Physical Education: Content Knowledge (0091/5091)

I. Content Knowledge and Student Growth and Development

• Core Concepts
1. Terminology, principles, concepts, and applications of the basic sciences as related to motor skills and movement activities (e.g., anatomy and physiology, exercise physiology, biomechanics and kinesiology, motor development and motor learning)
2. Principles of biomechanics and kinesiology as they relate to motor skills and movement patterns (e.g., summation of forces, center of gravity, force/speed relations, torque)
3. Movement concepts (e.g., body awareness, spatial awareness, effort, relationship)
4. Exercise physiology (e.g., components of health-related fitness; components of skill-related fitness; fitness guidelines such as frequency, intensity, time/duration, type/mode; principles of exercise such as specificity, overload, progression; roles of body systems in exercise; short- and long-term effects of physical training; nutrition as related to exercise; fitness; metabolic response to exercise)
5. Anatomy and physiology (e.g., skeletal, muscular, nervous, circulatory, and respiratory systems)
6. Current and historical trends, issues, and developments in physical education (e.g., laws, teaching methods, theories, concepts, techniques)
7. Understanding of the rules, strategies, skills, techniques, and concepts associated with a variety of movement activities and games across the age and grade spectra; emphasis predominantly on softball, soccer, swimming, tennis, track and field, and volleyball, with questions based possibly on other sports and activities commonly used in physical education settings
8. Liability and legal considerations pertaining to the use of equipment, class organization, supervision, and program selection
9. Effects of substance abuse on student performance, health, and behavior
• Student Growth and Development
1. Sequential and developmentally appropriate learning and practice opportunities based on growth and motor development stages, individual characteristics and individual needs of students, learning environment, and task
2. Monitoring of individual performance and group performance in order to design safe instruction that meets students' developmental needs in the psychomotor, cognitive, and affective domains
3. Developmental readiness to learn and refine motor skills and movement patterns (e.g., biological, psychological, sociological, experiential, environmental)
4. Perception in motor development
5. Appropriate and effective instruction related to students' cultures and ethnicities, personal values, family structures, home environments, and community values
6. Use of appropriate professional support services and resources to meet students' needs