Background/Purpose
The Centers for Disease Control and Prevention (CDC) supported the development of the Physical Education Curriculum Analysis Tool (PECAT). Quality, daily physical education is a key CDC strategy in the reduction and prevention of childhood obesity. A curriculum that is standards based focuses on meaningful content related to the National Standards. Sequencing is critical, so student meet the standards at the end of high school. The purpose of this project was to assess the vertical alignment of physical education curricula.
Method
The districts provided standards and benchmarks for analysis of the vertical articulation of the benchmarks. All districts were located in one state that does not provide state physical education standards or benchmarks. In small districts (n=7) one physical education teacher was asked about professional development while in larger districts (n=7) one teacher per level (elementary, middle and high school) were interviewed(total 28).
Analysis/Results
Districts had standards for physical education (mean=5.5) with as few as three and as many as seven standards. Six of fourteen districts used the current NASPE National Standards (NNCS) exactly or with modifications, four used a previous version of the NNCS and four districts did not use or modify the NNCS. All districts included a standard on skill, personal and/or social responsibility, and fitness. Valuing physical activity was the most frequently omitted content from the standards.
Districts divided grades into levels in three ways; clusters (e.g., k-2, 3-6, 7-8, 9-12), all grades (e.g., k,1,2,3 etc), and late start (begin clusters at grade 3 or 5). Clusters (n=8) were the most common organizing method, with all grades next (n=3) followed by late-start (n=2). One district did not separate benchmarks by level. Sequencing (the tracking of something students should know or do across levels) was evident in two districts where at least one benchmark for each standard was present at all levels. Five districts had no benchmarks that tracked across levels, however one was because no levels were identified, one because no benchmarks were present for grades 7-12, two were in districts where there were 10-12 levels. There were from 26 to 240 benchmarks (mean=88). Larger districts had more benchmarks than smaller districts, and more benchmarks were present in the lower levels/grades.
Conclusions
Little time was allocated to vertical curriculum meetings and professional development. Physical education curriculum plans in these districts would benefit from careful application of PECAT and corresponding revisions. Measurable and aligned benchmarks should be the target of training.