NBPTS AYA PE cheat sheet

Fitts and Posner stages: cognitive (large errors, explicit problem-solving) → associative (refining technique, fewer errors) → autonomous (automatic, low attention demand, dual-task capable); instruction shifts from demonstration and cues toward varied, game-like practice as learners advance.

Gentile's two-stage model: the initial stage is 'getting the idea of the movement' and requires varied experience; the later stage is fixation for closed skills or diversification for open skills.

Classification decision rule: a stable, self-paced environment defines a closed skill (practice under consistent conditions); a changing, externally paced environment defines an open skill (practice under variability).

Contextual interference: blocked practice yields better performance during practice; random or serial practice yields better retention and transfer. Blocked suits first acquisition of a new skill, random suits refinement.

Feedback rules: knowledge of results (KR) = outcome information (time, distance, score); knowledge of performance (KP) = movement quality (knee alignment, racket angle). Use bandwidth feedback, summary/averaged feedback, and fade frequency as skill improves.

Whole versus part practice: use whole practice for highly organized, fast, ballistic tasks (jump shot); use part practice for low-organization or high-complexity tasks whose segments can be isolated safely (tennis serve toss).

Newell's constraints model: individual constraints (structural: height, strength; functional: motivation, knowledge), task constraints (rules, equipment, boundaries), and environmental constraints (gravity, space, heat). Change one constraint to change the movement solution.

Fitts' law: as target size decreases or accuracy demand increases, movement time increases; speed and accuracy trade off in aiming tasks.

Learning is inferred from retention and transfer tests administered after a rest interval, not from practice performance; fatigue, motivation, and feedback frequency can inflate or mask practice scores.

Backward design sequence: (1) identify desired results from standards and enduring understandings, (2) determine acceptable evidence, (3) plan learning experiences and instruction; assessments are designed before activities.

SHAPE America National Physical Education Standards, five in number: motor skills and movement patterns; concepts, strategies, and tactics; physical activity and fitness; responsible personal and social behavior; value of physical activity.

Assessment decision rule: criterion-referenced when judging performance against a standard or rubric; norm-referenced when comparing to a population. Standards-based grading requires criterion-referenced evidence.

Quality criteria: validity (measures the intended standard), reliability (consistency across trials, occasions, raters), objectivity (agreement across scorers). Increase reliability with written rubrics, multiple trials, and trained raters.

MVPA benchmark: students engage in moderate-to-vigorous physical activity for at least 50% of class time; verify with systematic observation (e.g., SOFIT) or accelerometer/heart-rate data.

Teaching models: TGfU (modified game → tactical problem → skill practice → game application), Sport Education (seasons, team affiliation, formal competition, records, culminating event), cooperative learning, and Mosston's spectrum.

Mosston spectrum decision rule: moving from command → practice → reciprocal → self-check → inclusion → guided discovery → learner-initiated shifts decision ownership from teacher to student.

Scope and sequence: progress from fundamental movement skills to combinations, then tactics, then lifetime activities; vertically align grade levels and horizontally align with health and other content areas.

Differentiation and UDL: provide multiple means of engagement, representation, and action/expression; adapt space, time, equipment, rules, and grouping rather than lowering the standard.

Legal framework: IDEA guarantees FAPE in the least restrictive environment with an IEP; Section 504 provides accommodations for students with disabilities not needing special education; ADA covers program and facility access.

Accommodation versus modification rule: an accommodation changes how a student participates (larger ball, peer buddy, extra time); a modification changes what is taught or the performance standard (shorter distance, alternate assessment).

Inclusion adaptations: modify space (smaller court), time (more trials), equipment (lighter or softer), rules (extra bounce), and grouping (mixed ability); keep the core standard intact when only accommodating.

Supervision and inspection: inspect facilities and equipment before use, remove hazards, match equipment to size and developmental level, and position yourself so all students remain in the line of sight.

Emergency readiness: written and rehearsed EAP, defined roles, immediate AED and first-aid access, communication plan, and current CPR/first-aid certification; early CPR and defibrillation improve survival.

Concussion protocol: any suspected concussion means immediate removal from play, no same-day return, evaluation by a licensed health professional, and a graduated return-to-learn before return-to-sport.

Exertional heat stroke: core temperature above roughly 40°C/104°F with central nervous system dysfunction is an emergency; cool first with cold-water immersion and transport second; acclimatize 7-14 days and hydrate.

Bloodborne pathogens: universal precautions (gloves, eye protection, spill kit), surface disinfection, proper disposal, and exposure reporting.

Motivational climate: TARGET structures (task, authority, recognition, grouping, evaluation, time) plus PBIS expectations raise engagement and reduce management incidents.

CSPAP five components: quality physical education, physical activity during school, before- and after-school activity, staff involvement, and family and community engagement.

Advocacy evidence: combine participation and attendance data, fitness and learning outcomes, and stakeholder testimonials; frame the message around school improvement goals and decision-maker priorities.

Legal and ethical framework: FERPA (education records), IDEA and Section 504 (disability services), Title IX (sex equity), ADA (access); confidentiality governs sharing student information.

Reflective cycle: plan → teach → observe and collect data → reflect → adjust; evidence sources include video, peer observation, student feedback, and assessment results.

PLC cycle: identify a problem, examine data, select an intervention, implement with fidelity, re-examine data; collaboration centers on student evidence rather than merely sharing materials.

Interdisciplinary roles: special educator (IEP goals, accommodations), PT/OT (motor access, positioning), school nurse (health plans, medication), counselor (social-emotional needs), classroom teacher (cross-curricular links).

Local wellness policy: required by federal school meals legislation, addresses nutrition and physical activity, sets measurable goals, requires evaluation, and is publicly reported; PE staff often serve on the wellness committee.

PD decision rule: sustained, content-specific, job-embedded professional learning outperforms one-shot workshops; options include National Board certification, state association involvement, and action research.

Program advocacy: cite data and policy levers (state physical education time requirements, ESSA well-rounded education provisions) when requesting schedule, staffing, or equipment changes.