional health knowledge, health-related skills, and health beliefs.

1. Candidates apply data to guide prioritizing and planning health instruction that addresses identified needs of learners within the classroom, school, and community context.

2. Candidates apply principles of learning when designing individual, small group, and whole class learning activities and assessments.

3. Candidates plan a health education curriculum scope and sequence aligned with National Health Education Standards and the Alabama Course of Study: Health Education.

4. Candidates design and align measurable learning outcomes, assessments and instructional practices that support acquisition of functional health knowledge, health-related skills, and health beliefs.

5. Candidates select and create developmentally appropriate, culturally appropriate, inclusive and challenging instructional experiences that engage learners regardless of their race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English language proficiency, and physical or cognitive ability.

(d)Implementation. Candidates employ a variety of research/theory-based instructional strategies in a well-managed classroom that encourages all learners regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English-language proficiency, and physical or cognitive ability to adopt healthy behaviors and to interact positively with others; candidates reflect on their practice and adapt practice in order to meet students' and instructional needs.

1. Candidates demonstrate multiple research/theory-based instructional strategies that help learners adopt healthy behaviors.

2. Candidates create a positive learning environment through competence in classroom management that stimulates engagement, collaborative learning, positive social interaction, inclusivity, and self-motivation among learners.

3. Candidates evaluate their own health education instructional practice and make necessary adaptations to meet the needs of each learner.

(e)Assessment. Candidates use multiple assessment methods that are aligned with standards and learning objectives to measure students' achievement, document their progress and guide instructional practice.

1. Candidates select and create multiple methods designed to assess changes in functional knowledge, health-related skills, and health beliefs.

2. Candidates align formative and summative assessments with educational standards, learning objectives, and instructional practice.

3. Candidates interpret assessment results and use them to improve future instruction for diverse learners.

(f)Professionalism. Candidates demonstrate professionalism and ethical practices; make the case for the value of health education to academic success as well as wellness; advocate for both programs and learners' welfare; make appropriate referrals; engage students' families regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English language proficiency and physical or cognitive ability; engage colleagues within the school and community as well as the community at large using a variety of media including social media; and demonstrate a life-long learner disposition.

1. Candidates can explain how school health education and student health contribute to academic achievement and wellness across the lifespan.

2. Candidates advocate for learners' health and well-being and make referrals to other school and community professionals when appropriate.

3. Candidates can plan how to engage diverse families including those of differing race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English language proficiency and physical or cognitive ability, as partners in supporting healthy practices and communicating with their children about sensitive issues using culturally relevant strategies.

4. Candidates demonstrate a variety of ways that include social media and other forms of technology to engage colleagues, and the community-at-large when promoting, planning and implementing best practices in health education.

5. Candidates can apply the Health Education Code of Ethics and other major responsibilities of a health education specialist to professional practice.

6. Candidates identify and engage in professional learning opportunities including ones that enhance skills in working with students with a diversity of backgrounds and abilities as well as with using up to date technology offered through health- and education-related organizations.

(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 related 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 l earning 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.

(e)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 objectives.

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-.24

New Rule: December 19, 1978. Amended: December 13, 1990; effective February 1, 1991. Repealed and Replaced: January 9, 1997; effective February 13, 1997; operative July 1, 1997. Amended: Filed June 14, 1999; effective July 19, 1999. Repealed and New Rule: Filed September 11, 2003; effective October 16, 2003. Repealed and New Rule: Filed July 13, 2004; effective August 17, 2004. Repealed and New Rule: April 14, 2005; effective May 19, 2005. Repealed and New Rule: Filed August 6, 2007; effective September 10, 2007.

Amended 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.

Amended by Alabama Administrative Monthly Volume XXXIX, Issue No. 11, August 31, 2021, eff. 10/15/2021.

Previous Rule.12.01 was renumbered.24 per certification published August 31, 2021; effective October 15, 2021.

Author: Dr. Eric G. Mackey

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