Revisiting the National Physical Education Content Standards: What Do We Really Know About Our Achievement of the Physically Educated/Literate Person?

Abstract

Purpose: The purpose of this paper was to review the research literature in physical education to establish what is currently known about the extent to which the national outcome goals have been achieved. Method: Papers were selected through an initial search of the EBSCO database, with main identifiers included being physical education, physical activity, and physical fitness, combined with the descriptors that represented the key idea of each of the give content standards. Further journal articles were then obtained through the citations and references in the original documents. Results: While there is a dearth of results that directly accounts for the accomplishment of the standards, the research suggests that the expectations of performance, as outlined in the standards, are being realized by less than half of all students participating in physical education. Discussion:The discussion presents a model for moving research in the field forward, and suggests there is a need for descriptive studies which provide rich details of the contexts where highly effective, as well as sophisticated interventions whose goal is to produce significant change in selected student outcomes.

The Role of Knowledge and Understanding in Fostering Physical Literacy

“…Given the different views expressed in the literature, this claim would seem to be founded suggesting a need to identify the health knowledge and experiences required to be able to successfully engage in physical activities for life. For this reason, alongside well reported concerns over physical education teachers' limited health knowledge and their delivery of health in the curriculum generally (Alfrey, Cale, & Webb, KNOWLEDGE AND UNDERSTANDING IN FOSTERING PHYSICAL LITERACY 2012;Cale & Harris, 2013;Castelli & Williams, 2007;Fardy, Azzollini, & Herman, 2004;Harris, 2010;Harris & Leggett, 2015;Hastie, 2017;Keating et al, 2009;Kulinna, McCaughtry, Martin, Cothran, & Faust, 2008;McKenzie, 2007;Puhse et al, 2011;Trost, 2006), the main focus of the discussion from hereon will centre on knowledge relating to health. In 2000, and in recognition of the above, a working group comprising representatives of national physical education, sport, and health organisations in England was formed in an attempt to achieve consensus on health-related learning within the subject, a key output of which was the publication of national guidance including health-related outcomes for children aged 5 to 16 years (Harris, 2000).…”

Laying the foundations for physical literacy in Wales: the contribution of the Foundation Phase to the development of physical literacy

“…The nature and purpose of physical education has and continues to be the focus of much debate (Brown, 2013;Hastie, 2017;Kirk, 2010). A growing body of literature calls for learning in physical education to be authentic, relevant to learners and holistic in nature (Brown, 2013;Haerens et al, 2011;Kirk, 2010;Stolz, 2013).…”

Skipping Rope and Double Dutch Lessons for Elementary School Students

“…It is readily assumed that they need necessary helps to decide proactively toward the newly designed program for PE. The teachers have to be helped in order to gain their knowledge and competencies related to start practicing appropriate content of physical education material for elementary students, as one the content knowledge collection [10,11].…”