Ala. Admin. Code r. 290-3-3-.36

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

Section 290-3-3-.36 - Physical Education (Grades P-12)

(1)Rationale. The main goal of these standards is to prepare the candidate with the knowledge and abilities to implement a quality 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 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 Course of Study: Physical Education. The standards build upon the Alabama Core Teaching Standards. An option to combine health education and physical education is provided in Rule 290-3-3-.12.01.

(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 (iv), 290-3-3-.04, 290-3-3-.05, and 290-3-3-.33, the teaching field shall require an academic major of at least 30 semester hours of credit with at least 18 semester hours of upper-division credit in the area.

(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: 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: 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.

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.

(g)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. Select or create authentic, formal assessments that measure student attainment of short- and long-term objectives.

3. 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.

4. 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.

Ala. Admin. Code r. 290-3-3-.36

New Rule: Filed January 9, 1997; effective February 13, 1997; operative July 1, 1997. Amended: Filed December 9, 1999; effective January 13, 2000. 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.

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

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

Previous Rule.33 was renumbered.36 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.