Teacher Education Programs

Standards for Health and Physical Education Teacher Candidates

Standards for Health and Physical Education Teacher Candidates

The Health and Physical Education Teacher Candidate Standards reflect the essential knowledge, skills, and dispositions that teacher candidates should possess in an initial dual-licensure program and address the NC state laws regarding health education and physical education.  They reflect the NC K-12 Healthful Living Standard Course of Study and national standards.  They are representative of new roles and responsibilities for educators in the 21st century.

 

Standard 1:  Health and physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of health educated and physically educated individuals.  Scientific and Theoretical Knowledge

 

Health and physical education teacher candidates:

  • describe and apply the biological, psychological, historical, behavioral, and sociological concepts related to health status and physical education
  • identify legal and liability issues of health education and physical education and adjust instructional approaches as needed
  • identify global trends of health behaviors, physical activities, health education, and health promotion
  • analyze, correct, and apply critical elements and performance concepts of motor skills
  • demonstrate, analyze, and correct the appropriate application of health skills
  • utilize 21st century learning skills to acquire appropriate content resources to meet the needs of a constantly changing learning environment
  • apply behavioral and structural intervention theories to effective health education and physical education practices

 

Standard 2:  Health and physical education teacher candidates have the knowledge, skills and dispositions to effectively teach safe and developmentally appropriate fundamental motor skills, movement forms, multiple sports, and physical activities.  Fundamental Motor Skills and Movement Forms

 

Health and physical education teacher candidates:

  • demonstrate and apply movement education concepts and the critical elements of locomotor, nonlocomotor, and manipulative skills
  • demonstrate and apply personal competence in a variety of physical education content areas
  • understand, exhibit, and apply knowledge of responsible personal and social behaviors
  • understand and apply knowledge of rules, modified game forms, tactical awareness, and strategic play
  • demonstrate and apply knowledge of skill-related fitness concepts
  • utilize managerial rules and routines to create and maintain a safe and effective learning environment
  • recognize the changing dynamics of the environment and adjust instructional and managerial tasks

             

Standard 3:  Health and physical education teacher candidates have the knowledge, skills and dispositions to teach fitness and nutrition concepts needed to reduce and prevent obesity.  Fitness, Nutrition and Obesity Prevention

 

Health and physical education teacher candidates:

  • achieve and maintain a health-enhancing level of fitness and weight management
  • demonstrate and apply the five components of health-related fitness, nutrition, and stress management
  • demonstrate knowledge of a variety of obesity reduction and prevention intervention practices
  • demonstrate the skills necessary to assess dietary patterns that contribute to obesity and initiate prevention education strategies
  • demonstrate and apply health behavior change theory to programming and prevention practices
  • promote lifelong healthy nutrition and physical activity throughout the school environment
  • demonstrate functional knowledge of behavioral and structural interventions that modify health-compromising behaviors and reinforce health-promoting behaviors

 

Standard 4:  Health and physical education teacher candidates demonstrate the knowledge, skills and dispositions necessary for developing and implementing effective practices that foster health literacy.  Health Education and Promotion

 

Health and physical education teacher candidates:

  • analyze the etiological factors and social influences that compromise health behavior outcomes
  • describe the learned concepts, functional knowledge, health education performance indicators and essential health skills needed to be a health literate consumer
  • describe ways to establish effective collaborative relationships that support structural interventions within a Coordinated School Health Program
  • demonstrate proficiency in accessing and applying resources such as the National Health Education Standards, CDC Priority Health Behaviors, and local, state, and national data in designing effective health education curricula and programs
  • demonstrate a thorough understanding and application of health education content areas including nutrition, lifelong fitness, relationships, mental and emotional health, intentional and unintentional injury prevention, personal and consumer health, alcohol, tobacco, and other drug prevention, chronic and infectious disease prevention, and environmental health awareness
  • analyze and respond to factors that impact needs in comprehensive sequential health education

 

References

 

NASPE/NCATE proposed Standards and Outcomes, February, 2008

 

NC Healthful Living Standard Course of Study (2006)

                      

AAHE/NCATE proposed standards, 2008

 

GS115C-81-(e)

 

Youth Risk Behavior Survey (2007)