I. A. Candidates obtain health related data about social and cultural environments, growth and development factors, needs and interests of students.

I. B. Candidates distinguish between behaviors that foster and those that hinder well being.

I. C. Candidates determine health education needs based on observed and obtained data.

II. A. Candidates recruit school and community representatives to support and assist in program planning.

II. B. Candidates develop a logical scope and sequence plan for a health education program.

II. C. Candidates formulate appropriate and measurable learner objectives.

II. D. Candidates design educational strategies consistent with specified learner objectives.

III. A. Candidates analyze factcors affecting the successful implementation of health education and Coordinated School Health Programs (CSHPs).

III. B. Candidates select resources and media best suited to implement program plans for diverse learners.

III. C. Candidates exhibit competence in carrying out planned programs.

III. D. Candidates monitor educational programs, adjusting objectives and instructional stragegies as necessary.

IV. A. Candidates develop plans to assess student achievement of program objectives.

IV. B. Candidates carry out evaluation plans.

IV. C. Candidates interpret results of program evaluation.

IV. D. Candidates infer implications of evaluation findings for future program planning.

V. A. Candidates develop a plan for coordinating health education with other components of a school health program.

V. B. Candidates demonstrate the dispositions and skills to facilitate cooperation among health educators, other teachers, and appropriate school staff.

V. C. Candidates formulate practical modes of collaboration among health educators in all settings and other school and community health professionals.

V. D. Candidates organize professional development programs for teachers, other school personnel, community members, and other interested individuals.

VI. A. Candidates utilize computerized health information retrieval systems effectively.

VI. B. Candidates establish effective consultative relationships with those requesting assistance in solving health-related problems.

VI. C. Candidates interpret and respond to requests for health information.

VI. D. Candidates select effective educational resource materials for dissemination.

VII. A. Candidates interpret concepts, purpose, and theories of health education.

VII. B. Candidates predict the impact of societal value systems on health programs.

VII. C. Candidates select a variety of communication methods and techniques in providing health information.

VII. D. Candidates foster communication between health care providers and consumers.

1. 1. Identify critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purpose of improving learning.

1. 2. Demonstrate competent motor skill performance in a variety of physical activities.

1. 3. Describe performance concepts and strategies related to skillful movement and physical activity (e.g. fitness principles, game tactics, skill improvement principles).

1. 4. Describe and apply bioscience (anatomical, physiological, and biomechanical) and psychological concepts to skillful movement, physical activity, and fitness.

1. 5. Understand and debate current physical education/activity issues and laws based on historical, philosophical, and sociological perspectives.

1. 6. Demonstrate knowledge of approved state and national content standards and local program goals.

2. 1. Monitor individual and group performance in order to design safe instruction that meets student developmental needs in the physical, cognitive, and social-emotional domains.

2. 2. Understand the biological, psychological, sociological, experiential, and environmental factors (e.g. neurological development, physique, gender, socio-economic status) that impact developmental readiness to learn and refine movement skills.

2. 3. Identify, select, and implement appropriate learning/practice opportunities based on understanding the student, the learning environment, and the task.

3. 1. Identify, select, and implement appropriate instruction that is sensitive to students' strengths/weaknesses, multiple needs, learning styles, and prior experiences (e.g. cultural, personal, family, community).

3. 2. Use appropriate services, and resources to meet diverse learning needs.

4. 1. Use managerial routines that create smoothly functioning learning experiences and environments.

4. 2. Organize, allocate, and manage resources (e.g. students, time, space, equipment, activities, teacher attention) to provide active and equitable learning experiences.

4. 3. Use a variety of developmentally appropriate practices to motivate students to participate in physical activity inside and outside of the school.

4. 4. Use strategies to help students demonstrate responsible personal and social behaviors (e.g. mutual respect, support for others, safety, cooperation) that promote positive relationships and a productive learning environment.

4. 5. Develop an effective behavioral management plan.

5. 1. Describe and demonstrate effective communication skills (e.g. use of language, clarity, conciseness, pacing, giving and receiving feedback, age appropriate language, nonverbal communication).

5. 2. Communicate managerial and instructional information in a variety of ways (e.g. bulletin boards, music, task cards, posters, Internet, video).

5. 3. Communicate in ways that demonstrate sensitivity to all students (e.g. considerate of ethnic, cultural, socio-economic, ability, gender differences).

5. 4. Describe and implement strategies to enhance communication among students in physical activity settings.

6. 1. Identify, develop and implement appropriate program and instructional goals.

6. 2. Develop long and short-term plans that are linked to both program and instructional goals, and student needs.

6. 3. Select and implement instructional strategies, based on selected content, student needs, and safety issues, to facilitate learning in the physical activity setting.

6. 4. Design and implement learning experiences that are sage, appropriate, relevant and based on principles of effective instruction.

6. 5. Apply disciplinary and pedagogical knowledge in developing and implementing effective learning environments and experiences.

6. 6. Provide learning experiences that allow students to integrate knowledge and skills from multiple subject areas.

6. 7. Select and implement appropriate (i.e. comprehensive, accurate, useful, safe) teaching resources and curriculum materials.

6. 8. Use effective demonstrations and explanations to link physical activity concepts to appropriate learning experiences.

6. 9. Develop and use appropriate instructional cures and prompts to facilitate competent motor skill performance.

6. 10. Develop a repertoire of direct and indirect instructional formats to facilitate student learning (e.g. ask questions, pose scenarios, promote problem solving, and critical thinking, facilitate factual recall).

7. 1. Identify key components of various types of assessments, describe their appropriate and inappropriate use, and address issues of validity, reliability, and bias.

7. 2. Use a variety of appropriate authentic and traditional assessment techniques (including both self and peer assessments) to assess student understanding and performance, provide feedback, and communicate student progress, (i.e. for both formative and summative purposes).

7. 3. Interpret and use learning and performance data to make informed curricular and/or instructional decisions.

8. 1. Use a reflective cycle involving description of teaching, justification of teaching performance, critique of teaching performance, the setting of teaching goals, and implementation of change.

8. 2. Use available resources (e.g. colleagues, literature, professional associations) to develop as a reflective professional.

8. 3. Construct a plan for continued professional growth based on the assessment of personal teaching performance.

9. 1. Demonstrate knowledge of current technologies and their application in physical education.

9. 2. Design, develop, and implement student learning activities that integrate information technology.

9. 3. Use technologies to communicate, network, locate resources, and enhance continuing professional development.

10. 1. Identify strategies to become an advocate in the school and community to promote a variety of physical activity opportunities.

10. 2. Actively participate in the professional physical education community (e.g. local, state, district, national) and within the broader education field).

10. 3. Identify and actively seek community resources to enhance physical activity opportunities.

10. 4. Pursue productive relationships with parents/guardians and school colleagues, to support student growth and well-being.