National Physical Education Standards Task Force

Survey Context

Our world today is not the same as it was nine years ago when the SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education were last revised.

After examining the current National Standards and Grade-Level Outcomes, various states’ physical education standards, physical education standards from other countries, research, feedback from town halls and collaboratives, surveys, committees, focus groups, and researchers, SHAPE America’s National Physical Education Standards Task Force determined that the standards required not simply a revision, but a rewrite.

This decision was not made lightly; however, it was clear to the task force that the current National Standards and Grade-Level Outcomes do not meet the needs of every student.

Each student should be able to see, engage, and find themselves in the standards and outcomes. Likewise, the standards and outcomes should assist educators in providing equitable access to every student regardless of context.

With this being a major goal, the task force recognizes the need to address the inequities of the current National Standards. While the task force acknowledges the importance of motor competence, it is not the sole attribute to equitably serve the whole child on their path to well-being and physical literacy.

Public Review and Comment #1

In this survey, you are asked to comment on the first two documents developed by the task force:

• Guiding Principles — Developed to assist educators in using best pedagogical practices and used to inform the development of the Student Attributes.
• Student Attributes — The basis of what students should know and be able to do in physical education.

These first two documents provide a macro perspective and are grounded in the concept of meaningful movement and the student-centered approach.

The Guiding Principles can be thought of as best practices or teaching standards; thus, the 10 principles are written in a manner of action (i.e., what an educator will do). These principles are supported by research and address the inequity and complexity of contextual climates.

Similarly, the Student Attributes are rooted in the theory of meaningful movement and address the affective, cognitive and psychomotor learning domains, while introducing the idea of a fourth domain — social — to reflect the changing needs of today’s students. The attributes are being used to guide the development of the new National Physical Education Standards. A glossary of terms related to both documents is also being created to craft a shared language and understanding.

Your feedback will inform the task force on any necessary revisions or concepts to consider.

Once the Guiding Principles and Student Attributes have been revised based on your feedback, these documents will be used to inform the development of the physical education standards, learning outcomes, and other critical information for the field.