Subp. 3.
Subject matter
standard.
A candidate for licensure as a teacher of physical education
must complete a preparation program under subpart
2, item C, that must include
the candidate's demonstration of the knowledge and skills in items A to
D.
A. A teacher of physical education
understands and applies the skills necessary to perform varied physical
activities including:
(1) essential elements
and sequencing of basic motor skills;
(2) individual, dual, and team activities;
lifetime fitness activities; fundamental gymnastics; rhythms and dance, for
example, singing games and folk, square, ballroom, creative, contemporary, and
modern dance; low organization, lead up, and cooperative games; aquatics;
aerobics, body mechanics, conditioning exercises, and strength
training;
(3) appropriate
instructional cues and prompts for basic motor skills and physical activity;
and
(4) how to support and
encourage learner expression through movement.
B. A teacher of physical education
understands disciplinary knowledge of physical activities and well-being,
including:
(1) the organic, skeletal, and
neuromuscular structures of the human body and how these structures adapt and
contribute to physical activity, motor performance, fitness, and
wellness;
(2) concepts and
strategies related to physical activity and fitness;
(3) disciplinary concepts and principles to
skillful movement and physical activity;
(4) interdisciplinary learning experiences
that allow students to integrate knowledge, skills, and methods of inquiry from
multiple subject areas;
(5)
organization and administration of physical education programs;
(6) etiquette, sportsmanship, and
officiating;
(7) selection and use
of appropriate supplies and equipment;
(8) safety issues to consider when planning
and implementing instruction;
(9)
appropriate emergency procedures;
(10) safety, CPR, first aid procedures, and
prevention and care of injuries;
(11) the relationship among physical
activity, fitness, and health including developmental adaptive physical
education programs;
(12)
historical, philosophical, sociological, and psychological factors associated
with varied physical activities; and
(13) health-related concepts, concerns,
assumptions, debates, processes of inquiry, and personal hygiene central to the
study of physical activity.
C. A teacher of physical education must
demonstrate an understanding of the teaching of physical education that
integrates understanding of physical education with the understanding of
pedagogy, students, learning, classroom management, and professional
development. The teacher of physical education to children, preadolescents, and
adolescents must:
(1) understand and apply
educational principles relevant to the physical, social, emotional, moral, and
cognitive development of children, preadolescents, and adolescents;
(2) understand and apply the research base
for and the best practices of kindergarten and primary, intermediate, and
middle and high school education;
(3) understand the benefits and implications
of, and how to, promote lifelong physical recreation;
(4) develop curriculum goals and purposes
based on the central concepts of physical education and know how to apply
instructional strategies and materials for achieving student understanding of
this discipline;
(5) understand the
role and alignment of district, school, and department mission and goals in
program planning;
(6) understand
the need for and how to connect students' schooling experiences with everyday
life, the workplace, and further educational opportunities;
(7) know how to involve representatives of
business, industry, and community organizations as active partners in creating
educational opportunities; and
(8)
understand the role and purpose of cocurricular and extracurricular activities
in the teaching and learning process.
D. A teacher of physical education must
understand the content and methods for teaching reading including the ability
to use a wide range of instructional practices, approaches, methods, and
curriculum materials including electronic resources to support reading and
writing instruction including:
(1) selection
and implementation of a wide variety of before, during, and after reading
comprehension strategies that develop reading and metacognitive
abilities;
(2) the ability to
develop and implement effective vocabulary strategies that help students
understand words including domain-specific words; and
(3) the ability to identify instructional
practices, approaches, methods, and match materials to the cognitive levels of
all readers, guided by an evidence-based rationale, which support the
developmental, cultural, and linguistic differences of readers.
Subp. 3a.
Student
teaching and field experiences.
A candidate for licensure to teach physical education must
have a broad range of targeted field-based experiences, of a minimum of 100
hours prior to student teaching, that provide opportunities to apply and
demonstrate competency of professional dispositions and the required skills and
knowledge under this part and part
8710.2000.
Across the combination of student teaching and other
field-based placements, candidates must have experiences teaching the content
at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9
through 12.
For initial teacher licensure, the student teaching period
must be a minimum of 12 continuous weeks, full time, face-to-face, in which the
candidate is supervised by a cooperating teacher, and evaluated at least twice
by qualified faculty supervisors in collaboration with the cooperating
teachers.
