The programs in the Department of Kinesiology and Rehabiliation Science are designed
to prepare students for lifelong growth in the physical, intellectual, cultural, emotional
and social dimensions. These goals and objectives are met through the qualified faculty's
presentation of research-based information, utilizing the latest technology.
The Department of Kinesiology and Rehabilitation Science has a nationally accredited
(NASPE) program that is a part of the College of Education professional preparation
program curricula designed to serve the students, faculty and staff of Arkansas Tech
University.
The following are the National Association for Sport and Physical Education (NASPE)
standards:
Standard 1: Scientific & 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:
- Describe and apply physiological and biomechanical concepts related to skillful movement,
physical activity and fitness.
- Describe and apply motor learning and psychological/behavioral theory related to skillful
movement, physical activity, and fitness.
- Describe and apply motor development theory and principles related to skillful movement,
physical activity, and fitness.
- Identify historical, philosophical, and social perspectives of physical education
issues and legislation.
- Analyze and correct critical elements of motor skills and performance concepts.
Standard 2: Skill & 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 K 12 Standards.
ELEMENTS TEACHER CANDIDATES WILL:
- Demonstrate personal competence in motor skill performance for a variety of physical
activities and movement patterns.
- Achieve and maintain a health-enhancing level of fitness throughout the program.
- Demonstrate performance concepts related to skillful movement in a variety of physical
activities. *Without discrimination against those with disabilities, physical education
teacher candidates with special needs are allowed and encouraged to utilize a variety
of accommodations and/or modifications to demonstrate competent movement and performance
concepts (modified/adapted equipment, augmented communication devices, multi-media
devices, etc.) and fitness (weight training programs, exercise logs, etc.).
Standard 3: Planning & 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:
- Design and implement short and long term plans that are linked to program and instructional
goals as well as a variety of student needs.
- Develop and implement appropriate (e.g., measurable, developmentally appropriate,
performance based) goals and objectives aligned with local, state, and /or national
standards.
- Design and implement content that is aligned with lesson objectives.
- Plan for and manage resources to provide active, fair, and equitable learning experiences.
- Plan and adapt instruction for diverse student needs, adding specific accommodations
and/or modifications for student exceptionalities.
- Plan and implement progressive and sequential instruction that addresses the diverse
needs of all students.
- Demonstrate knowledge of current technology by planning and implementing learning
experiences that require students to appropriately use technology to meet lesson objectives.
Standard 4: Instructional Delivery & Management
Physical education teacher candidates use effective communication and pedagogical
skills and strategies to enhance student engagement and learning.
ELEMENTS TEACHER CANDIDATES WILL:
- Demonstrate effective verbal and non-verbal communication skills across a variety
of instructional formats.
- Implement effective demonstrations, explanations, and instructional cues and prompts
to link physical activity concepts to appropriate learning experiences.
- Provide effective instructional feedback for skill acquisition, student learning,
and motivation.
- Recognize the changing dynamics of the environment and adjust instructional tasks
based on student responses.
- Utilize managerial rules, routines, and transitions to create and maintain a safe
and effective learning environment.
- Implement strategies to help students demonstrate responsible personal and social
behaviors in a productive learning environment.
Standard 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster
student learning and inform instructional decisions.
ELEMENTS TEACHER CANDIDATES WILL:
- Select or create appropriate assessments that will measure student achievement of
goals and objectives.
- Use appropriate assessments to evaluate student learning before, during, and after
instruction.
- Utilize the reflective cycle to implement change in teacher performance, student learning,
and/or instructional goals and decisions.
Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to becoming
effective professionals.
ELEMENTS TEACHER CANDIDATES WILL:
- Demonstrate behaviors that are consistent with the belief that all students can become
physically educated individuals.
- Participate in activities that enhance collaboration and lead to professional growth
and development.
- Demonstrate behaviors that are consistent with the professional ethics of highly qualified
teachers.
- Communicate in ways that convey respect and sensitivity.
