Test Design and
Test Framework
Field 213: Physical Education
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The test design below describes general test information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 100 multiple-choice questions |
| Time* | 3 hours, 15 minutes |
| Passing Score | 240 |
*Does not include 15-minute CBT tutorial
Test Framework
| Test Subarea | Number of Test Objectives | Number of Scorable Items | Number of Non-Scorable Items | subarea weight as percent of total test score |
|---|---|---|---|---|
| Subarea 1—Motor Skills and Movement Activities | 5 | 22 | 6 | 28 percent |
| Subarea 2—Health-Related Fitness | 4 | 18 | 4 | 22 percent |
| Subarea 3—Student Growth, Development, and Learning | 4 | 18 | 4 | 22 percent |
| Subarea 4—The Physical Education Program | 5 | 22 | 6 | 28 percent |
| Totals | 18 | 80 | 20 | 100 percent |
Subarea 1—Motor Skills and Movement Activities
0001—Understand principles and critical elements of motor development and motor learning.
For example:
- Demonstrate knowledge of principles, critical elements, sequences, and stages of motor development during infancy, childhood, and adolescence.
- Recognize principles of perceptual-motor development and components such as visual, auditory, tactile, and kinesthetic discrimination and their relationship to motor development and performance.
- Demonstrate knowledge of theories, principles, stages, and typical and atypical progressions of motor learning.
- Demonstrate knowledge of motor learning concepts such as open and closed skills, readiness, observational learning, transfer of learning, and motor task analysis.
- Apply knowledge of developmentally appropriate strategies, cues, and prompts for teaching motor development, motor learning, and motor performance and for providing constructive feedback to students.
- Apply knowledge of how to select and implement developmentally appropriate practice activities.
- Analyze factors and conditions that influence motor development, motor learning, and motor performance (e.g., individual variations, developmental changes, nutrition, physical or health impairments).
0002—Understand movement concepts, movement patterns, and biomechanical principles.
For example:
- Demonstrate knowledge of how to promote students' understanding of movement concepts related to body awareness, effort (e.g., time, force, flow), relationships, spatial awareness (e.g., direction, level, pathway, self-space), and qualities of movement.
- Recognize critical elements of movement forms and patterns (e.g., immature and mature forms of locomotor and object control/manipulative skills).
- Recognize biomechanical principles (e.g., those related to motion, center of gravity, balance, force projection and absorption, speed, acceleration) and how to apply these principles to various movement activities.
- Apply knowledge of movement concepts, movement patterns, and biomechanical principles in the context of various motor activities, individual body mechanics, and safe and efficient movement.
0003—Understand principles and activities for developing students' locomotor, nonlocomotor, object control, rhythmic, creative movement, and dance skills.
For example:
- Identify materials and equipment for promoting students' locomotor, nonlocomotor, object control, rhythmic, creative movement, and dance skills.
- Recognize and apply knowledge of techniques and principles, skill progressions, activities, organizational strategies, and safety practices of students' locomotor, nonlocomotor, object control, rhythmic, creative movement, and dance skills.
- Demonstrate knowledge of critical elements, motor patterns, and instructional cues for locomotor and object control skills such as running, galloping, skipping, sliding, hopping, jumping, dodging, throwing, catching, dribbling, kicking, and striking.
- Analyze techniques and considerations for assessing student performance of locomotor, nonlocomotor, object control, rhythmic, creative movement, and dance skills.
0004—Understand techniques, skill progressions, activities, organizational strategies, basic rules, etiquette, equipment, and safety practices for individual, dual, and team sports.
For example:
- Demonstrate knowledge of techniques, critical elements, skill progressions, and types and uses of equipment for individual, dual, and team sports.
- Recognize organizational and practice strategies, basic rules, etiquette, and safety practices associated with individual, dual, and team sports.
- Apply knowledge of individual, dual, and team sports that are appropriate for various developmental levels.
- Apply knowledge of offensive, defensive, and cooperative strategies in team sports and how to promote students' use of tactical skills.
- Apply knowledge of developmentally appropriate strategies, cues, and prompts for teaching individual, dual, and team sports and for providing constructive feedback to students.
- Analyze principles and strategies for promoting students' participation in individual, dual, and team sports.
- Apply knowledge of the benefits of team building and how to promote students' ability to follow procedures, accept leadership from others, participate actively, lead when appropriate, and adjust individual needs to team needs.
0005—Understand techniques, skill progressions, organizational strategies, basic rules, etiquette, equipment, and safety practices for lifelong sports, recreational activities, outdoor pursuits, and cooperative and group activities.
For example:
- Apply knowledge of techniques, critical elements, skill progressions, organizational strategies, basic rules, etiquette, safety practices, and types and uses of equipment for lifelong sports.
- Apply knowledge of techniques, critical elements, skill progressions, organizational strategies, basic rules, etiquette, safety practices, and types and uses of equipment for recreational activities and outdoor pursuits.
- Demonstrate knowledge of goals, concepts, critical elements, organizational strategies, and safety practices associated with group and cooperative activities (e.g., problem-solving activities, team-building challenges).
- Recognize principles and strategies for promoting students' participation in lifelong sports, recreational activities, outdoor pursuits, and cooperative and group activities.
Subarea 2—Health-Related Fitness
0006—Understand physiology concepts related to physical activity and health, and principles and components of health-related fitness.
For example:
- Demonstrate knowledge of basic structures, components, actions, and functions of major body systems.
- Recognize key principles of anatomy, physiology, and biology in relation to physical activity and health-related fitness.
- Distinguish among the health-related components of physical fitness and types of fitness activities used to address each component.
- Demonstrate knowledge of fitness training principles (e.g., FITT principle) and how to adjust training variables to achieve particular fitness goals.
- Demonstrate knowledge of moderate to vigorous physical activity and its effects on health-related fitness.
- Apply knowledge of developmentally appropriate strategies, instruments, and technologies to assess and monitor individual fitness levels, to measure student progress in fitness development, and to provide feedback to students.
- Demonstrate knowledge of factors and techniques that motivate students to maintain and enhance health-related fitness for overall personal well-being.
- Analyze health risks associated with a sedentary lifestyle and low levels of physical fitness and the influence of regular physical activity on academic achievement, mental health, and the prevention of illness and disease.
0007—Understand principles and activities for developing and maintaining healthy levels of cardiorespiratory endurance.
For example:
- Demonstrate knowledge of the cardiorespiratory system and its specific adaptations to physical activity.
- Recognize principles, skills, techniques, activities, safety practices, and resources for developing and improving cardiorespiratory endurance.
- Select aerobic conditioning activities appropriate for various developmental levels and purposes.
- Demonstrate knowledge of methods for promoting students' use of self-monitoring of exercise intensity (e.g., perceived exertion; pulse monitors; pedometers; measuring heart rate before, during, and after exercise).
- Apply knowledge of principles and techniques for designing and implementing individualized fitness plans (e.g., setting realistic short- and long-term goals, identifying risk factors, applying training principles to fitness goals).
0008—Understand principles and activities for developing and maintaining muscular strength and endurance and joint flexibility.
For example:
- Demonstrate knowledge of the musculoskeletal system and its specific adaptations to physical activity.
- Apply knowledge of principles, skills, and activities for developing strength and endurance in various muscle groups and parts of the body.
- Apply knowledge of principles, techniques, and activities for promoting flexibility of the major joints of the body.
- Recognize types of equipment and safety practices for muscular strengthening and flexibility exercises.
- Recognize flexibility, strength, and endurance activities appropriate for various developmental levels and purposes (e.g., increasing muscle mass, increasing muscular endurance, toning).
- Apply knowledge of tools and techniques for evaluating flexibility and muscular strength and endurance.
0009—Understand principles of nutrition and activities for developing and maintaining healthy levels of body composition.
For example:
- Demonstrate knowledge of types, sources, and functions of major nutrients and their effects on health, fitness, and body composition.
- Apply knowledge of sound nutrition and weight management principles and ways in which dietary and eating habits affect development and health.
- Demonstrate knowledge of the relationship between physical activity and body composition (e.g., caloric intake and expenditure) and techniques for evaluating body composition.
- Select appropriate activities, materials, and safety practices for developing, maintaining, and improving healthy levels of body composition.
- Analyze misconceptions related to body composition, dieting, nutrition, exercise, and conditioning and strategies for correcting these misconceptions.
- Recognize principles, criteria, resources, and methods for designing, implementing, and monitoring personal fitness and weight management plans.
Subarea 3—Student Growth, Development, and Learning
0010—Understand how students learn and develop physically, cognitively, socially, and emotionally.
For example:
- Demonstrate knowledge of the sequences, stages, and characteristics of physical, cognitive, social, and emotional growth and development during infancy, childhood, adolescence, and young adulthood.
- Demonstrate knowledge of the cognitive dimensions of physical activity and ways in which participation in physical activities offers opportunities for academic achievement, personal challenge, satisfaction, competition, cooperation, and safe alternatives to risk-taking behavior.
- Analyze factors and conditions that affect physical, cognitive, social, and emotional growth and development.
- Demonstrate knowledge of how students differ in their approaches to learning in a physical education setting, including the characteristics of different learning styles (e.g., visual, auditory, kinesthetic).
- Select appropriate physical education strategies and resources to address students' learning styles and cultural, linguistic, and socioeconomic backgrounds, including content-area reading materials.
- Select effective verbal and nonverbal communication techniques that demonstrate sensitivity to students' differences, encourage positive interactions among students, and foster students' engagement in physical activity.
- Recognize the value and importance of physical literacy and a physically active lifestyle for overall growth and development.
0011—Understand the role of physical activity in the development of positive personal and social attitudes and behaviors.
For example:
- Recognize the relationship between physical activity and the development of personal identity, enhanced self-management, and psychological well-being.
- Analyze the role of physical activity in fostering awareness and enjoyment of aesthetic and creative aspects of skilled performance.
- Apply knowledge of the ways in which physical activities can promote positive personal behaviors and traits (e.g., confidence, honesty, self- control, competence, perseverance).
- Apply knowledge of the ways in which physical activities can promote positive social attitudes and behaviors (e.g., teamwork, leadership, compassion, cooperation, fairness, respect).
- Demonstrate knowledge of the sociocultural benefits of participation in a variety of physical activities.
0012—Understand the role of physical education in the development of critical- thinking, goal-setting, problem-solving, decision-making, and conflict-resolution skills.
For example:
- Recognize ways in which physical activity can promote critical-thinking, goal-setting, problem-solving, decision-making, and conflict management and resolution skills.
- Analyze techniques, strategies, and activities for developing higher-order thinking skills in the context of physical education activities.
- Demonstrate knowledge of key elements, steps, procedures, and considerations in assessing health risks, setting goals, solving problems, and making decisions in relation to physical activity.
- Apply knowledge of the role of physical activity, sports, and games in the development of conflict management and resolution skills.
- Recognize the relationship between participation in group physical activities and the development of interpersonal skills.
- Demonstrate knowledge of ways in which physical education can be used to develop students' resource management, consumer awareness, and media literacy skills in relation to physical activity, fitness, and health.
0013—Understand principles and methods of instructional management and motivation in physical education settings.
For example:
- Recognize principles and procedures for establishing a positive instructional climate that promotes mutual respect, support, physical safety, emotional safety, and cooperative participation in the physical education setting.
- Apply knowledge of classroom management and instructional routines and practices that create a smoothly functioning learning environment and maximize student participation in physical education activities.
- Demonstrate knowledge of procedures and issues related to the use, maintenance, allocation, and management of equipment, technology, and other physical education resources (e.g., time, space, activities, teacher attention).
- Apply knowledge of individual and group motivation and behavior theories and concepts to create a learning environment that encourages active engagement in learning, positive social interactions, and self-motivation.
- Analyze internal and external factors that affect students' motivation and participation in physical activity and approaches, techniques, and resources for motivating students to develop and maintain lifelong physical activity habits.
- Evaluate physical and environmental factors and potential safety issues and hazards associated with games, sports, and recreational and outdoor activities.
- Demonstrate knowledge of principles and techniques of injury prevention and emergency first-aid procedures for a variety of situations.
Subarea 4—The Physical Education Program
0014—Understand physical education curriculum development and evaluation of physical education programs.
For example:
- Analyze historical, philosophical, social, political, environmental, and economic issues that influence physical education and how these issues affect the curriculum development of physical education programs.
- Demonstrate knowledge of the organization, structure, and goals of physical education programs.
- Recognize values, goals, and curriculum models associated with physical education and factors affecting curriculum development and design.
- Recognize steps, criteria, and considerations in creating a physical education curriculum and scope and sequence.
- Select appropriate criteria, tools, and procedures for evaluating a physical education program and interpreting program evaluation data.
- Apply knowledge of how to establish, review, and revise physical education program goals based on a needs assessment or other appropriate evaluation.
- Demonstrate knowledge of factors that affect the preparation of a budget to support the physical education program.
0015—Understand how to plan, develop, and implement developmentally appropriate instructional strategies in the physical education program.
For example:
- Apply knowledge of how to design and implement learning experiences that are appropriate for students, based on principles of effective instruction, and aligned with short-term and long-term instructional objectives and state and national standards.
- Apply knowledge of how to select and evaluate physical education activities, lesson plans, instructional resources, and curriculum materials in light of students' developmental levels, academic strengths and needs, and experiences.
- Demonstrate knowledge of instructional approaches that promote students' physical literacy, physical education vocabulary development, content-area reading comprehension and fluency skills, and use of various reading and self-monitoring strategies.
- Distinguish among types of demonstrations, explanations, technological resources, and verbal and nonverbal cues and prompts that help promote skill development and proficiency.
- Apply knowledge of principles and techniques for selecting, adapting, and modifying instructional approaches, organizational strategies, activities, equipment, and playing areas to address students' individual learning styles and skill levels.
- Analyze barriers to accessibility to physical activity and strategies for creating variations and accommodations in classroom procedures, games, activities, and sports to ensure the inclusion of students with disabilities.
- Demonstrate knowledge of physical education activities and strategies for working with English language learners and instructional approaches that are sensitive to students' personal, family, cultural, linguistic, and community backgrounds.
0016—Understand the use of formative and summative assessment strategies to evaluate students' learning and progress in the physical education program.
For example:
- Demonstrate knowledge of the characteristics, uses, advantages, and limitations of different types of assessment (e.g., performance, physical fitness, portfolio, authentic, formal, informal, pre-assessment).
- Demonstrate knowledge of measurement issues (e.g., validity, reliability, bias) and criteria and strategies for selecting, adapting, and administering a variety of assessment tools and technologies.
- Apply knowledge of how to use formative and summative assessment information to determine students' knowledge, skills, attitudes, and fitness levels; monitor students' progress; and foster students' development and learning.
- Analyze how to use and interpret performance and other types of assessment data to guide instructional decision making, improve physical education instruction, and provide useful feedback to students.
- Recognize strategies for involving students in self-assessment and peer assessment.
- Demonstrate knowledge of appropriate ways to gather, analyze, interpret, and communicate information from various formative and summative assessments.
0017—Understand legal, professional, and ethical issues and responsibilities in physical education.
For example:
- Demonstrate knowledge of state and federal laws relevant to physical education and legal rights and responsibilities associated with teaching physical education (e.g., Title IX, inclusion, safety, professional liability, negligence, equity, special education, confidentiality).
- Demonstrate knowledge of the boundaries of professionalism when working with students, colleagues, parents/guardians, and community members.
- Apply knowledge of ethical, professional, and legal guidelines in making decisions in various physical education settings and situations.
- Recognize practices and approaches consistent with professional codes of conduct and other standards of physical education teaching, including appropriate practices for using digital information and technologies.
0018—Understand principles and procedures for effective advocacy, communication, and collaboration in the physical education program.
For example:
- Apply knowledge of how to advocate effectively to promote increased physical activity opportunities and resources within the school community.
- Demonstrate knowledge of strategies and mechanisms for communicating with people in the school community (e.g., students, parents/guardians, community members, administrators) about physical education programs.
- Apply knowledge of strategies and protocols for communicating, consulting, and collaborating with teachers, counselors, special education personnel, administrators, and other colleagues.
- Recognize the roles of state and national professional physical education organizations and the professional development opportunities associated with these organizations.
- Recognize strategies for using technology, professional networks, in-service opportunities, collegial relationships, conferences, and research to enhance professional skills, engage in reflection and self-assessment, and participate in lifelong professional development.
- Apply knowledge of vocational skills and career paths associated with professions in areas such as physical education, recreation, sports, fitness, and the movement sciences and related qualifications, skills, educational requirements, and job responsibilities.