| Outcome 1: Scientific and theoretical knowledge— Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals. |
| 1.1 Physiological and biomechanical concepts: Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness. |
| 1.2 Motor learning and psychological/behavioral theory: Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity and fitness. |
| 1.3 Motor development theory and principles: Describe and apply motor development theory and principles related to skillful movement, physical activity and fitness. |
| 1.4 Perspectives of physical education: Identify historical, philosophical and social perspectives of physical education issues and legislation. |
| 1.5 Analyze and correct critical elements of motor skills and performance concepts. |
| Outcome 2: Skill-based and fitness-based competence—Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health-enhancing fitness as delineated in the NASPE K – 12 Standards. |
| 2.1 Personal competence in motor skills performance: Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns. |
| 2.2 Health-enhancing level of fitness: Achieve and maintain a health-enhancing level of fitness throughout the program. |
| 2.3 Demonstrate performance concepts: Demonstrate performance concepts related to skillful movement in a variety of physical activities. |
| Outcome 3: Planning and implementation—Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state and national standards to address the diverse needs of all students. |
| 3.1 Design short-term and long-term plans: Design and implement short-term and long-term plans that are linked to program and instructional goals as well as a variety of student needs. |
| 3.2 Develop appropriate goals and objectives: Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) goals and objectives aligned with local, state and /or national standards. |
| 3.3 Design content aligned with objectives: Design and implement content that is aligned with lesson objectives. |
| 3.4 Plan for resources to provide learning experiences: Plan for and manage resources to provide active, fair and equitable learning experiences. |
| 3.5 Plan instruction for diverse student needs: Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities. |
| 3.6 Plan instruction that addresses diverse needs: Plan and implement progressive and sequential instruction that addresses the diverse needs of all students. |
| 3.7 Demonstrate knowledge of current technology: Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives. |
| Outcome 4: Instructional delivery and management—Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning. |
| 4.1 Communication skills: Demonstrate effective verbal and nonverbal communication skills across a variety of instructional formats. |
| 4.2 Demonstrations, explanations, cues, and prompts: Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences. |
| 4.3 Instructional feedback: Provide effective instructional feedback for skill acquisition, student learning and motivation. |
| 4.4 Adjust instructional tasks: Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses. |
| 4.5 Managerial rules, routines, and transitions: Use managerial rules, routines and transitions to create and maintain a safe and effective learning environment. |
| 4.6 Help students demonstrate responsible behaviors: Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment. |
| Outcome 5: Impact on student learning—Physical education teacher candidates use assessments and reflection to foster student learning and inform decisions about instructions. |
| 5.1 Select or create assessments Select or create appropriate assessments that will measure student achievement of goals and objectives. |
| 5.2 Use assessments Use appropriate assessments to evaluate student learning before, during and after instruction. |
| 5.3 Use the reflective cycle to implement change Use the reflective cycle to implement change in teacher performance, student learning and/or instructional goals and decisions. |
| Outcome 6: Professionalism—Physical education teacher candidates demonstrate dispositions that are essential to becoming effective professionals. |
| 6.1 Belief that all students can become physically educated - Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals. |
| 6.2 Collaboration and professional development - Participate in activities that enhance collaboration and lead to professional growth and development. |
| 6.3 Ethical behavior - Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers. |
| 6.4 Respectful communication - Communicate in ways that convey respect and sensitivity. |
