Examination of curricula, teaching practices, and assessment through National Standards

Abstract

This study examined to what degree the existing curricula, teaching practices, and assessments in 15 elementary physical education programs were aligned with the National Standards for Physical Education (NASPE, 1995) in the USA. Fifteen elementary physical education teachers voluntarily participated in this study. Data were gathered through observing 48 lessons while taking field notes, conducting 15 formal interviews with the teachers and collecting curriculum guides, unit and lesson plans and assessment sheets. The findings indicated that 12 teachers intentionally or unintentionally aligned their curriculums with the National Standards by designing an essential scope and progressive sequence for their programs. The teachers addressed Standards 1 and 2 in 35 observed lessons by providing outcome-oriented learning experiences that help students become competent in and knowledgeable about a variety of movement forms. Five teachers used assessment as an integral part of instruction to enhance the students' skill competency and knowledge acquisition. This study suggests that professional development plays a paramount role in equipping teachers with the knowledge and skills necessary for implementing the Standards in practice.