| (a) Introduction.
(1) Physical education is the foundation of a well-balanced
curriculum. It is an academic subject with a planned and sequential
K-12 curriculum based on the national standards for physical education.
Physical education provides cognitive content and instruction designed
to develop motor skills, knowledge, and behaviors for physical activity
and physical fitness. Supporting schools to establish daily physical
education can provide students with the ability and confidence to
be physically active for a lifetime (Centers for Disease Control and
Prevention (CDC), CDC Healthy Schools, May 2019).
(A) Physical education is designed to develop motor
skills, knowledge, and behaviors for active living, physical fitness,
sportsmanship, self-efficacy, and emotional intelligence. Physical
education addresses the three domains of learning: cognitive skills
related to the knowledge of movement, affective skills related to
feelings and attitudes about movement, and psychomotor skills related
to the manual or physical skills in movement literacy (SHAPE America,
2014, p. 4).
(B) Physically literate students have the ability to
develop a lifetime of wellness. Physical literacy can be described
as the ability to move with competence and confidence, to acquire
knowledge and understanding, and to value and take responsibility
for engagement in a wide variety of physical activities in multiple
environments that benefit the healthy development of the whole person
(Mandigo, Francis, Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is important
to the development of the whole child and increases a lifetime of
wellness. The Association for Supervision and Curriculum Development
and the National Academy of Medicine support the belief that physical
education, taught at a developmentally appropriate level, improves
physical fitness and skill development, supports and improves academic
achievement, reinforces self-discipline and teacher goal setting,
reduces stress and increases blood flow to the brain, strengthens
peer relationships, and improves self-confidence and self-esteem.
(2) The physical education standards are categorized
into five strands that are of equal importance and value. The movement
patterns and movement skills strand guides the physically literate
student in the development of fundamental movement patterns, spatial
and body awareness, and rhythmic activities. The performance strategies
strand guides the physically literate student in utilizing strategies
in fundamental components of games, activities, and outdoor and recreational
pursuits. The health, physical activity, and fitness strand encompasses
health-related fitness, environmental awareness, and safety practices
that guide students to a health-enhancing, physically active lifestyle.
The physically literate student demonstrates skills and mechanics
used during physical activity and analyzes data used during fitness
performance. The physically literate student recognizes the correlation
between nutrition, hydration, and physical activity. The social and
emotional health strand incorporates working with others, responding
to class expectations, and applying self-management skills. The lifetime
wellness strand engages students in physical activity for the purposes
of self-expression, enjoyment, and challenge.
(3) Quality physical education programs include a comprehensive
curriculum, physical activity, safety policies, safe environments,
qualified physical education specialists instructing the class, and
student assessment and do not use physical activity as a form of punishment.
Texas state law outlines state requirements that support these essential
components. In accordance with state law, physical education curriculum
and instruction must be sequential, developmentally appropriate, and
designed to meet the needs of all students, including students with
disabilities and of all physical ability levels. At least 50% of the
physical education class must be used for actual student physical
activity at a moderate or vigorous intensity level, which aligns with
additional state requirements for a minimum number of minutes for
moderate or vigorous physical activity in Kindergarten-Grade 8. Required
student-to-teacher ratios of 45-to-1 ensure the proper supervision
and safety of students in physical education classes, and school districts
must identify how student safety will be maintained if that ratio
is exceeded. State law also requires that school districts and charter
schools annually assess the physical fitness of students in Grade
3 or higher who are enrolled in a physical education course.
(4) Access to age-appropriate physical education equipment
is essential to quality instruction. Basic, age-appropriate equipment
for all students is imperative for the development of motor skills,
manipulative skills, and eventually becoming a physically literate,
lifelong learner. Without basic, age-appropriate equipment, students
will not have the necessary experiences to become physically literate,
lifelong learners. All equipment should be age appropriate for the
grade levels to be taught. The term age appropriate means that the
equipment must include a variety of sizes, weights, and textures to
provide differentiated experiences for students of various ages and
ability levels. Basic equipment for quality instruction includes,
but is not limited to, the following: sports balls, including fleece
balls, foam balls, tennis balls, beach balls, volleyballs, basketballs,
soccer balls, footballs, baseballs, softballs, and unity balls; striking
implements, including golf clubs, hockey sticks, baseball bats, pool
noodles, tennis rackets, racquetball rackets, pickleball paddles,
lollipop paddles, and ping pong paddles; goals for various sports,
including soccer goals and basketball goals; nets and standards for
a variety of sports, including volleyball, pickleball, badminton,
and tennis; fitness-related equipment; other basic equipment, including
scarves, bean bags, hula hoops, jump ropes, and scooters; classroom
management equipment, including cones, mats, pinnies, poly spots,
and ball inflators; and technology, including microphones, projectors,
speakers, heart rate monitors, timers, and other technology appropriate
for instruction.
(5) In Grades 6-8 physical education, students apply
sport concepts; recognize key elements for success; develop plans
for health-related fitness, skill-related fitness, and skill improvement;
apply knowledge of safety practices and self-management; and understand
in greater detail the function of the body. Students learn to use
technology to assist in measuring and monitoring personal performance.
An emphasis is placed on opportunities for participation, activity
choices, enjoyment, and challenge, both in and out of school.
(6) Statements that contain the word including reference
content that must be mastered, while those containing the phrase such
as are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Movement patterns and movement skills--locomotor
skills. The physically literate student demonstrates competency in
fundamental movement patterns and developmentally appropriate locomotor
skills. The student is expected to:
(A) combine and apply a variety of locomotor skills
during dynamic fitness, sport, and rhythmic activities; and
(B) combine correct jumping and landing technique during
dynamic activities, game situations, and sports.
(2) Movement patterns and movement skills--non-locomotor
skills. The physically literate student demonstrates competency in
fundamental movement patterns and developmentally appropriate non-locomotor
skills. The student is expected to:
(A) combine and apply balance with control during dynamic
activities, game situations, and sports; and
(B) demonstrate proper body positioning, proficiency,
and footwork and perform offensive and defensive skills during dynamic
activities, game situations, and sports.
(3) Movement patterns and movement skills--manipulative
skills. The physically literate student demonstrates competency in
developmentally appropriate manipulative skills. The student is expected
to:
(A) combine appropriate throwing techniques during
game situations and sports;
(B) apply appropriate catching technique from different
levels and trajectories with an implement during game situations and
sports;
(C) perform, without cue, key elements in hand dribbling
during game situations and sports;
(D) perform, without cue, key elements in foot dribbling
during game situations and sports;
(E) apply correct technique in kicking and punting
during game situations and sports with control, distance, and accuracy;
(F) perform, without cue, key elements in volleying
during game situations and sports;
(G) perform, without cue, key elements in striking
during game situations and sports; and
Cont'd... |
