Is the Physical Being Taken out of Physical Education? On the Possible Effects of High-Stakes Testing on an Embattled Profession’s Curriculum Goals

Abstract

Building on recent discussions regarding how current national standards for physical education promote cognitive outcomes over physical outcomes, the authors explore how a new era in high-stakes testing is also contributing to an emphasis on the cognitive, over the physical. While high-stakes testing has been linked to reducing the amount of physical education schools offer, less attention has been given to the newest phase of high-stakes testing: the use of student achievement test data to evaluate teachers. To explore how this new high-stakes testing may influence physical education curriculum goals, the authors examine new teacher evaluation policies in New York State. The authors then propose an alternative rational for physical education. By promoting the physical—physical activity, exercise, and structured physical movement through physical education programming—physical education can play a unique and key role in creating the conditions for both student cognitive development and improved public health.