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Descriptive Statements:
- Recognize key concepts, issues, trends, goals, and purposes associated with student-centered physical education programs.
- Demonstrate knowledge of age-appropriate and developmentally appropriate activities and instructional strategies that support students' physical, cognitive, social, and emotional development.
- Demonstrate knowledge of the cognitive dimensions of physical activity and ways to foster critical-thinking, decision-making, problem-solving, and analytical skills in the context of physical activities.
- Demonstrate knowledge of social and emotional influences on student learning in the physical education setting.
- Apply knowledge of effective communication techniques that demonstrate sensitivity to student differences, encourage student communication, and foster engagement in the physical education environment.
- Recognize ways in which students differ in their approaches to learning and appropriate physical education strategies and resources that address diverse learning styles.
- Identify general principles and teaching strategies for managing and motivating students in physical education settings (e.g., supervision, active learning, discipline practices, effective transitions, feedback).
Sample Item:
Students prepare to play team handball on an indoor court. The teacher reminds students that the game resembles soccer played with the hands, incorporates strategies from basketball, and prohibits physical contact. Objectives include eluding defenders and throwing a ball into the opponent's goal, as well as defending one's goal. Only the goalies may occupy a designated area in front of their goal nets. Which of the following additional rules would best maximize participation and promote strategic skills?
- switching from zone defense to player-to-player defense on the teacher's signal as required by the situation
- requiring that each offensive play include three completed passes before a shot on goal
- specifying that offensive players use bounce shots rather than set or jump shots on attempts to score
- having goalies put the ball into play from center court following goals or defensive blocks
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. This question requires the examinee to demonstrate knowledge of appropriate activities for supporting students' physical, cognitive, social, and emotional development. In a game of team handball, requiring offensive players to complete three passes before shooting on goal necessitates the involvement of more students and increases the complexity of game play, thereby increasing participation and students' use of tactical skills. This type of rule modification supports students' social and emotional development by promoting fairness, teamwork, and equitable participation by students, while minimizing the ability of highly skilled or aggressive students to monopolize the game. It also supports students' cognitive development by prompting students to make strategic decisions that contribute to accomplishing team goals.
Descriptive Statements:
- Demonstrate knowledge of how to design and implement physical education activities that are based on principles of effective instruction and governing standards.
- Analyze activities, lesson plans, instructional resources, and curriculum materials in terms of developmental appropriateness, comprehensiveness, usefulness, and safety.
- Recognize appropriate activities for students with special needs and for students from diverse cultural or linguistic backgrounds; and techniques for modifying rules, equipment, and settings to accommodate all students.
- Apply knowledge of strategies and techniques for adapting and modifying physical education approaches, activities, and organizational strategies to ensure individual student progress, motivation, and safety.
- Demonstrate knowledge of types and characteristics of physical education assessment methods and how to interpret, use, and communicate assessment information to foster students' development and learning.
Sample Item:
In an elementary physical education class, students practice racket skills. They use junior rackets to practice drop serves and forehand strokes against a wall and then with partners. One child who has muscular dystrophy is willing and physically able to participate. In which of the following ways could the teacher best address this child's needs in the context of this activity?
- Build in opportunities for rest breaks during class and allow the child to practice the skills at his or her own pace.
- Simplify directions used to introduce the activity to the class and refrain from providing verbal cues to the child.
- Provide the child with extra practice time before the main activity and try to eliminate distractions during the activity.
- Define an individual practice space for the child and his or her partner by using colored tape or cones for boundaries.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. This question requires the examinee to apply knowledge of strategies and techniques for adapting and modifying physical education approaches and activities to ensure individual student progress, motivation, and safety. In this situation, adding opportunities for rest breaks during the racket skill activities and allowing the student with muscular dystrophy to practice at his or her own pace permit the student to participate with other students to the maximum extent possible. By adapting the activity in this way, the teacher addresses the student's individual physical needs and demonstrates sensitivity to the student without singling out or separating the student from the rest of the class.
Descriptive Statements:
- Demonstrate familiarity with professional codes of conduct, ethical standards, and legal requirements and responsibilities associated with physical education.
- Demonstrate knowledge of state and federal laws and guidelines related to special education, equity, inclusion, 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, enhance, and advocate for physical education opportunities for students and self.
- Recognize appropriate principles and practices related to the selection, care, maintenance, and use of physical education equipment, facilities, materials, media, staff, and technological resources.
- Analyze principles, techniques, issues, and considerations related to establishing and maintaining a safe physical education environment.
- Recognize types and characteristics of injuries common to physical activities and principles of injury management and emergency first aid.
Sample Item:
The formal process of assessing possible exposure to injury in a physical education environment and taking action to minimize its likelihood is known as:
- risk management.
- negligence per se.
- facilities management.
- duty of care.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. This question requires the examinee to demonstrate familiarity with legal and professional practices related to physical education. The goal of risk management is to reduce foreseeable injuries through preventive practices such as supervising students closely, using skill progressions and age-appropriate equipment, and inspecting facilities and playing areas. A typical risk management planning process involves systematically identifying risks related to a particular physical activity or sport, evaluating risks in terms of likelihood and severity, selecting appropriate means of dealing with risks (e.g., eliminating the riskiest components, devising safety strategies), and implementing procedures to put the risk management plan into action.
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