Standard 1: Content and Foundational Knowledge

Physical education teacher candidates demonstrate an understanding of common and specialized content, and scientific and
theoretical foundations for the delivery of an effective physical education program.
Standard Component Reflection Achievemen Artifact
t Level
1.a Describe and apply All students 3 https://www.cde.state.co.us/ : Used to align outcomes to state
common content knowledge are in a standards.
for teaching PreK-12 physical spectrum of
education. different Artifact: SES 340 Paper on what is physical education.
skills and
abilities. As a
physical
education
teacher, one
must create
lessons and
activities that
align with
district/state
standards.
Students are
assessed in
the
psychomotor,
cognitive, and
affective
domain. For
example, at
the primary
level, you can
focus on
fundamental
 locomotor
movements
for an instant
activity,
compared to
the secondary
level where
you engage
your students
into fitness
for a lifetime.

1.b. Describe and apply A teacher 2 Artifact: Is a lesson where I paired students with similar skill levels
specialized content should be for a game to increase involvement and challenges. I also
knowledge for teaching PreK- able to give encouraged students to try different skills into game situations.
12 physical education. all students an
opportunity to
learn and
grow. Many
students learn
at different
paces and in
different
ways. The
artifact
presented is a
lesson of
 giving low
and high
skilled
students an
opportunity to
be successful
and
challenged.
1.c Describe and apply Students at 3 Artifact: Lessons of primary and secondary comparisons.
physiological and the primary
biomechanical concepts level is more Primary level: An activity that keeps students engaged and learn to
related to skillful movement, focused on stay in self-space.
physical activity and fitness the
for PreK-12 students. fundamental
skill levels
whereas the
secondary
level is
focused on
sport specific
and tactical
strategies.
Students at
the primary
level are
progressing
through the
fundament
skills and
learning to Secondary: Students had a choice with their fitness but must have
just play. appropriate fitness goals. This give students a chance to see if the
Students at choices they make are appropriate.
the secondary
 level are
learning to
become a
physically
active
individual for
a lifetime.
1.d Describe and apply For most 2 Artifact: Differences between primary and secondary when using
motor learning and students, as an implement.
behaviorchange/psychologica they develop
l principles related to skillful throughout Primary: Throughout the “volleying” unit, it took a longer time for
movement, physical activity grade school, students to learn how to volley using an implement. At this level,
and fitness for PreK-12 their motor activities such as, “get to know” your ball/implement can last the
students. learning and whole class.
psychological
capacity is
expanding. At
the primary
level, teachers
are focused
on
fundamental
skills,
activities that
keep them
engaged, and
any fitness
that can
benefit them.
At the Secondary: Students at this level moved much quicker because
secondary most should know the fundamental skills already. Students had an
level, students opportunity to “get to know” their birdie/racquet, but activity must
are learning move onto the sport related skills because students will get bored.
 tactical skills
within sports,
learning a
variety of
sports to play
outside of
class, and
learning how
to stay active
and make
healthy
choices.

1.e Describe and apply motor Students’ 2

development theory and motor
principles related to development Artifact: The artifact presented is an example of a structured
fundamental motor skills, should activity for the students.
skillful movement, physical gradually
activity and fitness for become more
PreK12 students. proficient as
they get
older. A huge
factor in their
development
is the
experiences
and
environmenta
l conditions
they are
exposed to.
The artifact
 presented is a
lesson for
students of
second
chance at
Fred Tjardes
in District 6
Greeley
schools. Most
of these kids
did not have a
chance to
receive a
quality
physical
education, so
I was able to
get the
opportunity to
give them a
feel of what a
physical
education
class looked
like.
1.f Describe historical, In SES 266, 2 (266 PowerPoint)
philosophical and social we got the
perspectives of physical opportunity to
education issues and discuss about
legislation. the historical,
philosophical
and social
perspectives
of physical
education
issues and
legislation. In
our class SES
266, we were
grouped
according to
these
different
topics and
presented on
our roles. One
of my roles
was
presenting
about the
history of
physical
education.