PURPOSES/USES
A primary purpose of ICHPER·SD is promoting quality physical
education programs for all school-age youth, globally. To this end,
standards of content for preparing physical educators have been established.
These Standards represent essential knowledge and skills for all
entry-level physical educators; hence, are central to all teacher
preparation programs.
The Standards enable the practicing professional to design and deliver
comprehensive, developmentally appropriate curricula.
The Standards facilitate multinational student and teacher exchange
programs (through use of a registry), as well as facilitate a global
market.
The Standards generally associate with undergraduate-level education;
hence, may serve as prerequisites for graduate-level programs of study.
COMPONENTS
The curriculum of a professional preparation program for physical
education teachers includes three components-disciplinary aspect of
physical education (including aspects of foundational disciplines),
professional aspect of physical education, and pedagogy.
STANDARD OF CONTENT
The standard of content is expressed in terms of exit competencies,
which represent what each teacher education candidate in the field
of physical education will evidence as a condition of licensure.
The standard of content for licensure does not identify prerequisite
knowledge and skills for admission into or for continuation in a teacher
preparation program. It is incumbent upon the respective program/institution
to identify and evaluate such knowledge and skills (e.g., motor fitness,
physical fitness, communication skills, technology skills, scholastic
achievement).
Regarding motor fitness and physical fitness, it is expected that
the candidate for a teaching license will have evidenced proficiency
in movement forms, effectiveness in applying movement concepts, a
health-enhancing level of fitness, and a physically active lifestyle.
These expectations appear as Standards 1 through 4, including accompanying
benchmarks, in the International Standards for Physical Education
and Sport for School Children (ICHPER·SD, 2001).
The strategies for integrating the prerequisite and requisite knowledge
and skills with the intended exit competencies, and for evidencing
achievement of all knowledge and skills, is the responsibility of
the respective program/institution.
STANDARD OF ACHIEVEMENT
For programs/institutions desiring to be listed in the Registry (see
below), a standard of achievement has been identified for each standard
of content. The standard of achievement is expressed in terms of clock
hours (contact hours). This quantitative standard is not intended
to represent a qualitative measure of the teacher education program.
Nor is it intended to measure completion of each standard of content
by students enrolled in the program. Rather, it is incumbent upon
the program/institution to establish and implement the qualitative
dimension for evaluating the program and for evaluating candidates
for teacher licensure.
The standard of achievement applies to undergraduate, 4-year degree/licensure
programs. Licensure programs which are mandated to be shorter in duration
must meet each standard of content; however, the standard of achievement
may be modified. To be listed in the Registry, a program/institution
which is shorter in duration is required to detail the conditions
which warrant a reduction in the standard of achievement.
A program achieves compliance with the Global Standards by meeting
or exceeding the minimum standard of achievement for each standard
of content, which are identified in the Global Professional Preparation
Standards, below.
SELF ASSESSMENT
Assessment of a program using the standards is optional. An institution
which believes, resulting from its assessment, it is in compliance
with the standards may request consideration for listing in the Registry.
A Self Assessment Form accompanies the standards.
REGISTRY
A Registry of Programs for the Professional Preparation of Physical
Education Teachers will enable individuals to seek information about
particular programs. The Registry will be published in the Journal
of ICHPER•SD (fall issue), annually. The Registry will
be comprised of programs which meet all content standards, as evidenced
through a self assessment and voluntary submission of the registration
form. Listing is for three years duration, after which the program/institution
must submit a current Self Assessment and Registration Form to maintain
continued listing in the Registry. Organizational membership in ICHPER·SD
is required for the duration of listing.
Absence of being listed in the Registry does not connote a lack of
fulfilling of the standards. It may mean the institution opted not
to use the Self Assessment Form, is in the process of modifying its
curriculum, and/or opted not to submit its Self Assessment Form for
inclusion in the Registry.
REVIEW OF STANDARDS
Because the needs and conditions of consumers continually change,
standards are dynamic in nature. Therefore, it is intended that the
Standards undergo systematic reviews and appropriate modification,
at least every eight years.
GLOBAL PROFESSIONAL PREPARATION STANDARDS
1. Disciplinary Knowledge (Minimum of 30 clock hours for each,
1.1 through 1.9)
This component includes body of knowledge of the science and art
of human movement. Emphasis is on the anatomical, biomechanical, physiological,
psychological, sociological, motor development, and motor learning
aspects of motor performance.
Graduates of programs preparing physical education teachers will
have exhibited competencies in:
1.1 Knowledge of philosophical (including ethical) dimensions of
physical
education as a discipline and profession
1.2 Knowledge of historical perspective of physical education
1.3 Knowledge of human anatomy, structurally and functionally
1.4 Knowledge of kinesiological aspects and physical of human performance
1.5 Knowledge of human physiology and effects of exercise on human
performances
1.6 Knowledge of psychological aspects of human performance, including
motivation and drive, anxiety and stress, and self-perception
1.7 Knowledge of sociological aspects of human performance, including
social dynamics; ethical and moral behaviors; and cultural, ethnic,
and gender differences
1.8 Knowledge of motor development, including maturation and fundamental
movements
1.9 Knowledge of motor learning, including fundamental and complex
motor
skills; and interrelationships among cognitive, affective, and psychomotor
domains
2. Professional Knowledge and Skills (Minimum of 60 clock
house, including all, 2.1 through 2.8)
This component includes humanistic and behavioral aspects of professional
studies. Emphasis is on nature of a profession; nature of teaching
physical education as a profession; commitment to scholarship, research
and service; and individual and cultural contexts for teaching and
learning human movement.
Graduates of programs preparing physical education teachers will
have exhibited competencies in:
2.1 Knowledge of what constitutes a profession, and nature of physical
education
as a profession
2.2 Knowledge of effects of physical education on individuals and
society
(including special needs populations), relative to quality of life,
individually
and globally
2.3 Knowledge of roles of physical education in schools, including
historical
perspective and socio-political forces
2.4 Knowledge of and skill in developing a personal philosophy of
physical
education.
2.5 Knowledge and skills to sustain scholarship, research (as consumer
and research), and service (e.g., consumer advocacy, program advocacy,
service to school-community, service to profession)
2.6 Knowledge of cultural aspects of physical activities and sport
2.7 Knowledge and skills in designing comprehensive, developmentally
appropriate curricula, for various populations (including special
needs
populations), based on curriculum theory and subject matter of physical
education
2.8 Knowledge and skills in developing aspects of a physical education
program
(in addition to curriculum), including equipment maintenance and storage,
budgeting, program evaluation, legal aspects, safety aspects, and
leadership
3. Pedagogical Knowledge and Skills (Minimum of 60 clock hours,
including all, 3.1 through 3.6)
This component includes teaching and learning theory and professional
applications of the body of knowledge. Emphasis is on designing a
curriculum, evaluating learning, and evaluating the program.
Graduates of programs preparing physical education teachers will
have exhibited competencies (including laboratory and clinical/experiences)
in:
3.1 Knowledge of educational learning theory
3.2 Knowledge and application of theory of effective teaching
3.3 Knowledge of and skills in translating curriculum into teaching
and learning
activities
3.4 Knowledge of and skills in designing systematic unit and lesson
sequencing
(including sequential learning)
3.5 Knowledge of and skills in analyzing movement, assessing and evaluating
motor performance, and evaluating the teaching-learning process
3.6 Knowledge of and skills in class management
ICHPER•SD October, 1997
Approved by: ICHPER•SD Executive Committee, July, 1997
SURVEY GLOBAL STANDARDS FOR PROFESSIONAL PREPARATION
OF PHYSICAL EDUCATION TEACHERS