FOR A COMMITI1IENT TOWARD THE DELIVERY OF QUALITY PHYSICAL EDUCATION TO SCHOOL CHILDREN/YOUTH, WORLDWIDE

Transcription

1 .-.. United Nations Educationa, Scientific and Cutura Organization (UNESCO) FOR A COMMITI1IENT TOWARD THE DELIVERY OF QUALITY PHYSICAL EDUCATION TO SCHOOL CHILDREN/YOUTH, WORLDWIDE Internationa Counci for Heath, Physica Education, Recreation, Sport and Dance (ICHPER-SD). (ED-2002rWS/46)

2 ACKNOWLEDGEMENTS Contributing Authors -. Forence Grebner, Ph.D., Pedagogy, Ed. Admin Benedictine University, Lise, IL USA, Retired D. Marian Fran& MS., M.Ed. Admin. Schoo District of Lancasm PA USA, Retired ICHPER*SD Standards Committee Mimi Murray, Ph.D. Springfied Coege, Springfied, MA USA C$efProject Coordinator President, ICHPER~SD Mariyn Buck, Ph.D. Ba State University, Mu&e, IN USA Caro PerssoI& Ph.D. _ Westfied State Coege, Westfied, MA USA Dong Ja Yang, Ph.D. Hmmd University, Washington, D.C. USA secretary Genera, ICHPERGD Editoria Assistant Juian U. Stein, Ph.D. George Mason University, Fairfax, VA USA, Retired Regiona Vice Presidents and Representatives to the Project as Members of the ICHPER*SD Standards Committee.. John A. Adedeji, Ph.D., Nigeria Pietcr Ernst Kniger, Ph.D., South Africa Leonard de Vries, Ph.D., Maaysia Yoshiro Hatano, Ph.D., Japan Herbert Haag, Ph.D., Gemany Wiy Laporte, P~LD., Begium Ademir Gebara, Ph.D., Brazi Enrique Chavez, MD, Ecuador Ade M. Enashar, Ph.D., Egypt Jawad Khaaf, Ph.D., Kuwait Jean L. Perry, Ph.D., USA Caudette Jones, Ph.D., Jamaica Joan Marian Fry, Ph.D., Aumaia Peter Chen, Ph.D., New Zeaand

3 . Contents A Goba Mission for Schoo Physica Education Internationa Standards for Physica Education and Sport for Schoo Chidren Advocacy Statement: Physica Education and Sport-A Fundamenta Human Right Promotiona Pan for the Standards for Physica Education and Sport for Schoo Chidren The Seou Resoution on Quaity Physica Educator for a Goba Society, 2000 Goba Standards for Professiona Preparation of Physica Educators Sef Assessment Form for Goba Standards for Professiona Preparation in Physica Education Registry of ProgmnWInstitutions Which Meet Goba Standards for Professiona Preparation in Physica Education Registration Form for Registry Page A- B- C- D- E- F- G- H- I-I ICHPERGD 1900 Association Drive, Reston, Virginia , U.S.A. Te: (703) ; Fax: (703) E-mai: ichper@aahperd.org; website:

4 . A GLOBAL MISSION FOR SCHOOL PHYSICAL EDUCATION A project of the Internationa Counci for Heath, Physica Education, Recreation, Sport, and Dance (ICHPER*SD) in coaboration with United Nations Educationa, Scientific, and Cutura Organization (UNESCO) PREFACE A hamark of a profession is deivery of quaity services to consumers, meeting a fundamenta human right. Therefore, it is incumbent upon the physica education profession (or aspiring. profession as the case may be), to define itsef, and estabish and promugate standards for physica education curricua in schoos, gobay. THFNEED It is generay accepted, and scientificay demonstrated, that physica activity is an important aspect of human ife, and physica education is an integra part of the forma education process. Importance and status of physica education in schoos throughout the word is increasingy being chaenged, manifesting itsef in a reduction of dedicated time, &ingement by other subjects and activities, and interference on the quaity of physica education curricua... This serious diemma has and wi continue to erode the physica we-being and heath of chidren/adoescents, resuting in inadequate eves of physica fitness to engage in ife s functions, increasing incidences of obesity, unnecessary inesses, and premature deaths. In turn, erosion of the physica we-being and heath of chidren/adoescents resuts in erosion of a nation s heath, and thus, our word s heath. A-

5 RESOLUTION Whereas, Whereas, the quaity of an individua s (and a nation s) we-being and heath may be in direct proportion to the quaity of physica education curricua experienced; and insuring quaity physica education cutricua is a responsibiity of physica educators, with utimate accountabiity resting with the profession; and insuring quaity physica education experiences for every chid/adoescent cas for advocacy by the profession; and professiona physica educators are primary caregivers.of chidren/ adoescents with regard to physica education; and schoos are primary venues through which physica education shoud be deivered. the Internationa Charter of Phvsica Education and Snort, supported by UNESCO Member States (Preambe, Art. 1,1978; reafkmed by ICHPERGD, 1991), decares: 3 access to physica education and sport shoud be guaranteed for ai; 2 physica education and sport is a fundamenta right for a; and the Convention of the Rkhts of the Chid (UNICEF, Art. 29, Sec. a, b, September 2, 1990), states that education sha be directed to: F the deveopment of the chid s personaity, taents, and menta and physica abiities to his/her fuest potentia; 3 the deveopment of respect for human rights; and ICHPER*SD resoved to deveop goba standards identifying essentia knowedge and skis centra to schoo programs (Seou Resoution on the Right of Schoo-Age Youth to be Physicay Educated, Word-Wide, Juy, 1997); and ICHE%R*SD resoved a Goba Vision for Physica Education in Schoos (Internationa Congress, Seou, Korea, Juy, 1997), that: > advocates for and enabes deveoping of quaity, daiy physica education programs in schoos, word-wide; > urges other muti-nationa professiona organizations and non-government groups to advocate for greater prominence of and right of a schoo-age youth to quaity physica education programs; and ICHPER*SD joined in support of the Chiba (Japan) Decaration in Sport For A A-2

6 (TAFISA UNESCO-CIGERS, ICSSPE. FMS. ICHPER*SD, FISU/CESU/IAKS. I 9%): and the North American Regiona Forum (Canadian AKPERD, and the American AHPERD) through united efforts to infuence persona we-being of a chidren and youth in 2000 and beyond, stated in its Goba Vision for Schoo Phvsica Education (June, 1995): > a students in every grade shoud have rights and opportunities to experience quaity, daiy physica education; > a quaity physica education pro& are equitabe (e.g., gender, cuture. race. abiity, disabiity); and the Word Conference on Women and Sport (Lausanne, Swiaerand, October ), resoved that the Internationa Oympic Committee be encouraged to join efforts to create goba programs of physica education in schoos, to reaite more fuy the Oympic Idea; and the European Physica Education Association (EUPEA), through its united efforts to improve physica education in schoos (LaPotte, 1997): > reported emphasis on quaity of physica education is refected in the new nationa curricua in various countries; > was proposing to government agencies a minimum time and/or days aocated for physica education in European schoos; and the Word Summit on Physica Education (ICSSPE, Berin, Germany, November 3-5, 1999), reinforced and advocated for importance of every chid across the word to have quaity physica education appropriate for the cuture, socia, and economic system in which it is provided, and the Decaration of Punta De1 Este (UNESCO, MINEPS III, December 3,1999), reiterated:? importance of physica education and sport as essentia eements and integra parts in the process of continuing education; > importance of physica education as a fundamenta right for every chid and youngster around the word; > that UNESCO direct its attention to improving physica education and sport in primary and secondary schoos by deveoping, sharing, and promoting modem curricuar deveopment; and the Word-Wide Survey of the State and Status of Schoo Physica Education (K. Hardman and JJ. Marsha, University of Manchester, UK, Apri, 2000), with the support of internationa Counci of Sport Science and Physicai Education and other internationa and regiona agencies, affitmed that physica education has been pushed into a defensive position, suffering from decreased time aocation, budgetary constraints, ow academic status, and under-vauation by authorities. The survey advocated: A-3 -

7 > increased, action-oriented partnerships of a concerned organizations and agencies; > concerted internationa actions by a concerned to enabe comphance with UNESCO s advocacy statement espousing the principe of physica education as a fimdamenta human right. Therefore be it resoved that, the physica education profession assume its responsibiity for heping to insure quaity physica education curricua for every chid/adoescent, gobay, by: > advocating for access to quaity physica education as a fundamenta human right for every chid/adoescent, gobay; and 3 estabishing goba professiona standards for quaity physica education curricua in schoos; and 3 promugating adoption and actua&ion of the goba professiona standards by nationa professiona organizations. A-4

8 ACTUALIZATION. To actuaize the above resove, ICHPERGD (in coaboration with and approva by UKESCO). wi: deveop Internationa Standards for Physica Education and Sport for Schoo Chidren (appended). The standards can be characterized as: 9 content standards with accompanying benchmarks; > refecting discipinary knowedge, skis, and behaviors incusive of the psychomotor, cognitive, and affective domains; > supportive of process earning; i sequentia; > cuturay neutra; 3 schoo based; 3 customizabe (e.g., gender, cuture, race, abiity, disabiity); and 3 appropriate for age groups within the structure of the schoo entity (i.e.. ages 5-18). prepare an advocacy statement, Physica Education - a Fundamenta Human Right. The statement shoud emphasize essentia roes of physica education in human deveopment, right of access by a chidrenkdoescents, and-pace of physica education in schoos (appended). prepare a pan for promoting the adoption of the Standards for Physica Education and Sport for Schoo Chidren by nationa and internationa professiona organizations. It is not intended that the pan ignore the important roe of governmenta agencies in estabishing schoo curricua; rather, it wi accentuate centra roes of the profession in deveoping professiona standards and infuencing schoo1 curricua (appended). disseminate its Goba Standards for Professiona Preparation of Physica Educators (ICHPERmSD October, 1997), and impement the companion Registry of Programs/Institutions Which Meet Goba Standards for Professiona Preparation in Physica Education (ICHPE&SD, May, 1999) (appended). The Standards can be characterized as: P essentia knowedge and skis for entry-eve physica education teachers; > the core for a physica education teacher preparation programs; > encompassing discipinary, professiona, and pedagogica aspects of physica education; X+ competency-based standard of content; 3 standard for achievement based on cock hours; 3 having an accompanying sef-assessment form; and > having a companion Registry for sef reporting. A-5

9 To advance the actuaization of the above, ICHPDSD, wi use the foowing forums to review. refine. and gamer a coective professiona voice among worid eaders: ICHPE&SD encouraged the 1st A&a Regiona Congress (University of Lagos, Lagos, Nigeria, October 17-9,2000), to integrate these matters into its agenda. The the&e was Dimensions of Physica Education and Sports Literacy in Professionaization of Physica Education and Sports in the African Educationa System. ICHPER+D encouraged the 3ti ICHPERGD Asia Congress Kuaa-Lumpur. (Maaysia, November 23-26,2000), to integrate these matters in its theme, information Tecbnooev Towards a Better Asia: A Focus on Sport. Heath and Phvsica Education. ICHPER=SD wi sponsor the 2 d Leadership Conference (Cincinnati, Ohio, March ,2001), which is to have as its primary focus, Imrkmentation Strategies for Professiona Standards. ICHPEkD wi commit future ICHPER*SD conferences to incude programming which enhances the deveopment of a universa professiona voice. ICHPER*SD &ober, A-6

10 INTERNATIONAL STANDARDS FOR PHYSICAL EDUCATION AND SPORT FOR SCHOOL CHILDREN Internationa Counci for Heath, Physica Education, Recreation, Sport, and Dance (ICHPER*SD) in coaboration with United Nations EducationaI, Scientific, and Cutura Organization (UNESCO) PURPOSES Assembe and articuate the coective voice of professiona organ&ions Standards. in the estabhshing the Estabish goba standards enabing quaity physica education curricua in schoos, thus, heping _- insure that every chid and adoescent is physic&y educated-a fkndaxnenta human right (UN Charter). USES Provide content standards which form the foundation for deveoping and assessing a schoobased physica education curricua. Communicate gobay, the nature of physica education cticuia common to a curricua. depicting essentia content Estabish operationa d&&ions enabing, imphcity, distinctions and reationships between/among physica education and aied fieds (e.g., dance, heath, recreation, sport). L Estabish operationa definitions enabing goba diaogue, research, understanding, and exchanges among professionas and between professionas and eaders of government agencies. OPERATIONAL DEFINT IIONS For the purposes of this document the foowing definitions are used.

11 Physica Education An academic content area, physica education is comprised of two major components: human movement and phvsica Kmess (motor and heahh-reated); and is based on the foowing discipines: motor earning, motor deveopment, kinesioogy, biomechanics, exercise physioogy. sport psychoo,ay, sport socioogy, and aesthetics. Phvsicav Educated Person A physicay educated person HAS eatned skis necessary to perform a variety of physica activities; IS physicay fit; DOES participate reguary in physica activity; KNOWS impications of and benefits ftom invokment in physica activities; and VALUES physica activity and its contributions to a heathfu ifestye. (Nationa Association for Sport and Physica Education, AAKPERD, 1992). Standards Standards represent what chidren/adoescents ought to know and be abe to do as a resut of the instructionaiprogram. Standards 1 through 4 are the primary and distinctive responsibiity of the physica education ctmicuum. No other content area of the schoo ctmicuum incudes knowedge, skis, and behaviors regarding human movement and physica fimess. Standards 5 through 7 are generay the responsibiity of a curricua and co-curricua within the schoo; however, the physica activity setting is uniquey conducive to enabing chidren/youth to evidence achievement of these benchmarks, rendering this earning unique to physica education. Goba Standards Goba standards are universa, representing what every chidkdoiescent shoud know and be abe to do as a resut of the instructiona program. It cannot be-assumed that every chid/adoescent in every country/nation wi be abe to meet a of the content standards at any point in time. Nevertheess, in the spirit of the right of every chid/adoescent to be physicay educated, it is incumbent upon the profession within the respective country/nation to contribute continuahy toward fufiment of the standards. Content Standards Content statements describe essentia discipinary knowedge, skis, and behaviors necessary to perform a variety of physica activities. attain/maintain a heathfu eve of fitness, and benefit from an active ifestye. Benchmarks Benchmarks identify what the student wi evidence, reative to -knowedge, skis, and behaviors resuting fkom the instructiona program. They are indicators of progress toward achievement of the standard. Benchmarks are intended to be in taxonomic order, from east to most compex. Customized Curricuum Standards are not intended to represent a universa curricuum. Rather, they enabe an individua nation to customize its curricua by such factors as incuding appropriate cuture-reated standards, deveoping performance expectations for various eves of abiity and disabiity, expanding content standards, and using various enabing activities. B-2

12 . f Chidren and Adoescents Chidren and adoescents are generay those enroed in forma schooing (e.g., grades kindergarten through tweve; ages 5-8). Cuturav Neutra A individuas shoud have access to the essentia content of physica education, which is intended to be within the grasp of a chidren/adoescents, regardess of the country/nation in which they ive. Right-to-Learn Premises These premises describe the kinds of support that need to be in pace at the nationa. state. and schoo-conm-mnity eves, to insure the right of each chid/adoescent to earn and achieve standards at his/her eve of capabiity. RIGHT-TO-LEARN PREMISES To insure the right of chidren/adoescents to achieve the standards, hence, be physicay educated:. it is incumbent upon government agencies to: embrace physica education as a means to Wi a fundamenta human right. and serve as an avenue for Morn of expression; incude physica education as an integra part of schooing; provide physica education for ev&y chid; provide continuous earning opportunities throughout forma schooing; provide financia support sufficient to enabe the intended earning; and assess achievement of physica education content standards to determine mastery. it is incumbent upon the profession to: provide p-mfessio&iy prepared and appropriatey credentiaed physica educators; provide for sequentia earning and deveopment;. provide for individuaiied earning in the context of factors such as abiity, capabiity, earning stye, eaming pace; provide success-probabe earning materias and experiences; create and manage effective earning environments; customize the curricuum, as cuturay and socio-economicay appropriate; and assess incrementa achievement of physica education content standards to determine mastery. it is incumbent upon the institution to: 3 provide propery icensed instructors in accord with Goba Standards for Professiona Preparation of Physica Education; > provide daiy, quaity physica education instruction for a students;? provide and support annua professiona deveopment equa to that of teachers in other discipines; B-3

13 > provide enab ing support for teaching and eaming (e.g., written cunicuum, cass time, cass size, equipment and materias, faciities, technoogy, teacher schedues), as appropriate for the eve of students (e.g., age, grade eve, deveopmenta eve, specia needs), and > evauate teacher performance, student earning and program effectiveness equa to that of a other discipines. In addition, the right-to-earn can be reaized ony when essentia needs of each chid has been met (e.g., suffkient nutritiona and caoric intake, rest, heath care).. IMPLEMENTATION It is to be understood that quaity of physica education instruction and programs is dependent upon existence of severa components that operate simutaneousy. These standards provide a foundation defining essentia content to be earned by students, but must be organ&d in a curricuar context within the schoo structure. Thus, it is necessary for each schoo entity to write a curricuum for itsparticuar needs. This w&ten cuxzicuum, however, is ony one of at east five components, incuding: written curticuum refecting sequenrti earning; >eementary eve emphasis: basic motor skis within the context of appropriate games of ow organi&&; 3midde eve emphasis: heath fitness concepts, incuding setting and achieving persona goas for heathfu eve of fitness; modified and introductory versions of cuturay common as we as intemationay known games; 3secondary eve emphasis: deveop competence/proficiency in student seected activities, incuding skis to access participation in out-of-schoo programs avaiabe within the community and which have potentia for ife ong invovement and participation; individuaized instruction for mastery earning; muripe reaching styk.s/srraregies to accommodate mutipe inteigences, earning styes, abiities, and disabiities; systematic and reguar assessmenf of which resuts inform the prescription for further iearning; and documentahon and articuation of student achievements. REVIEW OF STANDARDS Because the needs and conditions of consumers continuay change, standards are dynamic in nature. Therefore, it is intended that the Standards undergo systematic reviews and appropriate modification, at east every eight years. B-4

14 STANDARDS STANDARD 1: MOVEMENT COMPETENCY AND PROFICIENCY Demonstrate competency in many movement fotms and proficiency in a few movement forms. * Benchmarks Grade 3 The student wi: 0 Perform manipuative skis (e.g., object contro through throwing, catching, striking, kicking) Perform ocomotor skis (movements) (e.g., trave by waking, running, skipping, shding) Perform non-ocomotor skis (movements) (e.g., bend, stretch, swing, sway, push, pu, twist, turn) Perform movement combinations (basic skis; sequences-e.g., run and kick; twist. step. and throw) Grade 6w The student wi: Exhibit movement adaptations and modifications Exhibit speciaized skis (e.g., pass, dribbe, shoot, bat, serve) common to a variety of activities within the context of seected activities Grade 9* The student wi: Exhibit strategies essentia to specific purposes within distinctive activity types (e.g., games, offensive/defensive maneuvers, dance sequences, swimming strokes) Combine strategies in sma-sided games, modified versions of activities, and sequences from a variety of movement forms (e.g., sport, dance) Grade 12* The student wi: Perform skis, strategies, and sequences within the context of structured activities (e-g., games, dances, sports) Perform skis and strategies within the context of different media (i.e., air, and, water) B-5

15 STANDARD 2: KNOWLEDGE AND APPLICATION OF MOVEMENT CONCEPTS Appy movement concepts and principes to the eaming and deveopment of motor skis. Benchmarks Grade 3* The student wi: Identify fundamenta movements Describe movement concepts Describe basic movements using correct vocabm Appy movement concepts to modify movement Grade 6* The student wi: Identify critica eements of basic ski patterns Identify reationships between/among objects, perfoxmers, and other conditions/parameters Use feedback (i.e., interna, externa) to improve performances Appy movement concepts to speciaized skis Appy critica eements to improve one s performances in speciaized motor skis Grade gtt The student wi: Provide feedback to improve performances of others using critica eements Appy biomechanica principes to tasks of daiy iving and work Identify and appy principes of practice that improve performances Identify characteristics of highy skied performances Describe how environmenta factors affect performances Grade ttt The student wi: Appy advanced, discipine specific knowedge (e.g., biomechanics, physioogy, motor earning) &hen anayzing performances of sef and others B-6

16 Appy biomechanica and physioogica principes reated to injury prevention Anayze one s own and other s performances, and compare with critica eements to improve performances Integrate discipine specific knowedge to earn new skis and activities, independenty Evauate resources for continued earning. Describe how physica, emotiona, and cognitive factors infuence improvement (performance) Access resources for continued earning STANDARD 3: HEALTH-ENHANCING FTNESS Achieve and maintain a heath-enhancing eve of fitness. Benchmarks Grade 3* The student wi: Sustain moderate to vigorous physica activity for short periods of time Identify physioogica signs of physica activity (e.g., increased heart rate) Grade 6* The student wi:.identify components of heath-reated fitness (i.e., cardiorespiratory, fexibiity, muscuar strength and endurance, and body composition) Identify activities reated to each component of heath-reated fitness Grade gtt The student wi:.- Engage in moderate to vigorous physica activity resuting in physioogica responses sufficient to change fitness status Associate resuts of fitness testing to persona heath status and abiity to perform various activities Perform fitness tests to gain accurate information about persona fitness status Appy basic principes of training to improve persona fitness B-7

17 Grade 12 The student wi: Deveop persona fitness goas based on persona fitness profie Assess physioogica indicators of exercise during and after physica activity, and reate resuts to persona fitness goas Design and independenty impement a persona fitness pan STANDARD 4: PHYSICALLY ACTIVE LIFESTYLE Exhibit a physicay active ifestye.+ Benchmarks Grade 3* The student wi: Engage in moderate to vigorous physica activities Identify ikes and disikes associated with one s participation in physica activities Participate vountariy in physica activities outside physica education casses Grade 6* The student wi: Identify at east one activity associated with each component of heath-reated fitness Seect and participate reguary in physica activities for the purpose of ski improvement Identify heath benefits of participating in reguar physica activities (e.g., feeing good, preventing of disease and iness, stress reduction) Grade gtt The student wi: Identify moderate to vigorous activities providing persona peasure Identify opportunities in the schoo and community for reguar participation in physica activities a Anayze persona interests and capabiities in regard to one s exercise behavior Anayze critica characteristics of a heathy ifestye Deveop persona physica activity goas B-8

18 participate daiy in some form of heath-enhancing activity to achieve fimess goas Grade 12* The student wi: Expore a variety of new physica activities for persona interest in and out of physica education casses Differentiate types of physica activities in reation to varying fitness goas Maintain a physicay active ifestye by overcoming baniers to reguar participation Jdentify how activity participation patterns are ikey to change throughout ife STANDARD 5: PERSONAL AND SOCIAL BEEAVIOR Demonstrate responsibe persona and socia behavior in physica activity settings.* Benchmarks - Grade 3tt The student wi: Appy cassroom rues and procedures Exhibit safe practices in physica activity Share space and equipment with others Grade 6* The student wi: Appy safety concepts to movement Work productivey independenty, as we as cooperativey with a partner and in a sma group Identify concepts of fair pay and sportsmanship (e.g., ethica concepts, Oympic Idea) Accept responsibiity for persona behavior Respond appropriatey to winning and osing Grade 9* The student wi: Appy estabished activity specific rues, and exhibit etiquette B-9

19 Resove conficts arising in physica activity settings Exhibit appropriate sef-contro and fair pay in physica activity settings Make choices reated to the safety of sef and others based on potentiay dangerous consequences Achieve group goas in cooperative and competitive settings Sove probems by anayzing causes with consideration for potentia soutions and consequences Grade 12tt The student wi: Recognize eements of fair pay, honesty, ethica behaviors, and peer pressures in one s own behavior r 0 Act responsiby and hep others to act responsiby in physica activity settings 0 Appy concepts of consumer&n to persona participation in physica activities (e.g., access, cost, safety) Invite others to participate in physica activities of persona choice - Demonstrate cooperation within competitive activities Cooperate in estabishing group goas Contribute meaningky to achieving group goas STANDARD 6: UNDERSTANDING AND RESPECT FOR INDIVIDUAL DIFFERENCES Demonstrate understanding and respect for differences among peope in physica activity settings.t Benchmarks Grade 3* The student wi: Differentiate between respectfu and disrespectfu behaviors Demonstrate respectfu behavior and respect for cassmates B-10

20 Grade 6* The student wi: Interact positivey with students in cass regardess of persona differences (e.g., race, gender. abiity, disabiity, cuture, ethnicity, reigion) Expore cutura/ethnic sef awareness and appreciation through participating in physica activities (e.g., games and dances of famiy origin) Recognize simiarities and differences between and among peope which can contribute to cooperative and competitive activities Grade gtt The student wi: Understand impact of nationa, cutura, reigious, and ethnic origins on physica activities (e.g., exercise, games, sports) Respond positivey to differences in peope (e.g., gender, cuture, reigion, abiity, disabiity) - Grade 12w The student wi: Anayze roes of sport, games, and dance in society (e.g., historica and contemporary perspectives, activities indigenous to one s heritage, goba society such as Oympic Games and Word Games) STANDARD 7: PERSONAL MEmG DERIVED FROM PHYSICAL ACTIVITY Understand that physica activities provide opportunities for enjoyment, chaenge, sef expression, and socia interaction.t Benchmarks Grade 3tt The student wi: Identify feeings resuting from participating in physica activities Identify physica activities that are enjoyabe Grade 6+$ The student wi:. Describe reationship between ski competence and enjoyment B-11.-

21 0 Try new activities Describe one s feeings resuting from chaenges, successes, and faiures in physica activities. Grade 9* The student wi: Sef seect physica activities eading to persona fkfiment Invite others to participate in physica activities of persona choice Grade 12* The student wi: Characterize physica activities that are personay enjoyabe, chaenging, and fitfiing (e.g., competitive, high risk, individua, sociay interactive, aestheticay peasing, reaxation inducing, sef esteem enhancing, eisure fusing) Understand human movement as a medium for expression (e.g., creative movement, body anguage, expression of Oympic Idea) Nationa Association for Sport and Physica Education/AAHPERD (1995). Moving into the future: Nationa standards for phvsica education. Rink, J.: Chair. Reston, VA, USA: Mosby 1. It shoud be noted that writers of this document reviewed what was avaiabe from various countries, seected as a foundation the NASPE/kWPERD S&&z& fur Physica Education, then proceeded to add benchinarks refecting, to some degree, extent of content contained within each standard. The benchmarks, whie they may not be a incusive, serve to create a sense of sequentia and essentia content, refecting that which appeared repeatedy within documents from various countries. Initia drafts were circuated among the internationa regiona officers and the chairpersons of seected committees of ICHPERGD for review and suggestions. The NASPEIAAHPERD Nationa Standards for Physica Education were used as a foundation for deveoping of this document because of the extensive writing and review process used in their deveopment. NASPE standards evoved over a nine year period, deveoped by two separate writing committees, each of which incuded eementary and secondary physica education teachers, authorities in ctmicuhtm and pedagogy, and measurement/evauation speciaists. The process incuded a thorough review of avaiabe assessments, critica reviews by a broad spectrum of professiona physica educators hoding a broad range of beiefs, opinions and impressions, and a deiberate process of consensus-buiding through nationa workshops hed in conjunction with AAHPERD Annua Conventions ( ; ). In addition, input was soicited at six district AAHPERD conventions, and many state AHPERD conferences. Further, reviews B-12

22 and consutations with education representatives fkom other subject areas (i.e.. mathematics, arts, science) and educationa organizations provided information to assist with carifying and estabishing of important education goas. Intent of this effort was to estabish nationa content standards, whie refecting nationa reform movements in education. The NASPE Outcomes Committee ( ) studied the question, What shoud students know and be abe to do? The work concuded with the deveopment of the definition of a physica educated person, of which its five components were expanded to twenty outcome statements and,incusion of sampe benchmarks for seected -tie eves. B-13

23 This work was pubished in the document, Outcomes of Quuity Physica Educarion Programs (1992). The second committee, the Physica Education Standards and Assessment Task Force ( ), based its work on resuts of the Outcomes Committee, and further carified content of physica education by identifying content standards. *Grade eve designations are made cautiousy, and have been provided ony as guides to potentia expectations for achievement of these benchmarks. It shoud be understood that these expectations represent end points within the schoo structure. Some students may achieve benchmarks prior to and others wi nbt achieve them by the suggested end point. More importanty, eaming shoud be sequentia with provision for mastery at the rate of eaming of each individua chid. Further, mutipe factors (e.g.. amount of time for instruction, quaity of instruction, practice time, deveopment of the student) affect earning progress. Therefore, regardess of grade designation, teachers are responsibe for assessing each chid reative to his/her eve of earning within the sequence, and then diagnosing, prescribing, and panning instruction accordingy. The genera areas of emphasis for each schoo eve are indicated in the section tited, IMPLEMENTATION. These areas of emphasis aso aid in providing sequentia earning, yet are broader and may appear more fexibe than specificay desi-wed,-de eves. For the purposes of these Standards, the grade eve designations associate with the foowing age cassifications: Grade Leve Approximate Ages B-14

24 SELECTED REFERENCES Confederation des educateurs et educatrices physiques du Quebec (CEEPQ; 1994 ed.). [Quebec Confederation of Physica Educators]. The future of ohvsica education. A time for commitment. CANADA. Editions L hnpusion. Impementation of the Nigerian secondarv schoo phvsica education curricuum: Some observations and suzaestions. (post 1992). Research Paper presented at meeting. Internationa Education Agency of Papua, New Guinea. (n-d.). Phvsica education: The heath. and persona deveopment curricuum. Hardman, K. and Marsha, J.J. (Spring 2000). Physica Education in Schoos: Preiminary findings of a wordwide survey. ICHPER-SD Journa, 36, (3), Hardman, K. and MarshaI, J.J. (Summer 2000). Physica Education in Schoos: Preiminary findings of a wordwide survey, part II. ICHPER*SD Journa, 36, (4), Mohnsen, B.: Editor. (1998). Nationa Association for Sport and Physica Education. American Aiance for Heath, Physica Education, Recreation and Dance. Concepts of phvsica education: What every student needs to know. Reston, VA, USA. Nationa Association for Sport and Physica Education, American Aiance for Heath, Physica Education, Recreation and Dance. (1995). -Movine into the future: Nationa standards for physica education Rink, J: Chair. Reston, VA, USA: Mosby. _ Takahashi, 1. (post 1989). Schoo phvsica education as preparation for ifeong soott in Japan. University of Tsukuba. Waigandt, A. & Cox, R H. (post 1993). Physica education in Vietnam. University of Missouri-Coumbia. Abstract. ICHPERSD Apri, 2001 Approved by: ICHPER*SD Executive Committee, November, 2000 B-15

25 ADVOCACY STATEMENT PHYSICAL, EDUCATION AND SPORT-A FUNDAMENTAL, HUMAB RIGHT of Internationa Counci for Heath, Physica Education, Recreatioq, Sport, and Dance (ICHPER*SD) ICI-IPER4D honors the right of every chid and adoescent to a standard of physica, menta, spiritua, mora, and socia deveopment essentia to engage purposefuy in ife s fi.mctions.* Further, ICHPER4D endorses entitement of this right for every chid and adoescent, without regard to the individua s status in ife. ICHPEPSD beieves freedom can be reaized ony when one s rights have been enabed, and, unconditiona fkeedom can be reaized ony when conditions provide one the keedom to become his/her best. ICHPE&SD acknowedges its roe toward fufiing of this right, hence freedom, and accepts its responsibiity, within the bounds of its purposes, to hep enabe conditions necessary for every chid and adoescent to become physicay educated-a precondition to become his/her best. To these ends, ICHPER*SD wi: assist nationa professiona organizations, gobay, to: > deveop advocacy strategies designed to reach groups such as parents, government officias, schoo Administrators, education agencies, ministries. of education and/or spot P promugate quaity physica education experiences for every chid and adoescent through the adoption and promotion of the Internationa Standards for Physica Education and Sport for Schoo Chidren,. > promugate quaity teaching through the adoption and promotion of its Goba Standards for Professiona Preparation of Physica Educators; deveop strategies to assist nationa professiona associations to provide services to professiona practitioners, government officias, schoo administrators, eaders of aied agencies, and ministries of education and/or sport; and conduct and disseminate goba, ongitudina research on achievement of the aforementioned right. UNICEF, United Nations Chidren s Fund. September 2,199O. Convention on the rights ofthe chid, Artice 27. ICHPERGD November, 2000 C-

26 PROMOTIONAL PLAN FOR THE STA!!D.&DS FOR PHYSICAL EDUCATION AND SPORT FOR SCHOOL CHILDREN by the Internationa Counci for Heath, Physica Education, Recreation, Sport, and Dance (ICHPER*SD) A hamark of a profession is deivery of quaity services to consumers, meeting a fundamenta human need. Therefore, it is incumbent upon the physica education profession to estabish and promugate standards for physica education curricua in schoos. The need to be physicay educated is goba; hence, it is the responsibiity of the internationa professiona organizations to ead active efforts toward deivery of quaity physica education in schoos, word-wide. ICHPER=SD acknowedges its responsibiity in fuifiing the above need through three of its expressed purposes- deveopment of curricuum standards and programs; assistance in program deveopment, word-wide; and advocation and promotion of daiy, quaity physica activity programs, word-wide. As one means to achieve these purposes, ICHPER-SD has deveoped, Internationa Standards for Physica Education and Sport for Schoo Chidren,2 to be avaiabe in mutipe anguages. It is intended that standards represent the voice of the profession, gobay. It is hoped that a11 internationa professiona organizations p ermining to physica education and sport wi, endorse and activey support the standards in fufiing their reated, common purposes. Further, it is hoped each nationa professiona organization pertaining to physica education and sport wi adopt and promugate the standards within its respective nation/country, in fufiing its reated, common purposes. The pan which foows was designed to promote endorsement of the standards by other internationa professiona organ&ions, and adoption and promugation of the standards by nationa professiona orga&ations. %itemationa Counci for Heath, Physica Education, Recreation, Sport, and Dance (1958; Edition: 1999). Byaws, Art. III, Sec %temationa Counci for Heath, Physica Education, Recreation, Sport, and Dance. (December, 2000). intemariona standards for physica education and sport for schoo chidren, Reston, VA, USA. D-

27 ENDORSEMENT BY fixernational PROFESSIONAL ORGAN IZATIONS Strategies Invite a internationa professiona organizations pertaking to physica education and sport to be endorsers of the Standards. Invitation by UNESCO and ICHEZR4D Endorsement incudes: Listing of organization as an endorser of the Standards. on the Standards and in the Registry. It is understood that modifications of the Standards wi be shared with each endorser, aowing the organization either to sustain or withdraw its endorsement Receipt of certificate of recognition as an endorser Expectation of the organization to. disseminate the Standards to its members via any one of the oq@zations print media Expectation of the organization to promote the Standards via one or more conferences and/or print media I&e a internationa education and sport goveming agencies having a common concern to be endorsers of the Standards. ICHPER*SD wi aggressivey seek to pace the Standards on the agenda of a inter/muti-organization conferences, with foci on such topics as need for standards, interpretation, promotion strategies, and strategies for actuaizing the. Standards. men feasibe, human resources and/or materias wi be made avaiabe. Success Indicators Bv the cose of 2001: At east 75% of invited internationa professiona organizations wi have expressed wiingness to review the Standards for possibe endorsement. By the co se of 2002: At east 75% of the organizations agreeing to review the Standards wi have endorsed the Standards. By the cose of 2002: At east 80% of the intemationa sport governing agencies wi have endorsed the Standards. By the cose of 2003: ICHPER*SD wi have achieved pacment of the Standards on the agenda of 100% of the inter/muti-organization conferences. s ADOPTION AND PROMOTION BY NATIONAL PROFESSIONAL ORGANIZATIONS Strategies Invite a nationakountry professiona organizations pertaining to physica education and sport to adopt and promote the Standards. D-2

28 Invitation by UKESCO and ICHPER*SD. Emphasize customizarion may be appropriate. Adoption incud= Listing of organization as an adopter of the Standards, on the Standards and in the Regisuy. It is understood that modifications of the Standards wi be shared with each adopter, aowing the organization either to sustain or withdraw its adoption Receipt of certificate of recognition as an adopter Opportunity to participate in fkre modifications of the Standards Access to avaiabe materias and resources One year of the Journa of ICHPER*SD Expectation of the organization to disseminate the Standards to its members via any one of the organizations print media Expectation of the organization to promote the Standards via reievant nationa/regiona conferences Avai materias and human resources, as feasibe (e.g., website service, print materias,-consutant service), to nationa/country professiona organizations. incuding but not imited to topics such as strategies for promoting, customizing, and actuaizing the Standards (to reach practitioners, parents, government officias, schoo administrators, education agencies, and aied agencies). Deveop and impement a research design to ascertain degree to which the Standards have been impemented. Success Indicators By the cose of 2001: At east 66% of nationa/country organizations wi have expressed wiingness to review the Standards for possibe adoption and promotion. BY the cose of 2001: ICHPER-SD wi have assembed a ist of resources avaiabe to nations/countries desiring same. The ist wi be sent to those organizations which have agreed to adopt and promote the Standards. By the cose of 2002: At east 50% of the organizations agreeing to review the Standa& wi have agreed to adopt and promote the Standards. By the cose of 2002: ICHPER*SD wi have deveoped a research design, for impementation by the cose of By the cose of 2003: At east 75% of a organizations which agreed to adopt and promote the Standards wi report that the Standards have been disseminated, and they have been on the agenda of at east two conferences (if hed). ICHPERGD Apri, 2001 D-3

29 THESEOULRESOLUTIONONQUAL~PHYSICALEDUCATORS FORAGLOBALSOCETY,2OOO WHEREAS ICHPERSD has as purposes (Byaws, Art. III): deveopment of stand& for professiona practice (Sec. 3), promotion of professiona standards (Sec. ), assistance in professiona preparation of teachers, word-wide (Sec. 4). WHEREAS ICHPER-SD recommendations and resoutions passed at congresses urge quaity professiona preparation through: effective construction and quaified teachers (Rio de Janeiro. 1963; London. 1972: sanlu/denpasar, 1973), ensuring that a teachers of physica education are quaified in tbe fied (Rio de Janeiro. 1963; Addis Ababa, 1965; Sydney, 1970; Sanur~, 1973), nationa standards (Addis Ababa, 1965), recognition of professiona status of physica educators (Sydney, 1970). a ong term project on teacher uaining in physica education (London, 1972), quaified teachers, academicay and professionay prepared (Sanur!Denpasar, 1973). an emphasis on scientificay-based teaching and teacher preparation (Mexico City. 199?; Kie, 1979), appointment of committees to deveop pans for accompishing each of the purposes of ICHPERSD as stated in the Byaws (Man& 1981), and evauation of the progress toward ICHPERSD reso@ms (Vancouver, 1987). WHEREAS the Intanationa Charter of Physica Education and Sport, supporud by UNESCO member states (Art. 4.1,4.3, 1978; rdfimed by ICHPERSD, 1991): a who assume professiona responsbiity for physica education and sport must have appqriau quaifications..., and appqniate m must be estabished for the train& of personne for physica educationandsport. WHEREAS the Word Confmnce on Women and Sport resoved to encourage the ntemationa Oympic Committee to cooperate in effonr that have as their aim the creazion of goba programmes of physica education in schoos -to promoze he&h and quaity of Iif * (October 14-16, 1996). WHEREAS the Asia Confmnce of ICHPER.SD (March 7-10, 1996) crafted its Sport Covenant for Women on, in part, the universai pxincipe that The practice of physica education and sport is a fimdameritn right for a. WHEREAS ICHEXRSD beieves:. in the menta right of a schoo-age youth to be physicay educated, word-wide; and nrpporu UNICEF in its commitment that every chid has the right to physica deveopment,. E-

30 the primary responsibiity of a profession hence professiona organkation, is to act tn the best interest of peope (e.g., schoo-age youth); and that gioba professionai standards is an intended guaranree that quaity human setvice is avaied consumers. and that the sphere of infuence toward professionahzing a fied of study is determined through ceebrated actions. by professiona organizations, internationa as we11 as nationa. TT IS RESOLVED that the ICHPERSD Board of Governors, on the ocdasion of its 40* Congress (Juy 4, 1997):. reaffi its commitment to the organization s purposes reated to quaity professiona preparation, word-wide,. recognizes the responsibiity of the organktion s kiership in advancing these purposes. approves this Seou Resoution on Quaity Physica Educators far a Goba Society, is committed (through advocacy and actions), to deveop and promote the use of quaic professiona standards, which may hep ensure the right of a schoo-age youth to be physicay educated. word-wide, by the onset of the new miknnitnn. and approves in principe, the Goba Standards for Professiona Preparation of Physica Educators, which identify essentia knowedge and skis for professiona practice (attached). The Standards: incudediscipinary, professiona and pedagogica knowedge and skis appropriate to deiver quaity programs for schoo-age youth, provide the foundation for deveopment of curricua, custom&d to distinct needs, are minimum (yet comprehensive), for an entry-eve roe as a physica educator, are for vountary use, uness required by a superordinate, and provide the basis of a registry of professiona preparation programs (voh~ntary). PURTHER IT IS RESOLVED that accountabiity wi be reaized through action goas: by the cose of the 1997 caendar year, ICHPER~SD wi have approved, Goba Standards for Professiona Preparation of Physica Bducators, by the opening of the 42 Congress of ICHPER-SD (1999), at east haf of the ~ti0~1 professiona organ&ions which are members of ICHPERSD wi have adopted/endorsed the Goba Standards, and by the year 2000, Impementation of the Goba Standards wi have begun by the adopting/endorsing professiona.organaions..

31 _ GLOBAL STANDARDS FOR PROFESSIONAL PREPARATION OF PHYSICAL EDUCATORS Internationa Counci for Heath, Physica Education, Recreation, Sport, and Dance (ICHPER*SD) PURPOSES/USES A primary purpose of ICHPERSD is promoting quaity physica education programs for a schoo-age youth, gobay. To this end, standards of content for preparing physica educators have been estabished. These Standards represent essentia knowedge and skis for a entry-eve physica educators; hence, are centra to a teacher preparation programs. The Standards enabe the practicing professiona to design and deiver comprehensive, deveopmentay appropriate curricua. The Standards faciitate mutinationa student and teacher exchange programs (through use of a registry), as we as faciitate a goba market. _- The Standards generay associate with undergraduate-eve education; hence, may serve as prerequisites for graduate-eve programs of study. _. COMPONENTS The ctmicuhun of a professiona preparation program for physica education teachers incudes. three components-disciphnary aspect of physica education (incuding aspects of foundationa discipines), professiona aspect of physica education, and pedagogy. F-

32 STANDARD OF CONTENT The srandard of content is expressed in terms of exit competencies, which represent what each teacher education candidate in the fied of physica education wi evidence as a condition of icensure. The standard of content for icensure does not identify prerequisite knowedge and skis for admission into or for continuation in a teacher preparation pro_=. It is incumbent upon the respective program/institution to identify and evauate such knowedge and skis (e.g., motor fimess, physica fimess, communication skis, technoogy skis, schoastic achievement). Regarding motor fitness and physica fitness, it is expected that the candidate for a teaching icense wi have evidenced proficiency in movement forms, effectiveness in appying movement concepts. a heath-enhancing eve of fitness, and a physicay active ifestye. These expectations appear as Standards 1 through 4, incuding accompanying benchmarks, in the Internationa Standards for Physica Education and Sport for Schoo Chidren (ICHPER*SD, 2001). The strategies for integrating the prerequisite and requisite knowedge and skis with the intended exit competencies, and for evidencing achievement of a knowedge and skis, is the responsibiity of the respective program/iitution. STANDARD OF ACHIEVEMENT For pro-~itutions desiring to be isted in the Registry (see beow), a standard of achievement has been identified for each standard of content. The standard of achievement is expressed in terms of cock hours (contact hours). This quantitative standard is not intended to represent a quaitative measure of the teacher education program. Nor is it intended to measure competion of each standard of content by students enroed in the program. Rather, it is incumbent upon the program/institution to estabish and impement the quaitative dimension for evauating the program and for evauating candidates for teacher icensure. The standard of achievement appies to undergraduate, 4-year degreziicen&re 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 isted in the Registry, a program/institution which is shorter in duration is required to detai the conditions which warrant a reduction in the standard of achievement. A program achieves compiance with the Goba Standards by meeting or exceeding the minimum standard of achievement for each standard of content, which are identified in the Goba ProfessionaI Preparation Standards, beow. SELF ASSESSMENT Assessment of a pro_= using the standards is optiona. An institution which beieves, resuting from its sef assessment, it is in compiance with the standards may request consideration for isting in the Registry. A Sef Assessment Form accompanies the standards. F-2