NBPTS AYA PE key terms

Basic movement patterns such as running, jumping, throwing, catching, and striking that underlie more complex sport and activity skills and typically develop through childhood and adolescence.

External information supplied by a teacher, coach, peer, or device to supplement a learner's own sensory feedback, often delivered as knowledge of results or knowledge of performance.

Augmented feedback about the outcome of a movement attempt, such as whether a shot went in or a jump cleared a height, rather than how the body moved.

Augmented feedback about movement quality or technique, such as "keep your elbow high," giving learners information about the process rather than only the outcome.

A three-stage model of skill learning-cognitive, associative, and autonomous-describing how learners move from effortful, error-prone attempts to fluent, automatic performance.

The influence of prior practice on learning a new skill or performing in a new context; it can be positive, negative, or neutral depending on similarity of movement and environment.

Practicing a skill across varied conditions, distances, speeds, or contexts so learners adapt and build flexible movement patterns rather than relying on one rehearsed situation.

Repeating one skill many times before moving to another, which can speed early performance but may reduce retention and transfer compared with more interleaved schedules.

Interleaving different skills or variations in an unpredictable order, creating contextual interference that often depresses immediate performance while improving long-term retention and transfer.

A movement performed in a relatively stable, predictable environment where the performer controls the timing, such as a free throw or a golf swing.

A movement performed in an unpredictable, changing environment where timing and execution must adapt to opponents, teammates, or objects, such as dribbling against a defender.

Matching task demands, equipment, and expectations to learners' current physical, cognitive, and social capacities so activities challenge without exceeding readiness.

A period of rapid increases in height and weight during puberty that can temporarily affect coordination, balance, and confidence, requiring sensitive adjustments to activity expectations.

A curriculum organized around explicit learning standards that specify what students should know and be able to do, with instruction and assessment aligned to those outcomes.

Planning that starts with desired learning outcomes and acceptable evidence of mastery, then designs instruction and assessments to reach those ends.

The organized map of what content is taught and the order in which skills and concepts build across a unit, semester, or grade level.

Deliberately varying content, process, product, or environment based on readiness, interests, and learning needs so all students can access the same essential outcomes.

Ongoing checks of student understanding and performance used to adjust teaching and give feedback during learning, rather than to assign a final grade.

Evaluation at the end of a learning period that judges achievement against standards or criteria, often contributing to grades or program decisions.

A scoring guide that lists criteria and describes levels of quality, making performance expectations transparent and judgments more consistent across students and raters.

Evaluation using realistic tasks and contexts that mirror actual activity settings, such as game play, fitness plans, or peer coaching, rather than isolated drills only.

Measurement that compares a student's performance to a defined standard or skill criterion, not to the performance of peers.

An instructional model that begins with modified game play and tactical problems, then develops skills as students need them, emphasizing decision making and game appreciation.

Proactive planning that provides multiple means of engagement, representation, and action/expression so diverse learners can access content and demonstrate learning without retrofitted accommodations.

Placing students with disabilities in general physical education with appropriate supports and services, and ensuring they participate meaningfully in activities with peers.

Specially designed physical education instruction and services for students with disabilities whose needs cannot be met fully in general physical education without modifications or support.

The legal principle that students with disabilities should be educated with peers without disabilities to the maximum extent appropriate, with removal only when supports cannot make inclusion successful.

An individualized education program that documents a student's present levels, goals, services, accommodations, and placement, developed collaboratively with family and school staff under special education law.

Systematic identification, prevention, and response to hazards in activity settings, including facility checks, supervision plans, equipment inspection, and emergency procedures.

A written, practiced protocol specifying who responds to injuries or emergencies, how to access emergency care, and how to communicate and document during an incident.

Procedures for recognizing possible concussion, removing the athlete from play, ensuring medical evaluation, and following return-to-learn and return-to-play steps.

Designing instruction that recognizes students' cultural backgrounds, values, and experiences, and uses them as resources while examining bias in activities, grouping, and assessment.

Providing the support and resources each student needs to access meaningful physical education, recognizing that equal treatment can preserve existing disadvantages.

A collaborative team of educators who meet regularly to examine student data, share practice, and improve instruction through collective inquiry and shared goals.

Systematically examining one's own teaching decisions, student responses, and outcomes to identify strengths, uncover assumptions, and adjust future instruction.

Communicating the value of physical education to students, families, administrators, and policymakers and building support for programs, resources, and policies.

Building two-way relationships with caregivers through clear communication, shared decision making, and activities that connect physical education to home life.

Working with colleagues, specialists, families, and community partners to plan, deliver, and evaluate instruction and supports for students.

Using assessment, observation, and program data to identify needs, select strategies, and evaluate whether changes improved student learning.

Professional conduct guided by honesty, fairness, confidentiality, respect, and responsibility for student safety and well-being, especially when supervising minors and handling sensitive information.