ACHIEVING QUALITY

PHYSICAL EDUCATION- A
GOOD CURRICULUM
REPORTED BY:

Juce Perez
• Physical Education (PE) develops students' competence and confidence to take
part in a range of physical activities that become a central part of their lives, both in
and out of school.

• A high-quality PE curriculum enables all students to enjoy and succeed in many

kinds of physical activity.

•  PE helps students develop personally and socially. They work as individuals, in
groups and in teams, developing concepts of fairness and of personal and social
responsibility. They take on different roles and responsibilities, including
leadership, coaching and officiating. Through the range of experiences that PE
offers, they learn how to be effective in competitive, creative and challenging
situations.
 Defining Quality Physical Education:

• Physical education is at the core of a comprehensive approach to

promoting physical activity through schools. All children, from
prekindergarten through grade 12, should participate in quality
physical education classes every school day. Physical education
helps students develop the knowledge, attitudes, skills, behaviors,
and confidence needed to be physically active for life, while
providing an opportunity for students to be active during the
school day.
• Leading professionals in the field of physical education
have developed a new kind of physical education that is
fundamentally different from the stereotypical “roll out the
balls and play” classes of decades past that featured little
meaningful instruction and lots of humiliation for students
who were not athletically coordinated. Professional
associations, academic experts, and many teachers across
the country are promoting and implementing quality
physical education programs that emphasize participation
in lifelong physical activity among all students.
 Quality physical education is not a specific
curriculum or program; it reflects, instead, an
instructional philosophy that emphasizes
• Providing intensive instruction in the motor and self-
management skills needed to enjoy a wide variety of
physical activity experiences, including competitive and
noncompetitive activities.
• Keeping all students active for most of the class period.
• Building students’ confidence in their physical abilities.
• Influencing moral development by providing students
with opportunities to assume leadership, cooperate with
others, and accept responsibility for their own behavior.
• Having fun!
• To provide quality physical education for all students, schools
must be able to provide adapted physical education for students
with disabilities. The regulations implementing the Individuals
with Disabilities Education Act (IDEA) mandate that physical
education services, specially designed if necessary, must be made
available to every child with a disability receiving a free and
appropriate public education. Each child with a disability must
be afforded the opportunity to participate in the regular physical
education program available to nondisabled children unless the
child is enrolled full time in a separate facility or the child needs
specially designed physical education, as prescribed in the child’s
individualized education program. The Adapted Physical
Education National Standards provide guidance on how physical
educators can accommodate the needs of students with
disabilities, and a national examination exists to certify adapted
physical education teachers.
 KEY STRATEGIES FOR ACHIEVING QUALITY PHYSICAL
EDUCATION

• Implementing/ Developing Well- designed Curriculum- In

PE, as in any Other academic subject, the curriculum shapes
instruction by mapping out for teachers what knowledge
and skills should be assessed.
• A high-quality, well-designed PE curriculum is based on
national, state or local PE standards that describe what
students ahould know and be able to do as a result of high-
quality PE program.
• It is designed to maximize physical activity during lessons
and keep students moderately to vigorously active for at
least 50% of class time.
• It includes student assessment protocols to determine if
students are getting enough MVPA during PE and
achieving learning objectives and standards.
• Term in use: MVPA- Moderate to Vigorous Physical
Activity- refers to activities equivalent in intensity to
brisk walking or bicycling.
ACHIEVING QUALITY PHYSICAL EDUCATION-
ACTIVE TEACHING AND LEARNING
• When fitness assessment becomes part of a quality physical education
program, teaching and learning strategies will guide all students to
acquire the knowledge and skills necessary to maintain and improve
their personal health-related fitness as part of their commitment to
lifelong healthy lifestyles. Teachers who incorporate fitness education
as a thread throughout all curricula will make the greatest impact in
engaging and motivating.
• In enhancing active teaching ang learning process, teacher must have
different level of Characteristics of becoming Successful Physical
Education Teacher
• Ideally, education should nurture
the healthy development of the
whole child, including their mind,
body and spirit.
• If you have a passion for physical
activity, sports and for teaching
children, you could make a great
physical education teacher.
 Interpersonal Skills
• PE teachers do hands-on instruction at every class, which
means it’s essential for them to have advanced interpersonal
skills. This goes beyond communication know-how.
Interpersonal skills also include the ability to make genuine
connections with others, to see things from their perspective,
and to be sensitive to the emotional needs of others. Great
physical education teachers intuitively understand how to
convey respectfulness, positivity and cooperativeness.
 Collaboration
• Just like teachers of academic subjects, PE teachers work on
physical education programs and lesson plans, but great PE
teachers collaborate with the students' academic teachers to align
physical exercises with the content that they're learning in other
classes. They recognize that all students have varying athletic
abilities and that sometimes, activities need to be modified to
accommodate the topics being addressed by their other teachers.
Successful PE teachers should also adapt their instruction style to
help every student fully understand key concepts.
 Enthusiasm

• Students are much more excited

about going to class when they know
that their teacher is too. Great PE
teachers strive to inspire a love of
sports and nutrition in their students.
They also create a welcoming
environment in which every student
feels respected and valued, both by
the teacher and by other students.
 Athletic Ability
• Although it isn’t necessary for PE teachers
to have the physical prowess of
professional athletes, they do tend to be
physically fit, as it’s important to set a good
example of health and wellness for the
students. PE teachers should also be
reasonably skilled at playing the sports
they’re teaching to the students.
 Creativity

• Students respond well to teachers who exhibit 

creativity in lesson planning and implementation. It
encourages students to have fun and actively engage
in the class. Great physical education teachers aren’t
afraid to break the mold every now and then.
They’re willing to try new things, solicit feedback
from their students and develop meaningful lesson
plans.
 Character
• Aside from family members, teachers are some of the
most influential individuals in a child’s life. Students
will remember their teachers and the core lessons
imparted to them long after they grow up and start
careers of their own. As a future PE teacher, your
students might not remember everything you say about
the rules of flag football or the proper way to block a
goal in floor hockey. What they will always remember,
however, is the lessons in character you can teach them.
These lessons are best taught by example, so strive to
model the traits you wish to see in your own students,
such as good sportsmanship, respectfulness, empathy
and compassion.