This program is open to students who are also enrolled in Briar Cliff's teacher education program. BCU's nationally recognized physical education program employs a modified verison of National Association for Sport and Physical Education’s Standards for Advance Programs in Physical Education Teacher Education. They are as follows:
Standard 1: Content Knowledge
Analyze, diagnose and provide appropriate cues for physical activity performance to maximize student practice and learning on a regular basis.
Apply a variety of concepts from disciplinary knowledge (motor development and learning exercise science, sociology and psychology of movement, history and philosophy, and pedagogy) when planning and implementing instruction.
Demonstrate expertise in multiple forms of physical activity including, but not limited to, adventure activities, aquatics, fitness activities, dance, games, sports, gymnastic activities and marital arts.
Standard 2: Curricular Knowledge
Produce materials that articulate a sound Vision and align with NASPE standards, including written documentation that is shared with constituents.
Use program evaluation data and relevant technologies continuously to inform revision of curriculum. Differentiate the merits of several curricular models and select the most appropriate model to match learners' needs and contextual variables (e.g. climate, region and facilities).
Explain and demonstrate connections between disciplinary and pedagogical knowledge when selecting and sequencing curriculum content.
Standard 3: Equity/Fairness/Diversity
Encourage and model equity and fairness for all students.
Critique and implement curricula that challenges students to value and respect individual and cultural differences and hold them accountable for demonstrating respect.
Promote expectations that students will demonstrate ethical, moral and fair relationships with others and within and beyond the school's context.
Assess students' understanding of the consequences of inappropriate language and behavior related to issues of equity, fairness and diversity.
Standard 4: Sound Teaching Practices
Consistently arrange activities that engage all students in meaningful teaming tasks.
Create learning environments, using relevant technologies, that promote interest and foster persistence in a variety of physical activities (e.g. games, gymnastics, dance, aquatics, etc.) to encourage students to become competent members of these movement cultures beyond the school setting.
Create learning opportunities that are adapted to diverse students.
Understand how social and cultural relationships among family, peer group, school and community can influence students' learning and engagement in physical activities.
Standard 5: Assessment
Use authentic assessments regularly and interpret results to inform teaching and learning.
Apply authentic assessment techniques that are aligned with program philosophy, goals, learning experiences and student learning outcomes.
Standard 6: High Expectations for a Physically Active Lifestyle
Plan and implement lessons that promote student responsibility, decision-making, problem solving and cooperation in their own and others' learning and encourage the adoption of a physically active lifestyle.
Consistently demonstrate high levels of student engagement in meaningful learning tasks that lead to student competence in fundamental skills and proficiency in a few fundamental skills and proficiency in a few movement forms.
Promote high expectations for student involvement in regular physical activity beyond the school setting.
Standard 7: Methods of Inquiry
Examine and apply research on teaching and learning in physical education.
Conduct and facilitate teacher- and classroom-based research regularly.
Employ relevant technologies when seeking, analyzing and disseminating information.