2016State Report
Program Alignment to StandardsBSED
U of M PETE Undergraduate Catalog link--
SHAPE Standards and Elements/ INTASC Standards / Course & Experiences Meeting the Standards/Elements
SHAPE Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.
Elements – Teacher candidates will:
1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.
1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity and fitness.
1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity and fitness.
1.4 Identify historical, philosophical and social perspectives of physical education issues and legislation.
1.5 Analyze and correct critical elements of motor skills and performance concepts.
INTASCStandard 5:Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (Connects to oldINTASC 1,4, and7) / EDPR 2111 - Development Across the Lifespan: Principles and processes of human development across the life span.
EXSS 2010 - Resistance Training Application:
Basic theory and practice of multiple resistance training modalities; resistance training tools in sports, rehabilitation, and physical conditioning; free weight, body weight, machine exercise modalities; basic resistance exercise programming and instructional methods.
EXSS 2020 - Aerobics Training Application:
Multiple aerobic training modalities; aerobic training tools for sports, rehabilitation, and physical conditioning.
EXSS 3405 - Anatomical Kinesiology:
Anatomic systems as related to purposeful movement of the human body; structure and function of musculoskeletal system.
EXSS 3700 - Exercise Physiology Introduction:
Acute and chronic physiological adaptations to muscular activity; physiological bases for appropriate training programs for maximizing physical performance.
EXSS 3853 - Motor Behavior:
Basic theories and principles of motor learning and performance; developmental aspects of human motor behavior across the lifespan.
PETE 2000 - Introduction to PETE:
Exploration of the discipline of Physical Education through historical, philosophical, sociological, and scientific bases.
PETE 2500 - Methods Techniques of Coaching:
Examination of research and best practices for coaching individual and team sports in school-based and community settings; high quality coaching strategies, skills, activities, and resources; basic first aid.
PETE 3307 - Psychosocial Aspect of Sport:
Designed to help students develop understanding of psychological aspects of participation in sport; emphasis on research and theoretical frameworks related to performance enhancement and enjoyment in sport.
PETE 3308 - Exceptional Learners in PE: Current research and practices in physical education and wellness concerning physical, cognitive, emotional, and social characteristics of individuals with exceptionalities; special education laws, educational needs, cultural diversity, inclusion in physical education classroom. Field Hours: 20 hours
PETE 4501- Residency I Practicum: Appropriate Praxis II Content Knowledge Exam Must be Passed. 9 weeks immersion in Preservice Instructional Mentor’s (PIM) classroom (including the first two weeks of school). Will be evaluated formally 5 times with a Preservice version of TEAM by PIM and Residency I Supervisor. Candidates must conduct 5 observations of other Teachers in different content areas.
PETE 4701 - Residency II: Must have all required Praxis II licensure exams passed. 15 weeks of immersion in PIM’s classroom. Will be evaluated formally a minimum of 8 times with a Pre-service version of TEAM by PIM and Residency II Supervisor. Must complete, submit and be successful on the edTPA for Physical Education (required for licensure).
SHAPE Standard 2: Skill-Based and Fitness-Based Competence
Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health-enhancing fitness as delineated in the NASPE (SHAPE) K – 12 Standards.
Elements – Teacher candidates will:
2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns.
2.2 Achieve and maintain a health-enhancing level of fitness throughout the program.
2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities.
Content Knowledge
INTASCStandard 4:Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. (Corresponds to oldINTASC 1) / EXSS 2010 - Resistance Training Application:
Basic theory and practice of multiple resistance training modalities; resistance training tools in sports, rehabilitation, and physical conditioning; free weight, body weight, machine exercise modalities; basic resistance exercise programming and instructional methods.
EXSS 2020 - Aerobics Training Application:
Multiple aerobic training modalities; aerobic training tools for sports, rehabilitation, and physical conditioning.
HPRO 2100 - Wellness Concepts Practice:
Individual responsibility for achieving optimal well-being through preventive health practices that promote healthful lifestyles.
PETE 2002 - Ed Games/Team Sport Skill:
Knowledge, skills, techniques of teaching educational games and team sports; individual skill development; competency in instructional techniques of teaching educational games in school settings.
PETE 2003 - Skill Comp Individual Sport:
Knowledge, skills, techniques of teaching individual sport skills; individual skill development; competency in instructional techniques of teaching individual sport skills in school settings. Students select from a variety of different individual sports including but not limited to badminton, tennis, and golf.
PETE 2006 - Ed Gym/Movement Concepts:
Knowledge, skills, techniques of teaching educational gymnastics; individual skill development; competency in instructional techniques of teaching educational gymnastics in school settings.
PETE 2009 - Ed Dance/Movement Concepts:
Knowledge, skills, techniques of teaching educational dance; individual skill development; competency in instructional techniques of teaching educational dance in school settings.
PETE 4401 - Learner Assessment PE/Wellness:
Assessment techniques, tools, resources and their application to assessment/evaluation in school-based physical activity and wellness programs.
PHED 1713 - Intermediate Swim:
Intermediate level skills in swimming; must pass American Red Cross Intermediate Swimming test.
SHAPE Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state and national standards to address the diverse needs of all students.
Elements – Teacher candidates will:
3.1 Design and implement short- and long-term plans that are linked to program and instructional goals, as well as a variety of student needs.
3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) goals and objectives aligned with local, state and /or national standards.
3.3 Design and implement content that is aligned with lesson objectives.
3.4 Plan for and manage resources to provide active, fair and equitable learning experiences.
3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.
3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all students.
3.7 Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives.
INTASC Standard 2:Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (Corresponds to oldINTASC 3)
INTASCStandard 7:Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (Corresponds to oldINTASC 7)
/ IDT 3600 - Technology in Education:
Integration of varied uses of technology into classroom learning environments while increasing students' technological knowledge and skills; word processing, spreadsheets, authoring; Internet tools and resources, presentation, communication, collaboration. Additional field experience hours required.
PETE 2500 - Methods Techniques of Coaching:
Examination of research and best practices for coaching individual and team sports in school-based and community settings; high quality coaching strategies, skills, activities, and resources; basic first aid.
PETE 3308 - Exceptional Learners in PE: Current research and practices in physical education and wellness concerning physical, cognitive, emotional, and social characteristics of individuals with exceptionalities; special education laws, educational needs, cultural diversity, inclusion in physical education classroom. Field Hours: 20 hours
PETE 3800 - Instructional Strategies in PE:
Emphasis on development and application of developmentally appropriate instructional strategies in school based physical activity settings. Students initiate Professional Development Portfolios (PDF) and must be accepted into the Teacher Education Program to enroll in this course.
PETE 4201 -Curr/Integ Learn/Elem PE & Wellness:
Emphasis on development and implementation of appropriate curriculum in early childhood and elementary school physical activity and wellness settings.
PETE 4301 - Curr/Integ Learn/Sec PE & Wellness:
Teaching strategies, management techniques, curricula planning,evaluation and research for effective physical education and wellness instruction in grades 7-12.
PETE 4401 - Learner Assessment in PE & Wellness:
Assessment techniques, tools, resources and their application to assessment/evaluation in school-based physical activity and wellness programs.
PETE 4501- Residency I Practicum: Appropriate Praxis II Content Knowledge Exam Must be Passed. 9 weeks immersion in Preservice Instructional Mentor’s (PIM) classroom (including the first two weeks of school). Will be evaluated formally 5 times with a Preservice version of TEAM by PIM and Residency I Supervisor. Candidates must conduct 5 observations of other Teachers in different content areas.
PETE 4701 - Residency II: Must have all required Praxis II licensure exams passed. 15 weeks of immersion in PIM’s classroom. Will be evaluated formally a minimum of 8 times with a Pre-service version of TEAM by PIM and Residency II Supervisor. Must complete, submit and be successful on the edTPA for Physical Education (required for licensure).
Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
Elements – Teacher candidates will:
4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.
4.2 Implement effective demonstrations, explanations and instructional cues and prompts to link physical activity concepts to appropriate learning experiences.
4.3 Provide effective instructional feedback for skill acquisition, student learning and motivation.
4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.
4.5 Use managerial rules, routines and transitions to create and maintain a safe and effective learning environment.
4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.
Learner and Learning
INTASC Standard 1:Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (Corresponds to oldINTASC 2)
INTASC Standard 3:Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (Corresponds to oldINTASC 5,6, and7)
INTASCStandard 8:Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (Corresponds to oldINTASC 4) / PETE 2500 - Methods Techniques of Coaching:
Examination of research and best practices for coaching individual and team sports in school-based and community settings; high quality coaching strategies, skills, activities, and resources; basic first aid.
PETE 3308 - Exceptional Learners in PE: Current research and practices in physical education and wellness concerning physical, cognitive, emotional, and social characteristics of individuals with exceptionalities; special education laws, educational needs, cultural diversity, inclusion in physical education classroom. Field Hours: 20 hours
PETE 3800 - Instructional Strategies in PE:
Emphasis on development and application of developmentally appropriate instructional strategies in school based physical activity settings. Students initiate Professional Development Portfolios (PDF) and must be accepted into the Teacher Education Program to enroll in this course.
PETE 4201 -Curr/Integ Learn/Elem PE & Wellness:
Emphasis on development and implementation of appropriate curriculum in early childhood and elementary school physical activity and wellness settings.
PETE 4301 - Curr/Integ Learn/Sec PE & Wellness:
Teaching strategies, management techniques, curricula planning,evaluation and research for effective physical education and wellness instruction in grades 7-12.
PETE 4401 - Learner Assessment in PE & Wellness:
Assessment techniques, tools, resources and their application to assessment/evaluation in school-based physical activity and wellness programs.
PETE 4501- Residency I Practicum: Appropriate Praxis II Content Knowledge Exam Must be Passed. 9 weeks immersion in Preservice Instructional Mentor’s (PIM) classroom (including the first two weeks of school). Will be evaluated formally 5 times with a Preservice version of TEAM by PIM and Residency I Supervisor. Candidates must conduct 5 observations of other Teachers in different content areas.
PETE 4701 - Residency II: Must have all required Praxis II licensure exams passed. 15 weeks of immersion in PIM’s classroom. Will be evaluated formally a minimum of 8 times with a Pre-service version of TEAM by PIM and Residency II Supervisor. Must complete, submit and be successful on the edTPA for Physical Education (required for licensure).
Standard 5: Impact on Student Learning
Physical education teacher candidates use assessments and reflection to foster student learning and inform decisions about instruction.
Elements – Teacher candidates will:
5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives.
5.2 Use appropriate assessments to evaluate student learning before, during and after instruction.
5.3 Utilize the reflective cycle to implement change in teacher performance, student learning and instructional goals and decisions.
Instructional Practice
INTASCStandard 6:Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. (Corresponds to oldINTASC 8) / ICL 3333 - Stdnt Assess/Instr Decision Making:
Examination of aspects and types of classroom assessments, with particular interest on formative assessment, and the subsequent use of assessment results to improve student learning.
PETE 3308 - Exceptional Learners in PE: Current research and practices in physical education and wellness concerning physical, cognitive, emotional, and social characteristics of individuals with exceptionalities; special education laws, educational needs, cultural diversity, inclusion in physical education classroom. Field Hours: 20 hours
PETE 3800 - Instructional Strategies in PE:
Emphasis on development and application of developmentally appropriate instructional strategies in school based physical activity settings. Students initiate Professional Development Portfolios (PDF) and must be accepted into the Teacher Education Program to enroll in this course.
PETE 4201 -Curr/Integ Learn/Elem PE & Wellness:
Emphasis on development and implementation of appropriate curriculum in early childhood and elementary school physical activity and wellness settings.
PETE 4301 - Curr/Integ Learn/Sec PE & Wellness:
Teaching strategies, management techniques, curricula planning,evaluation and research for effective physical education and wellness instruction in grades 7-12.
PETE 4401 - Learner Assessment in PE & Wellness:
Assessment techniques, tools, resources and their application to assessment/evaluation in school-based physical activity and wellness programs.
PETE 4501- Residency I Practicum: Appropriate Praxis II Content Knowledge Exam Must be Passed. 9 weeks immersion in Preservice Instructional Mentor’s (PIM) classroom (including the first two weeks of school). Will be evaluated formally 5 times with a Preservice version of TEAM by PIM and Residency I Supervisor. Candidates must conduct 5 observations of other Teachers in different content areas.
PETE 4701 - Residency II: Must have all required Praxis II licensure exams passed. 15 weeks of immersion in PIM’s classroom. Will be evaluated formally a minimum of 8 times with a Pre-service version of TEAM by PIM and Residency II Supervisor. Must complete, submit and be successful on the edTPA for Physical Education (required for licensure).
Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.
Elements – Teacher candidates will:
6.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.
6.2 Participate in activities that enhance collaboration and lead to professional growth and development.
6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.
6.4 Communicate in ways that convey respect and sensitivity
Professional Responsibility
INTASCStandard 9:Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. (Corresponds to oldINTASC 9)
INTASCStandard 10:Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (Corresponds to oldINTASC 10) / PETE 2000 - Introduction to PETE:
Exploration of the discipline of Physical Education through historical, philosophical, sociological, and scientific bases.
PETE 2500 - Methods Techniques of Coaching:
Examination of research and best practices for coaching individual and team sports in school-based and community settings; high quality coaching strategies, skills, activities, and resources; basic first aid.