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Descriptive Statements:
- Analyze the relationship between physical activity and the development of a positive self-concept, mental and emotional well-being, and enhanced self-management skills.
- Identify how physical activity promotes positive personal behaviors and attitudes (e.g., civility, self-control, responsibility, confidence, appropriate attitudes about winning and losing) and appropriate activities for promoting these behaviors and attitudes.
- Analyze the role of physical activity in promoting positive social interactions, communication, and attitudes (e.g., leadership, teamwork, cooperation, fairness, support and consideration of others) among students.
- Identify ways in which physical activities can promote students' self and social awareness to enhance relationship and citizenship skills (e.g., respect for all groups).
- Demonstrate knowledge of how to promote students' critical-thinking, decision-making, problem-solving, and conflict-management skills in the context of physical activities.
- Identify ways in which positive physical activity experiences and behaviors (e.g., choosing a developmentally appropriate level of challenge, persevering, providing and accepting constructive feedback) can promote students' self-expression, satisfaction, interest, enjoyment, and engagement in physical activity.
- Identify the relationship between regular participation in physical activity and the development of academic skills (e.g., enhanced executive functioning skills, improved concentration).
- Analyze the influence of peers, social media, and other factors (e.g., social determinants of health, body image, experience, skill level, social norms) on the development of students' attitudes, behaviors, and motivation related to physical activity.
Sample Item:
Students participate in an obstacle course that they designed with guidance from the physical education teacher. Which of the following next steps is most likely to enhance students' critical-thinking skills?
- Students work together to determine a plan for breaking down the course and putting away the equipment.
- Students write personal journal entries about their favorite part of the course and why they liked it.
- Students discuss as a class how the course worked, including aspects that were designed well and those that were not.
- Students consider which specific fitness areas are targeted by participating in the course.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. Critical thinking is the ability to analyze, interpret, assess, and understand information in order to gain a full understanding of a topic, situation, or issue, often for the purpose of forming a judgment. All aspects of a given situation or topic are assessed in critical thinking. In the correct response scenario, the students discuss not only how the obstacle course worked and aspects that were designed well, but they also discuss aspects that weren't designed well in order to gain a full understanding of the obstacle course.
Descriptive Statements:
- Demonstrate knowledge of major goals, issues, frameworks (e.g., Whole School, Whole Community, Whole Child
[WSCC]), standards, and best practices associated with student-centered physical education programs.
- Demonstrate knowledge of how to plan and implement physical education activities and strategies (e.g.,
effective use of resources, accommodations, technology, and metacognitive strategies) that support students'
cognitive, psychomotor, and social-emotional development.
- Demonstrate knowledge of how to prepare activities, lesson plans, technological and instructional resources,
and curriculum materials in terms of developmental appropriateness, safety, usefulness, and alignment with
SHAPE America's National Standards and Grade-Level Outcomes for K–12 Physical Education.
- Apply knowledge of differentiation methods of supporting (e.g., scaffolding, tiering) and modifying
instruction to provide multiple ways for students to learn, practice, and demonstrate physical education
skills.
- Demonstrate knowledge of principles, strategies, and procedures for managing and motivating students in
physical education settings (e.g., facilitating smooth transitions, making activities relevant to students,
providing appropriate feedback).
- Apply knowledge of strategies and techniques for adapting and modifying activities, settings, equipment,
rules, and organizational strategies to enable all students, including students with special education needs
and students from various linguistic backgrounds, to participate and experience success in the physical
education environment.
- Apply knowledge of a variety of physical education assessment methods (e.g., rubrics, quizzes, peer
assessments), tools (e.g., teaching styles), and protocols (e.g., classroom management) as well as the
importance of using multiple means of assessment to promote students' development, monitor students'
progress, and guide instruction.
- Demonstrate knowledge of principles and techniques for analyzing and evaluating students' progress and
achievement in key domains of learning (e.g., affective, cognitive, social, psychomotor) and appropriate
ways to use, interpret, and communicate assessment results.
Sample Item:
Which of the following approaches is most fundamental to the Whole School, Whole Community, Whole Child (WSCC) model?
- ensuring that physical education teachers are in excellent physical shape and can perform the skills they teach
- establishing standard fitness practices for all schools to follow and track
- integrating as many other subject areas as possible into the physical education curriculum
- engaging parents/guardians to help improve student health and learning
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. The Whole School, Whole Community, Whole Child (WSCC) model is a student-centered approach to improve learning and health in schools. A fundamental component of WSCC is the role of family and community in supporting the whole school in order to improve student health and learning.
Descriptive Statements:
- Demonstrate knowledge of legal, ethical, and professional responsibilities of teaching physical education
(e.g., in relation to safety, risk management, injury prevention, and liability).
- Demonstrate knowledge of state and federal laws and guidelines related to special education, privacy, and other aspects of students' rights in relation to physical activity.
- Apply knowledge of strategies and resources for communicating and collaborating with parents/guardians,
community members, school personnel, and organizations to promote, support, and advocate for physical
education opportunities and the development of students who are physically literate.
- Demonstrate knowledge of methods and criteria for promoting students' ability to evaluate the reliability
and validity of social media content, marketing messages, and claims for products and services related to
physical performance, fitness, and health and wellness.
- Apply knowledge of strategies, skills, and criteria for locating and analyzing informational, professional,
and career-related resources related to physical activity, physical education, and health and wellness.
- Demonstrate knowledge of how to promote students' ability to evaluate personal, educational, and community
resources in relation to career, physical activity, and health and fitness options.
- Recognize appropriate principles and practices related to establishing and maintaining a safe physical
education environment as well as to the care and use of physical education equipment, facilities, and other
resources.
- Recognize injury prevention techniques, types and characteristics of physical injuries and life-threatening
conditions, and principles and procedures for treating injures and providing emergency first aid.
Sample Item:
Which of the following scenarios would most help ensure that a physical education teacher is not liable in the injury of a student during physical education class?
- The teacher acted in a similar way to how other teachers of similar training and experience would act in such a situation.
- The teacher reported the injury and the circumstances that led to it immediately to the school principal.
- The teacher is widely respected in the school community and does not have a history of students being injured in classes they teach.
- The teacher and most of the other students in the class directly witnessed how the injury happened.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. Legal liability regarding the injury of a student during physical education class can be complicated and typically depends on several factors. Generally, if a teacher has taken reasonable steps to ensure the safety of students, they are not liable in the event of a student injury, and if the teacher acted in a similar way to how other teachers of similar training and experience would act in a situation that resulted in student injury, they would generally not be liable.
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