New York State Department of Education Physical Education
Transcript Of New York State Department of Education Physical Education
NEW YORK STATE EDUCATION DEPARTMENT
The New York State Physical Education Learning Standards
(2020)
New York State Department of Education Physical Education Standards (2020)
1
NEW YORK STATE EDUCATION DEPARTMENT
Table of Contents
Acknowledgments ……………………………………………………………………..page 3 Introduction………………………………………………………………………………page 7 Standards-based Curriculum Development: Guidance for Educators……………...page 12 Physical Education Lifelong Practices………………………………………………..page 14 Prekindergarten …………………………………………………………………………page 15 Kindergarten …………………………………………………………………………….page 18 First Grade ………………………………………………………………………………page 21 Second Grade …………………………………………………………………………...page 24 Third Grade ……………………………………………………………………………...page 27 Fourth Grade …………………………………………………………………………….page 30 Fifth Grade ………………………………………………………………………………page 33 Sixth Grade ……………………………………………………………………………...page 36 Seventh Grade …………………………………………………………………………..page 39 Eighth Grade …………………………………………………………………………….page 42 Level 1 Grade …………………………………………………………………..............page 45 Level 2 Grade ……………………………………………………………………………page 48 Glossary of Terms……………………………………………………………………………… Coming soon
New York State Department of Education Physical Education Standards (2020)
2
NEW YORK STATE EDUCATION DEPARTMENT
Acknowledgements
2018 – 2020 NYS Physical Education Learning Standards Review Committee
Thank you to all the individuals involved in the authoring, review, and revision of the New York State Physical Education Learning Standards. Additional thanks to all the individuals who provided feedback through NYSED’s Stakeholder Feedback Survey.
Leadership Team Committee
*Kerri Bullock Director, Professional Development & Resource Center Broome-Tioga BOCES
*Allison Relyea Physical Education Teacher Guilderland CSD
*Dr. Clancy Seymour Assistant Professor Director of Physical & Health Education Teacher Education Canisius College
Authoring Workgroup
Heather Adams Dr. Helena Baert
Assistant in Research and Educational Services at NYSUT
Professor of Physical Education
NYSUT SUNY College at Cortland
Dr. Pamela Banks Lori Bifarella Renee (McCall) Brown Anthony Carrano
Doctor of Osteopathy/Merrick CSD Board Member
Physical Education Teacher
Merrick, NY Attica Elementary School
Physical Education Teacher
Syracuse University
Physical Education Instructional Coach NYCDOE
New York State Department of Education Physical Education Standards (2020)
3
NEW YORK STATE EDUCATION DEPARTMENT
Maryanne Ceriello Colleen Corsi Marysol De La Cruz Annie DeRoy David Garbarino Douglas Hallberg Murphee Hayes Dr. Alisa James Eric Kohl Travis Kremer Dr. Matthew Madden Dr. Mara Manson Jeffrey Maslin
Rose Newman (Graham Rose) Dr. Michael Norris Dr. Tamela Ray Christina Rio Kiki Seago Charlie Rizzuto Margaret Robelee
Theresa Rodriguez
Physical Education Teacher
Beacon CSD
Executive Director
NYAHPERD
Physical Education Instructional Coach NYCDOE
Physical Education Teacher
NYCDOE
Physical Education Director
Binghamton CSD
Physical Education Teacher
Mohonasen CSD
Physical and Health Director
Whitney Point CSD
Professor for Physical Education
SUNY College at Brockport
Adaptive Physical Education Teacher Monroe 1 BOCES
Physical Education Teacher
Capital Region BOCES
Professor for Physical Education
SUNY College at Cortland
Professor for Physical Education
Adelphi University
Vice President/Board of Education President
Physical Education Teacher
Menands SD NYCDOE
Professor for Physical Education Director of Physical Education Physical Education Teacher Physical Education Teacher Physical Education Teacher Physical Education Teacher Physical Education Teacher
Syracuse University
Auburn Enlarged CSD
NYCDOE
Penn Yan Academy
Oyster Bay HS
North Park Elementary- Hyde Park NYCDOE
New York State Department of Education Physical Education Standards (2020)
4
NEW YORK STATE EDUCATION DEPARTMENT
Amanda Stallone John D. Strong Mary Tomczak Gregory Warren Maurice “Bud” Watson Tom Winiecki Monica Wolfe Kathleen Young
Physical Education Teacher Professor of Physical Education
Physical Education Teacher Director of Health and Physical Education Physical Education Teacher Physical Education Teacher Physical Education Teacher Physical Education Teacher
* Leadership Team
NYCDOE Niagara County Community College NYSUT New Paltz CSD
Van Corlaer School Mott Road Elementary Schools Cooperstown CSD Newburgh Free Academy
NYS Physical Education Advisory Panel
Tim Chamberlain Elizabeth Colligan Jeffrey Engel Brad Gatlin Michael Gosset Geoffrey Hopcus
Physical Education Teacher
Physical Education/Health Education Teacher Director of Physical Education/Assistant Principal Physical Education and Health Director
Coordinator/Professor of Physical Education Physical Education Teacher
Jeffrey Jordan Mathew Murphy Dr. John Ramin James Rose
Physical Education Director/ Principal Physical Education Teacher Director of Curriculum and Instruction Director of Physical Education and Health
CiTi BOCES Mexico Portville CS
Long Island City HS (NYC DOE)
East Ramapo CSD Hostos CC
Erie 2 Chautauqua-Cattaraugus BOCES Falconer CS Fayetteville-Manlius CSD CiTi BOCES Mexico Yonkers Public Schools
New York State Department of Education Physical Education Standards (2020)
5
NEW YORK STATE EDUCATION DEPARTMENT
Amanda Turnbull Kathleen Whitmore
Physical Education Teacher
Physical Education and Health Education Teacher
CiTi BOCES Mexico Clymer CS
New York State Education Department Staff
Marybeth Casey
Assistant Commissioner Office of Curriculum and Instruction
Catherine Coons
Assistant in English Language Arts Office of Curriculum and Instruction
Darryl Daily
Associate in Physical Education Office of Curriculum and Instruction
Erik Sweet
Supervisor, Education Programs Office of Curriculum and Instruction
New York State Department of Education Physical Education Standards (2020)
6
NEW YORK STATE EDUCATION DEPARTMENT
Introduction to the NYS Physical Education Standards
Design Process
Physical Education Learning Standards express what a student should know and be able to do in physical education. In New York State, the Board of Regent approve learning standards, and then the school districts use the learning standards to develop curriculum and deliver instruction. In 2018, New York State began a review process of its current physical education standards, first adopted in 1996. New standards were then developed and now reflect the collaborative efforts of NYS educators, curriculum specialists, parents, school administrators, and field experts in higher education. The State Education Department released a draft of the new physical education standards for public comment in fall 2019 and received more than 500 responses. As a result, each outcome was reviewed again, and based on the public feedback, necessary modifications to the standards were made. Continuous input from the various committees helped to finalize the changes.
The New York State Physical Education Learning Standards reflect a process of review that involved numerous educators over two years. These new standards are the framework for the development of knowledge, skills, and social-emotional learning that enables students to become healthy, physically literate adults. In tandem with the release of the Physical Education Learning Standards, the Department will publish a three-year implementation plan in three phases: Build Awareness; Build Capacity; and Full Implementation.
The important connection between physical and mental health toward the overall wellness of a child was a critical consideration in this project. As a result, the New York State Physical Education Learning Standards reflect both the NYS Social Emotional Benchmarks and the NYS Mental Health Education initiative. This provides physical educators the opportunity to support school districts' efforts to contribute to the goal of overall wellness. The National Wellness Institute identifies the following six dimensions of wellness: emotional, spiritual, intellectual, social, physical, and occupational. These dimensions are revealed in the anchor standards and grade-level outcomes.
Context for Revision of the NYS Physical Education Learning Standards
The Every Student Succeeds Act (ESSA) allocates grant money under Titles I, II, and IV Part A, which give states greater flexibility in spending, thus focusing more on the
New York State Department of Education Physical Education Standards (2020)
7
NEW YORK STATE EDUCATION DEPARTMENT
development of the whole child. Federal funding stipulates that schools establish a “wellrounded” education, emphasizing health and physical education. This shift in thinking has provided a platform to further the discipline of physical education and move forward with this initiative.
Physical and mental well-being was also an important theme reflected in the new Standards. For example, the Social Emotional benchmarks, along with the New York State Mental Health Education initiative, are nested into Standards 4-6. Within these Standards, multiple opportunities can be built into a curriculum that fosters physical and mental health. The Standards and outcomes integrate these critical dimensions and provide physical educators with the support needed to assist each student on his/her path to overall wellness.
These new Standards reflect more explicit instruction in building character traits such as perseverance, healthy decision-making, and self-expression as demonstrated through goal setting. Broadening the understanding of community/occupational resources, through using various mediums (technologies), a reimagined vision has emerged, helping students search for career opportunities or ways to promote lifelong habits of physical activity. The advances seen in the twenty-first century have opened the physical education learning environment to extend beyond the school.
English Language Learners/Multilingual Learners and the Standards
The need to promote physical education and wellness extends to all students. Students who are English Language Learners (ELLs) and Multilingual Learners (MLLs) now comprise over 20 percent of the school-age population, which reflects significant growth in the past decades. Between 1980 and 2009, this population increased from 4.7 to 11.2 million young people, or from 10-21 percent of the school-age population. The greatest growth has occurred in our secondary schools.1
All students have strengths and potential upon which to build their future individual competencies and contributions. English Language Learners/Multilingual Learners, especially, have unique cultural and linguistic resources which can add considerably to the breadth and depth of knowledge, perspectives, and talents of their classroom peers. The role of the NYS Physical Education Standards is to create opportunities that allow different groups and ideas to become part of the physical activity setting. It is a cultural view of learning and human development in which multiple expressions of diversity are
New York State Department of Education Physical Education Standards (2020)
8
NEW YORK STATE EDUCATION DEPARTMENT
recognized and regarded as assets for teaching and learning—otherwise referred to as Culturally Responsive-Sustaining Education (CR-S).
Students with Disabilities and the Standards
It is a fundamental right that all students, including students with disabilities, have access to the same set of high standards as their general education peers. The revised New York State Physical Education Standards provide a unique opportunity for students with disabilities to demonstrate and improve their physical skills as well as their cognitive, mental, and social-emotional skills. Students with disabilities can safely and successfully participate in physical education activities and can achieve these rigorous standards with appropriate specially designed instruction, accommodations, supports, and services based on their individual needs. High quality instruction in physical education encourages the healthy, active lifestyle needed to maintain motivation in various areas of life and aid in future success.
Early Learning and the Standards
As with all learners, but especially for our youngest learners, the Physical Education Standards should be implemented with careful understanding of child development and developmentally appropriate practice. The physical education foundation that is set for our youngest learners is essential, and the social emotional needs and environment are key ingredients for student success. As these standards are implemented, it is important to meet the needs of the “whole child,” recognizing that a well-rounded education, positive learning environment, strong home-school connection, and high expectations all contribute to student success.
For Prekindergarten, please also see the NYSED Prekindergarten Standards which include the domain of physical development and health. This domain includes Physical Development, Physical Fitness, Physical Health and Well-Being, and Physical Safety.
Understanding the Physical Education Learning Standards
The current version of the physical education standards are derivatives of two sources. The first was the original NYS Physical Education Learning Standards, adopted in 1996, in which the revision committee identified important themes that were carried over into this new iteration. The second source—The National Standards for K-12 Physical Education and Grade Level Outcomes developed by the Society of Health and Physical
New York State Department of Education Physical Education Standards (2020)
9
NEW YORK STATE EDUCATION DEPARTMENT
Educators America (SHAPE)1—was the principal document used to develop the New York State Physical Education Learning Standards.
The revised New York Physical Education Standards are a twenty-first century expansion of the previous NYS frameworks grounded in physical literacy—the ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person (Mandigo, Francis, Lodewyk & Lopez, 2012). The physical literacy construct is an important theme in this version of the New York State Physical Education Learning Standards and is embedded throughout the six standards, grade-level strands, and outcomes. It provides unique learning opportunities that contribute to and assure that students become physically literate and engage in a physically active lifestyle.
The anchor standards represent broad statements about the expectations for students as they prepare for high school graduation and then positioning themselves into leading a healthy and active life. Grade-level strands represent a delineation of the anchor standards. For each anchor standard, two to four strands are outlined for students at all grade levels, from the kindergarten level to the graduation-ready level of 11th and 12th graders. Each strand is organized by grade-level outcomes for students’ learning from one grade to the next and occasional repetition occurs in the set of expectations for learners from grade to grade.
Physical education programs in New York State are disparate and unique, therefore, educators have the autonomy to do what is best to meet the needs of their school/district, using the Standards to guide their practice and align curriculum accordingly. The curriculum is a local decision derived from the Standards. For example, there are significant differences among school districts like facility availability, equipment resources, time allotment, and many more variables. Therefore, it is important that the New York State Physical Education Learning Standards are developmentally appropriate for all students, including students with disabilities and English Language Learners.
The expectations or learning outlined in the Standards are intentionally broad. While the outcomes set grade-specific expectations for physical education, they do not define the intervention methods or materials necessary to support students who are well below or well above grade-level outcomes. It is also beyond the scope of the standards to define the full range of supports appropriate for English Language Learners /Multilingual
1 Permission has been received to use adaptations from SHAPE America-Society of Health and Physical Educators, 1900 Association Drive, Reston, VA 20191, www.shapeamerica.org
New York State Department of Education Physical Education Standards (2020)
10
The New York State Physical Education Learning Standards
(2020)
New York State Department of Education Physical Education Standards (2020)
1
NEW YORK STATE EDUCATION DEPARTMENT
Table of Contents
Acknowledgments ……………………………………………………………………..page 3 Introduction………………………………………………………………………………page 7 Standards-based Curriculum Development: Guidance for Educators……………...page 12 Physical Education Lifelong Practices………………………………………………..page 14 Prekindergarten …………………………………………………………………………page 15 Kindergarten …………………………………………………………………………….page 18 First Grade ………………………………………………………………………………page 21 Second Grade …………………………………………………………………………...page 24 Third Grade ……………………………………………………………………………...page 27 Fourth Grade …………………………………………………………………………….page 30 Fifth Grade ………………………………………………………………………………page 33 Sixth Grade ……………………………………………………………………………...page 36 Seventh Grade …………………………………………………………………………..page 39 Eighth Grade …………………………………………………………………………….page 42 Level 1 Grade …………………………………………………………………..............page 45 Level 2 Grade ……………………………………………………………………………page 48 Glossary of Terms……………………………………………………………………………… Coming soon
New York State Department of Education Physical Education Standards (2020)
2
NEW YORK STATE EDUCATION DEPARTMENT
Acknowledgements
2018 – 2020 NYS Physical Education Learning Standards Review Committee
Thank you to all the individuals involved in the authoring, review, and revision of the New York State Physical Education Learning Standards. Additional thanks to all the individuals who provided feedback through NYSED’s Stakeholder Feedback Survey.
Leadership Team Committee
*Kerri Bullock Director, Professional Development & Resource Center Broome-Tioga BOCES
*Allison Relyea Physical Education Teacher Guilderland CSD
*Dr. Clancy Seymour Assistant Professor Director of Physical & Health Education Teacher Education Canisius College
Authoring Workgroup
Heather Adams Dr. Helena Baert
Assistant in Research and Educational Services at NYSUT
Professor of Physical Education
NYSUT SUNY College at Cortland
Dr. Pamela Banks Lori Bifarella Renee (McCall) Brown Anthony Carrano
Doctor of Osteopathy/Merrick CSD Board Member
Physical Education Teacher
Merrick, NY Attica Elementary School
Physical Education Teacher
Syracuse University
Physical Education Instructional Coach NYCDOE
New York State Department of Education Physical Education Standards (2020)
3
NEW YORK STATE EDUCATION DEPARTMENT
Maryanne Ceriello Colleen Corsi Marysol De La Cruz Annie DeRoy David Garbarino Douglas Hallberg Murphee Hayes Dr. Alisa James Eric Kohl Travis Kremer Dr. Matthew Madden Dr. Mara Manson Jeffrey Maslin
Rose Newman (Graham Rose) Dr. Michael Norris Dr. Tamela Ray Christina Rio Kiki Seago Charlie Rizzuto Margaret Robelee
Theresa Rodriguez
Physical Education Teacher
Beacon CSD
Executive Director
NYAHPERD
Physical Education Instructional Coach NYCDOE
Physical Education Teacher
NYCDOE
Physical Education Director
Binghamton CSD
Physical Education Teacher
Mohonasen CSD
Physical and Health Director
Whitney Point CSD
Professor for Physical Education
SUNY College at Brockport
Adaptive Physical Education Teacher Monroe 1 BOCES
Physical Education Teacher
Capital Region BOCES
Professor for Physical Education
SUNY College at Cortland
Professor for Physical Education
Adelphi University
Vice President/Board of Education President
Physical Education Teacher
Menands SD NYCDOE
Professor for Physical Education Director of Physical Education Physical Education Teacher Physical Education Teacher Physical Education Teacher Physical Education Teacher Physical Education Teacher
Syracuse University
Auburn Enlarged CSD
NYCDOE
Penn Yan Academy
Oyster Bay HS
North Park Elementary- Hyde Park NYCDOE
New York State Department of Education Physical Education Standards (2020)
4
NEW YORK STATE EDUCATION DEPARTMENT
Amanda Stallone John D. Strong Mary Tomczak Gregory Warren Maurice “Bud” Watson Tom Winiecki Monica Wolfe Kathleen Young
Physical Education Teacher Professor of Physical Education
Physical Education Teacher Director of Health and Physical Education Physical Education Teacher Physical Education Teacher Physical Education Teacher Physical Education Teacher
* Leadership Team
NYCDOE Niagara County Community College NYSUT New Paltz CSD
Van Corlaer School Mott Road Elementary Schools Cooperstown CSD Newburgh Free Academy
NYS Physical Education Advisory Panel
Tim Chamberlain Elizabeth Colligan Jeffrey Engel Brad Gatlin Michael Gosset Geoffrey Hopcus
Physical Education Teacher
Physical Education/Health Education Teacher Director of Physical Education/Assistant Principal Physical Education and Health Director
Coordinator/Professor of Physical Education Physical Education Teacher
Jeffrey Jordan Mathew Murphy Dr. John Ramin James Rose
Physical Education Director/ Principal Physical Education Teacher Director of Curriculum and Instruction Director of Physical Education and Health
CiTi BOCES Mexico Portville CS
Long Island City HS (NYC DOE)
East Ramapo CSD Hostos CC
Erie 2 Chautauqua-Cattaraugus BOCES Falconer CS Fayetteville-Manlius CSD CiTi BOCES Mexico Yonkers Public Schools
New York State Department of Education Physical Education Standards (2020)
5
NEW YORK STATE EDUCATION DEPARTMENT
Amanda Turnbull Kathleen Whitmore
Physical Education Teacher
Physical Education and Health Education Teacher
CiTi BOCES Mexico Clymer CS
New York State Education Department Staff
Marybeth Casey
Assistant Commissioner Office of Curriculum and Instruction
Catherine Coons
Assistant in English Language Arts Office of Curriculum and Instruction
Darryl Daily
Associate in Physical Education Office of Curriculum and Instruction
Erik Sweet
Supervisor, Education Programs Office of Curriculum and Instruction
New York State Department of Education Physical Education Standards (2020)
6
NEW YORK STATE EDUCATION DEPARTMENT
Introduction to the NYS Physical Education Standards
Design Process
Physical Education Learning Standards express what a student should know and be able to do in physical education. In New York State, the Board of Regent approve learning standards, and then the school districts use the learning standards to develop curriculum and deliver instruction. In 2018, New York State began a review process of its current physical education standards, first adopted in 1996. New standards were then developed and now reflect the collaborative efforts of NYS educators, curriculum specialists, parents, school administrators, and field experts in higher education. The State Education Department released a draft of the new physical education standards for public comment in fall 2019 and received more than 500 responses. As a result, each outcome was reviewed again, and based on the public feedback, necessary modifications to the standards were made. Continuous input from the various committees helped to finalize the changes.
The New York State Physical Education Learning Standards reflect a process of review that involved numerous educators over two years. These new standards are the framework for the development of knowledge, skills, and social-emotional learning that enables students to become healthy, physically literate adults. In tandem with the release of the Physical Education Learning Standards, the Department will publish a three-year implementation plan in three phases: Build Awareness; Build Capacity; and Full Implementation.
The important connection between physical and mental health toward the overall wellness of a child was a critical consideration in this project. As a result, the New York State Physical Education Learning Standards reflect both the NYS Social Emotional Benchmarks and the NYS Mental Health Education initiative. This provides physical educators the opportunity to support school districts' efforts to contribute to the goal of overall wellness. The National Wellness Institute identifies the following six dimensions of wellness: emotional, spiritual, intellectual, social, physical, and occupational. These dimensions are revealed in the anchor standards and grade-level outcomes.
Context for Revision of the NYS Physical Education Learning Standards
The Every Student Succeeds Act (ESSA) allocates grant money under Titles I, II, and IV Part A, which give states greater flexibility in spending, thus focusing more on the
New York State Department of Education Physical Education Standards (2020)
7
NEW YORK STATE EDUCATION DEPARTMENT
development of the whole child. Federal funding stipulates that schools establish a “wellrounded” education, emphasizing health and physical education. This shift in thinking has provided a platform to further the discipline of physical education and move forward with this initiative.
Physical and mental well-being was also an important theme reflected in the new Standards. For example, the Social Emotional benchmarks, along with the New York State Mental Health Education initiative, are nested into Standards 4-6. Within these Standards, multiple opportunities can be built into a curriculum that fosters physical and mental health. The Standards and outcomes integrate these critical dimensions and provide physical educators with the support needed to assist each student on his/her path to overall wellness.
These new Standards reflect more explicit instruction in building character traits such as perseverance, healthy decision-making, and self-expression as demonstrated through goal setting. Broadening the understanding of community/occupational resources, through using various mediums (technologies), a reimagined vision has emerged, helping students search for career opportunities or ways to promote lifelong habits of physical activity. The advances seen in the twenty-first century have opened the physical education learning environment to extend beyond the school.
English Language Learners/Multilingual Learners and the Standards
The need to promote physical education and wellness extends to all students. Students who are English Language Learners (ELLs) and Multilingual Learners (MLLs) now comprise over 20 percent of the school-age population, which reflects significant growth in the past decades. Between 1980 and 2009, this population increased from 4.7 to 11.2 million young people, or from 10-21 percent of the school-age population. The greatest growth has occurred in our secondary schools.1
All students have strengths and potential upon which to build their future individual competencies and contributions. English Language Learners/Multilingual Learners, especially, have unique cultural and linguistic resources which can add considerably to the breadth and depth of knowledge, perspectives, and talents of their classroom peers. The role of the NYS Physical Education Standards is to create opportunities that allow different groups and ideas to become part of the physical activity setting. It is a cultural view of learning and human development in which multiple expressions of diversity are
New York State Department of Education Physical Education Standards (2020)
8
NEW YORK STATE EDUCATION DEPARTMENT
recognized and regarded as assets for teaching and learning—otherwise referred to as Culturally Responsive-Sustaining Education (CR-S).
Students with Disabilities and the Standards
It is a fundamental right that all students, including students with disabilities, have access to the same set of high standards as their general education peers. The revised New York State Physical Education Standards provide a unique opportunity for students with disabilities to demonstrate and improve their physical skills as well as their cognitive, mental, and social-emotional skills. Students with disabilities can safely and successfully participate in physical education activities and can achieve these rigorous standards with appropriate specially designed instruction, accommodations, supports, and services based on their individual needs. High quality instruction in physical education encourages the healthy, active lifestyle needed to maintain motivation in various areas of life and aid in future success.
Early Learning and the Standards
As with all learners, but especially for our youngest learners, the Physical Education Standards should be implemented with careful understanding of child development and developmentally appropriate practice. The physical education foundation that is set for our youngest learners is essential, and the social emotional needs and environment are key ingredients for student success. As these standards are implemented, it is important to meet the needs of the “whole child,” recognizing that a well-rounded education, positive learning environment, strong home-school connection, and high expectations all contribute to student success.
For Prekindergarten, please also see the NYSED Prekindergarten Standards which include the domain of physical development and health. This domain includes Physical Development, Physical Fitness, Physical Health and Well-Being, and Physical Safety.
Understanding the Physical Education Learning Standards
The current version of the physical education standards are derivatives of two sources. The first was the original NYS Physical Education Learning Standards, adopted in 1996, in which the revision committee identified important themes that were carried over into this new iteration. The second source—The National Standards for K-12 Physical Education and Grade Level Outcomes developed by the Society of Health and Physical
New York State Department of Education Physical Education Standards (2020)
9
NEW YORK STATE EDUCATION DEPARTMENT
Educators America (SHAPE)1—was the principal document used to develop the New York State Physical Education Learning Standards.
The revised New York Physical Education Standards are a twenty-first century expansion of the previous NYS frameworks grounded in physical literacy—the ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person (Mandigo, Francis, Lodewyk & Lopez, 2012). The physical literacy construct is an important theme in this version of the New York State Physical Education Learning Standards and is embedded throughout the six standards, grade-level strands, and outcomes. It provides unique learning opportunities that contribute to and assure that students become physically literate and engage in a physically active lifestyle.
The anchor standards represent broad statements about the expectations for students as they prepare for high school graduation and then positioning themselves into leading a healthy and active life. Grade-level strands represent a delineation of the anchor standards. For each anchor standard, two to four strands are outlined for students at all grade levels, from the kindergarten level to the graduation-ready level of 11th and 12th graders. Each strand is organized by grade-level outcomes for students’ learning from one grade to the next and occasional repetition occurs in the set of expectations for learners from grade to grade.
Physical education programs in New York State are disparate and unique, therefore, educators have the autonomy to do what is best to meet the needs of their school/district, using the Standards to guide their practice and align curriculum accordingly. The curriculum is a local decision derived from the Standards. For example, there are significant differences among school districts like facility availability, equipment resources, time allotment, and many more variables. Therefore, it is important that the New York State Physical Education Learning Standards are developmentally appropriate for all students, including students with disabilities and English Language Learners.
The expectations or learning outlined in the Standards are intentionally broad. While the outcomes set grade-specific expectations for physical education, they do not define the intervention methods or materials necessary to support students who are well below or well above grade-level outcomes. It is also beyond the scope of the standards to define the full range of supports appropriate for English Language Learners /Multilingual
1 Permission has been received to use adaptations from SHAPE America-Society of Health and Physical Educators, 1900 Association Drive, Reston, VA 20191, www.shapeamerica.org
New York State Department of Education Physical Education Standards (2020)
10