NYSTCE Physical Education (192)

Physical literacy encompasses the motivation, confidence, physical competence, knowledge, and understanding to value and engage in physical activity throughout life. Physical educators develop physical literacy through comprehensive programming addressing all components.

Physical competence involves developing movement skills and physical capacities to participate in various activities confidently and effectively. This includes fundamental movement skills, sport-specific skills, and physical fitness components.

Motivation refers to internal drive to engage in physical activity. Intrinsic motivation comes from enjoyment, satisfaction, and personal meaning found in movement. Extrinsic motivation comes from external rewards, recognition, or expectations. Physical educators should foster intrinsic motivation through positive experiences, appropriate challenges, and meaningful activities.

Confidence means belief in one's ability to be physically active. Self-efficacy develops through mastery experiences, vicarious experiences, verbal persuasion, and positive emotional states. Physical educators build confidence by ensuring success, providing positive feedback, and creating supportive environments.

Knowledge and understanding include knowing how to be physically active, why physical activity matters, and how activity contributes to health and well-being. Physical educators teach concepts, principles, and strategies supporting lifelong participation.

Fundamental movement skills form the foundation for physical literacy. Proficiency in these skills predicts physical activity participation and health outcomes. Physical educators must systematically develop these skills during the fundamental movement phase.

Locomotor skill development progresses predictably. Running develops from initial flat-footed pattern with minimal arm swing to mature pattern with arm-leg opposition, flight phase, and heel-toe foot action. Jumping progresses from stepping down from low heights to explosive two-foot takeoffs with coordinated arm swing and balanced landings.

Hopping develops from momentary lifts to rhythmic, continuous hopping with balance and control. Galloping and sliding are asymmetrical gaits developing before skipping. Skipping, combining a step and hop on alternating feet, typically emerges last among locomotor skills, usually by age six or seven.

Object control skill development also follows predictable patterns. Throwing progresses from facing the target with arm action only to opposition pattern with weight transfer, trunk rotation, and follow-through. Catching progresses from fear response to mature pattern featuring hands-only catch with arm give.

Kicking develops from pushing the ball to forceful leg swing with approach, plant leg opposition, and follow-through. Striking develops from vertical or horizontal chop patterns to mature swing with hip and trunk rotation, weight transfer, and swing plane matching the ball trajectory.

Physical educators assess motor development and physical literacy using various tools and approaches. Process assessment examines movement quality and technique. Product assessment measures movement outcomes such as distance, accuracy, or time.

The Test of Gross Motor Development (TGMD) assesses fundamental movement skills in children ages three through ten. It evaluates both locomotor and object control skills using process-oriented criteria. Results identify developmental delays and guide instruction.

Developmental sequences describe progression within individual skills. Each body component progresses through levels from immature to mature patterns. Assessing developmental sequences provides detailed information for individualized instruction.

Authentic assessment observes skills in natural settings during games and activities. Rubrics define performance criteria at different proficiency levels. Portfolios document growth over time through work samples, reflections, and self-assessments.

Physical literacy assessment examines motivation, confidence, and engagement alongside physical competence. Questionnaires and interviews assess affective components. Participation logs and activity recalls document physical activity behaviors.