SHAPE America Standards
Standard 1: 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 PreK-12 physical education program.
1a) Describe and apply common content knowledge for teaching preK-12 physical education.
One specific example in which I applied common content knowledge through my teaching experiences in physical education, would be in one of my student teaching episodes at Fremont High School via Weber State. Throughout this experience, I had the opportunity to teach a beginner yoga course for high school students. In this instance I made sure to emphasize using personal space and spatial awareness to ensure safety for everyone involved in the class. As yoga involves a lot of movement concepts, it was crucial that students were aware of their surroundings to ensure a positive learning experience.
1b) Describe and apply specialized content knowledge for teaching preK-12 physical education.
One example in which I applied specialized content knowledge was when I helped teach a Strength and Conditioning course. More specifically, this was demonstrated as I needed to understand the different muscle groups activated during each workout/exercise. Additionally I needed to understand and apply the different terminology used in a weightlifting setting. For example, we would often use the weightlifting terminology of sets and reps to help track the students' progress throughout each exercise. Another specific instance from this class in which I used specialized content knowledge was through identification of specific muscles and muscle groups activated during various workouts.
1c) Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity, and fitness for preK-12 students.
One method in which I applied physiological and biomechanical concepts throughout my student teaching experiences was done through the concepts of balance and stability. While the concept of balance and stability has been emphasized in nearly every class/course that I’ve taught, this concept was emphasized the most through my experience at Fremont High School while teaching yoga. More specifically, when teaching this course we thoroughly discussed the concepts of your body’s ‘base of support’ in where your body makes contact with the ground, as well as the concepts of being aware of your body’s center of gravity and how it relates to each yoga pose.
1d) Describe and apply motor learning and behavior-change/psychological principles related to skillful movement, physical activity, and fitness for preK-12 students.
One instance in which I applied motor learning and psychological principles to my teaching experiences was being aware of the arousal and anxiety levels of my students in relation to the Inverted-U Principle. By being aware of the 3 varieties of the Inverted-U Principle (fine-complex, moderate-moderate, and gross-simple) and how these principles/arousal levels influence performance results, I could in theory manipulate the arousal levels of the students in an attempt to influence performance results. An example of this took place while helping teach a Strength and Conditioning course. Within this example, weightlifting would fall under the category of the Gross-Simple Inverted-U Principle. In order to help students reach their personal records in terms of lifting, we would want the students to have high levels of arousal to influence their performance. To help reach higher arousal rates I would encourage students to increase their breathing rates to help increase their physiological response.
1e) Describe and apply motor development theory and principles related to fundamental motor skills, skillful movement, physical activity, and fitness for preK-12 students.
One example in which I used a motor development theory within my teaching experiences was around the concept of the Stages of Learning in which we are able to categorize different stages of learning in relation to a skill or task. These stages are broken down into cognitive, associative, and autonomous. At the cognitive stage, learners are just beginning to learn the skill, and therefore need much more time to process information. Whereas in the autonomous stage, learners are starting to approach mastery of a skill and are able to handle a lot more stimuli or difficulty throughout the task. While associative learners are in the middle of cognitive and autonomous in terms of mastery of a skill or task. Therefore, throughout my teaching experiences, I make it a point to evaluate every one of my students to identify their stage of learning to best understand how to differentiate the lesson based on the students’ needs.
1f) Describe historical, philosophical, and social perspectives of physical education issues and legislation.
Throughout the history of physical education within our education system, there used to be a huge emphasis on the concept of “movement” within the curriculum which has now evolved over time. As physical education used to influence “movement” on our youth, our jobs have now evolved to influence “health and wellness”. With this concept in mind, I have made great efforts within my lesson planning to shift away from “student movement” and more towards “student health”. More specifically, some lessons I have constructed throughout my education experiences have surrounded concepts of nutrition journals, fitness plans, yoga (in connection to our mind and bodies), and reflective journals.
Standard 2: 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.
2a) 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).
Throughout all of my teaching experiences at Weber State, I have been able to have a handful of teaching experiences that cover locomotor, non-locomotor, and manipulative skills all through different physical education content areas such as games and sports, outdoor pursuits, individual-performance activities, and fitness activities. Some specific examples in which I have had the opportunity to teach these skills and content areas were through Layton High School, Fremont High School, Syracuse High School, Weber State Charter Academy, and Shadow Valley Elementary School. Some of the activities that these have included are yoga, strength and conditioning, locomotor skills (hiking, running, and hoping), manipulative skills (dribbling, kicking, throwing), team sports (hockey, basketball, soccer, partners pickleball), and non-locomotor skills (yoga).
2b) Achieve and maintain a health-enhancing level of fitness throughout the program.
One method in which I was able to ensure a maintained level of health-enhancing fitness throughout my teaching, was through placing an emphasis on progressive based activity and performance throughout the semester. As the students participated in physical activity every class period, it was highly encouraged and reinforced for the students to push themselves and their limits throughout the semester. To further reinforce this concept, I was able to create assessments that kept track of the student’s performance throughout the different activities they would participate in and allowed for the students to visually see their progressions throughout the semester.
Standard 3: Planning and Implementation
Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state, and/or SHAPE American National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology, and metacognitive strategies to address the diverse needs of all students.
3a) Plan and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) short- and long-term plan objectives that are aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education.
One method in which I planned and implemented appropriate short and long term plan objectives throughout my teaching experiences was basing lesson plans and activities off of the SHAPE American National Standards and Grade-Level Outcomes for K-12 Physical Education. One of my first steps in creating a lesson plan is either looking through the SHAPE America National Standards and creating a lesson plan that compliments the selected standards, or by creating a lesson idea and adapting the structure of the lesson based on the SHAPE America National Standards. By continuously structuring lessons and activities around the SHAPE America National Standards I was able to plan and implement appropriate short and long term objectives.
3b) Plan and implement progressive and sequential content that aligns with short- and long-term plan objectives and that addresses the diverse needs of all students.
When helping teach a Strength and Conditioning course at Layton High, the first step we had the students take before going into the weight room was practice their techniques and form of the different exercises with a pvc pipe. By incorporating a light weight “bar” the students were able to practice correcting their lifting form without the risk of hurting themselves due to heavier weight. By correcting their form with little risk on the first day, this allowed the students to lift safely throughout the course and allow for more room towards the end of the class to lift heavier as they made progressions throughout the course.
3c) Plan for and manage resources to provide active, fair, and equitable learning experiences.
One method in which I demonstrated the ability to plan for and manage resources to provide active, fair, and equitable learning experiences, took place at Indian Hills Middle School. While at Indian Hills, I created and maintained a PE Equipment Inventory Sheet to keep track of our equipment. By keeping a more detailed inventory of the school’s equipment, we as teachers are able to better plan and distribute materials evenly throughout each class. When materials are able to be evenly distributed for each group of students, we as teachers are able to provide a more equitable learning experience.
3d) Plan and implement individualized instruction for diverse student needs, adding specific accommodations and/or modifications for all students.
One example of creating an individualized instruction and lesson for diverse student needs took place during my student teaching at Syracuse High School in a Fit For Life class. During one activity throughout this class, the students were to learn about individualized heart rates and their target heart rate zones. These students would then learn how these target heart rate zones can be used as a guide during workouts. The students would first find their individual resting heart rate and use this information to find their target heart rate zone. With each student’s individual target heart rate zone, they would complete a base workout given to the entire class but would adjust the intensity of the exercise halfway through the workout based on their current heart rates after exercise.
3e) Plan and implement learning experiences that require students to use technology appropriately in meeting one or more short- and long-term plan objective(s).
One way that I have used technology throughout my student teaching to compliment the students’ learning experiences is by incorporating instructional videos during a Strength and Conditioning course. On the very first day of class, we used videos that demonstrated individuals participating in the exercises we would be working on throughout the course, which helped show cues and critical elements of each exercise. These videos helped introduce the variety of lifts done throughout the course as well as increase the familiarity and comfortableness of the students towards lifting throughout the course.
3f) Plan and implement learning experiences that engage students in using metacognitive strategies appropriately to analyze their own performance results.
During my student teaching at Syracuse High School, I ran an activity that involved the students finding their target heart rate zone that demonstrated students using metacognitive strategies to analyze their own performance results. During this activity the students would find their target heart rate zone and complete an exercise given to the entire class. However, halfway through the exercise they would take their current heart rate and compare it to their target heart rate to identify if the workout needed to be more or less intense. Based on their current physiological response to half of the workout they would adjust the workout to become harder or easier and complete the rest of the exercise. Throughout this experience it was crucial that the students appropriately analyzed their own performance results to adjust their workload as needed.
Standard 4: Instructional Delivery and Management
Physical Education candidates engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, and instructional and managerial skills to enhance student learning.
4a) Demonstrate verbal and nonverbal communication skills that convey respect and sensitivity across all learning experiences.
One example in which I was able to demonstrate communication skills that conveyed respect and sensitivity across learning experiences, took place at Syracuse High School during a cardio exercise in which the students would find their heart rate and monitor their exercise intensity based on their heart rates. During this lesson, there was a particular student who had a hard time finding their pulse to find their resting heart rate. After the class instructions were over, I individually helped this student walk through how to find a pulse on both the wrist and neck. However even after the walkthrough, the student still had difficulty finding a pulse. I then instructed this student on how their find their pulse by placing their hand over their heart, but to no avail they could still not find their pulse. It was at this moment I realized; this was possibly due to the size of this student, as individuals who are obese can have a harder time getting deep enough to find their pulse. As this could possibly be a sensitive subject for this student, I encouraged their efforts and reinforced that finding a pulse can be difficult sometimes which is totally okay. I then had them use the national averages of heart rate based on age for this activity, which they seemed to respond to well.
​
4b) Implement demonstrations, explanations and instructional cues that are aligned with short- and long-term plan objectives.
One method in which I’ve demonstrated this standard is through my teaching experiences at Indian Hills. Throughout each instructional unit, I teach a multitude of skills… all of which are tied with around 5-6 critical elements. Each critical element is tied with a cue to help the students understand the explanation of the skill. These instructional cues both help the students understand the foundations of how to perform certain skills as well as how these skills relate to the selected sport.
​
4c) Evaluate the changing dynamics of the learning environment and adjust instructional tasks as needed to further student progress.
One example in which I adapted instructional tasks and lessons as needed to further student progress came from my experiences at Syracuse High School. Throughout the course, one of the lessons was going to be revolving around the concept of the front squat; however, it quickly became clear the students hadn’t yet felt comfortable of the parallel squat. Making it crucial that we revisited the techniques of the parallel squat so before throwing in additional information. In order for the students to become comfortable in the front squat, it was crucial that the students became fully comfortable of the components of the parallel squat to ensure a positive learning experience for the students.
​
4d) Implement transitions, routines, and positive behavior management to create and maintain a safe, supportive, and engaging learning environment.
One method in which I have demonstrated this standard was during my teaching experiences at Indian Hills Middle School regarding our changing policy/routines. Typically within a Physical Education class, the most commonly seen routine regarding changing looks as such… As soon as the bell rings, the students are given 5 minutes to change into PE appropriate attire and get into the gym for attendance/roll call.
However during our time at Indian Hills, we found this transition/changing policy created more issues than it solved. Many students would abuse this 5 minute window at the beginning of class and wander the halls or “mess around” in the locker rooms. Due to some of these issues, as a Physical Education Department we established a different changing policy that better fit our classroom goals.
Instead of a “typical” PE routine, we decided to have the students meet in the gym once the bell rings to complete a daily journal entry while teachers would take attendance. After 5 minutes of writing in their journals, the students would then be excused for an additional 5 minutes to go change in the locker rooms. We found that by establishing this new routine, there was a lot more structure and control of where students were throughout the building as well as allowing them time to reflect and think in daily journals before participating in the daily activity. The combination of these factors contributed to a safer and more engaging learning environment.
​
4e) Analyze motor skills and performance concepts in order to provide specific, congruent feedback to enhance student learning.
During my teaching experience at Layton High School within a Strength and Conditioning course, I had a plethora of opportunities to analyze motor skills and performance to provide specific feedback to assist the student and their learning experience. One specific instance that demonstrates this opportunity was when a particular student was having difficulty reaching proper squatting depth. After analyzing their technique, I was able to give the feedback/suggestions to slightly open up the feet so their toes were pointed slightly outward from their center of mass, allowing for further depth during the parallel squat. I was also able to give some feedback on “visualizing” driving their heels into the ground to maintain connection to the ground for further stability and balance, as this student had a habit of lifting their heels slightly off the ground when squatting.
Standard 5: 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.
5a) Select or create authentic, formal assessments that measure student attainment of short and long-term objectives.
Throughout my many teaching opportunities while at Weber State, I was able to create a multitude of assessments to evaluate the learning experience of the students I had the opportunity to teach. During my time at Syracuse and Layton High Schools, I had the opportunity to create a handful of assessments that tracked the students progress throughout the weightlifting and cardio aspects of the course throughout the semester. These assessments allowed the students to fill out and keep track of the amount of weight lifted throughout each exercise as well as the time frame in which each student completed their cardio exercises. These assessments allowed the students physical documentation of their progress through both short and long term goals and objectives.
​
5b) 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.
During my teaching experience at Syracuse High School, I created a formative assessment along with a lesson plan that would allow the students to reflect on current cardio performance and use this information towards creating both short and long term goals. However, once the long term goal time frame was completed I created a summative assessment that would allow the students to reflect and learn from the completion of their long term goals/plans.
​
5c) Implement a reflective cycle to guide decision making specific to candidate performance, student learning, and short- and long-term plan objectives.
During one of my lessons I taught at Syracuse High School, the students had the opportunity to reflect on their current performance of a cardio workout and use this information to set both short (1-2 week time frames) and long term (4-6 week time frames) goals throughout the semester. More specifically, this reflection process was done through both a formative assessment sheet the students filled out during the class period of the 1st cardio workout, and a summative assessment that the students filled out at the very end of the 6 week time frame.
Standard 6: 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.
6a) Engage in behavior that reflects professional ethics, practice, and cultural competence.
One instance in which I demonstrated behavior that reflected professional ethics, practice, and cultural competence took place in my time at Indian Hills Middle School. As a department while teaching Physical Education at this school, we had implemented routines that required the students to dress appropriately for gym class to better influence their learning experience. More specifically, the students would be given 5 minutes at the beginning and end of class to change to and from PE appropriate attire.
During one of my semesters, I had a student who was concerned about this policy due to her religious beliefs. More specifically, she was worried about the process of changing in front of others in relation to her religious beliefs as well as the allotted time to change.
​
Due to these circumstances, I talked with this student to find an alternative solution that would allow this student to feel most comfortable. After talking with this student, she came up with the conclusion of being allowed to leave towards the locker room a little earlier than the rest of the class. By allowing her to go into the locker room a little earlier than the rest of the class, she would be able to secure one of the bathroom stalls to give her more privacy as well as additional time to change into PE appropriate attire. We also talked about how moving forward if this wasn’t something that was benefitting her we could always reevaluate to best help her be successful in the class.
​
6b) Engage in continued professional growth and collaboration in schools and/or professional organizations.
Throughout my teaching experiences through Weber State I had the opportunity to do some student teaching at Layton High School and help instruct a Strength and Conditioning course partnered up through a local gym. By teaching a course partnered up with a local gym, students were allowed further opportunities to use and access resources they would not have had otherwise.
6c) Describe strategies for the promotion and advocacy of physical education and expanded physical activity opportunities.
One method in which I’ve been able to promote and advocate physical education into expanded physical activity opportunities was through a Strength and Conditioning course I helped teach at Layton High School in which the class would be held at a local gym. As a part of their participation throughout the course, the students were granted gym passes for the entirety of the semester which allowed the students to explore weightlifting opportunities at this local gym.