Developmentally Appropriate PE

nDevelopmentally Appropriate Physical Education

Information and Application

nQuality Physical Education Program (NASPE)
nOpportunity to learn
uInstructional periods
lTime frame
uQualified physical education specialist
lDevelopmentally appropriate program
lAdequate facilities
uMeaningful content
uAppropriate instruction
l
nWhat is Developmentally Appropriate Physical Education?
nBackground 
u1992 development by Council on Physical Education for Children (COPEC)
upurpose
lprovide guidelines for teachers, parents, administrators, policy makers
lidentify practices appropriate for children’s physical education programs
nPosition Premises
nQuality, daily for all children
nDevelopmentally appropriate programming
uage appropriate
uindividually appropriate (NAEYC, 1986)
nOutcome = individual who is “physically educated”
nPhysically Educated Individual
n1990 definition - NASPE
uHAS learned skills
uDOES participate regularly
uIS physically fit
uKNOWS implications/benefits
uVALUES physical activity
nPremises cont’d
nDifferences between physical education & athletics
nChildren not miniature adults
nChildren in school today not adults in TODAY’s world
nWhy Is This Important for Me?
 
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nFuture/current teachers
nAssist in recognizing practices in best interest of children
nInterrelated components of document - applicability
nAssist in “selling” best programming to:
uadministrators
uparents
upolicy makers
nWhat is included?
nEmphasis on:
uchildren develop at different rates
lexperiences should allow for differences in ability levels
uchildren need multiple opportunities to practice
uexercise should NOT be used as punishment
uclear scope/sequence
nComponents of Document for Elementary Physical Education
nCurricula Decisions
nDesigning Learning Experiences
nFacilitating Cognitive Development
nSupporting Cultural Diversity
nDeveloping Affective Skills
nDeveloping Health-Related Fitness
nPhysical Fitness Testing
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nExercise and the use of Exercise as Punishment
nAssessment
nActive Participation for Every Child
nRhythmical Activities and Dance
nEducational Gymnastics
nUse of Games and Setting Rules for Games Play
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nForming Groups/Partners
nGender Equity
nFacilities
nField Days/Special Events
nExpectations for Student Learning
nClass Organziation
nEstablishing the Learning Environment
nBrief Activity
nMiddle School Physical Education
nMSP should facilitate and support growth of student (physically, emotionally, and socially)
nMSP should compliment, reinforce, and extend movement opportunities provided in elementary school
nExperiences should be afforded in a positive and safe environment
nStudent improves through sport skills and movement skills
uLifetime of healthy behaviors
nStandards Information for MSP
nSixth grade students:
uDemonstrate mature form for all basic manipulative, locomotor and non-locomotor skills
uDemonstrate increasing competency in more advanced specialized skills
uAble to combine skills in complex situations
uAble to demonstrate beginning strategies for net and invasion games
nAppropriate Practices for  High School
nCurriculum Guidelines
nProgram Choices
nRefinement of Skills
nPhysical Fitness Activities
nKnowledge
nPositive Social Behaviors
nVariety
nSport Activities
nDance
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nAquatics
nGymnastics
nOutdoor and Challenge Pursuits
nInstruction Success
nLearning Time
nLearning Environment
nFeedback
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nInclusion
nPractice
nForming Groups
nTeaching Styles
nLearning Styles
nWarm up
nAssessment
nAchievement
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nPhysical Fitness Testing
nClass Atmosphere
nTechniques Available for Psychomotor, Cognitive, and Affective Assessment
nOutside of Class Assignment and Activity Assessment
nInterpretation of Program to Public
nClass Attire
nSupport of Substitution Credit
nTechnology
nHome-School Communication

 

nBrief Activity 2
nQuestions to Ask When Developing Developmentally Appropriate Curriculum
n
nWHO is the student?
uWho is the “population?”
nWHY = learner outcomes
uwhat expectations follow learning?
nWHERE = facilities/environment
uwhat is available?
nWHEN = scheduling
uhow often do students meet?
u
n
nWHAT = content
uactivity categories
nHOW = delivery of content
ustrategies used to deliver developmentally appropriate curriculum
nTEKS, TAKS, National Standards
nTEKS - Texas Essential Knowledge and Skills (TEKS)
nTAKS - Texas Assessment of Knowledge and Skills
nNational Standards
nActivities For Discussion
1.Reflect on your past experiences in physical education - provide examples of developmentally appropriate & inappropriate practices  (elementary, middle or high school)
1.You might use examples from substitute teaching or other interactions with children
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