NBPTS AYA PE study plan

Sequence the phases of fundamental motor skill development (reflexive, rudimentary, fundamental, specialized) and annotate each with two observable markers a secondary teacher can actually see in a gym.

Distinguish developmental milestones from sport-specific skill acquisition by writing five contrastive examples drawn from activities you currently teach.

Diagram the constraints model (individual, environment, task) and apply it to three real or recalled student cases, naming the constraint that most limited performance in each.

Explain in writing how adolescent growth spurts, changing lever lengths, and pubertal timing alter coordination, balance, and injury risk, citing at least four mechanisms.

Compare the three-stage (cognitive, associative, autonomous) account of learning with a two-stage (getting the idea, then fixing it up) account, and state one instructional adjustment for each stage.

Design a practice progression moving from blocked to variable to random conditions for a skill you teach, and write the transfer and retention rationale beside each step.

Differentiate knowledge of results from knowledge of performance, and specify timing and frequency of feedback for a novice versus an advanced learner.

Explain how demonstration, cueing, and attentional focus (internal vs external) affect retention, giving one classroom example for each principle.

Write a 250-word comparison of how you would teach a closed skill (e.g., free-throw, golf swing) versus an open skill (e.g., defensive transition) differently.

Map your current curriculum to the relevant national or state physical education standards in a unit-by-standard grid, then mark the coverage gaps explicitly.

Write six objectives (two psychomotor, two cognitive, two affective) in measurable form, and pair each with the assessment that would actually produce evidence for it.

Construct a four-level analytic rubric for a motor skill and a second rubric for a written or cognitive task, then test both against two anonymous student samples and revise any level descriptors that proved unusable.

Draft a backward-design outline for a three-week unit: enduring understanding, essential questions, acceptable evidence, then learning plan.

Explain how formative checks (exit tickets, peer observation checklists, video self-review) should change instruction mid-unit, and write the decision rules you would follow.

Audit your teaching space using a written hazard checklist covering floor and surface conditions, equipment inspection, storage, supervision sightlines, and traffic flow between activity areas.

Write an emergency action plan for one venue, specifying roles, communication sequence, equipment location, and documentation steps.

Explain duty of care, the elements of negligence, and the realistic limits of permission slips and waivers in plain language, then apply the analysis to two invented scenarios.

Adapt one existing lesson for students with IEP or 504 accommodations, producing a universally designed version with three distinct entry points.

Analyze a formative-assessment data set (real or invented) and write the instructional adjustments you would make for three subgroups.

Classify and script management routines (entry, equipment distribution, transitions, closure) for two different activity formats, writing out the exact teacher language and expected student behavior.

Design a positive-behavior support plan for a challenging class section, including prevention strategies, a hierarchy of graded responses, and a re-entry path after conflict.

Adapt three activities for three different disability categories, listing specific equipment substitutions, rule modifications, and peer-support structures for each.

Identify five concrete teacher moves that build psychological safety and cultural responsiveness in a movement setting, and explain the evidence each would leave in student behavior.

Map the profession's five core propositions to your own practice, supplying one specific, dated evidence example for each claim.

Build a portfolio evidence-filing structure that separates student work samples, video or observation notes, and reflective commentary, and specify what makes an artifact strong versus merely present.

Draft a communication plan for families, special educators, and administrators that names the channel, cadence, and purpose of each contact point.

Identify advocacy levers available to a physical educator (school wellness policy, whole-school physical activity programming, community partnerships, district budget cycles) and write one concrete, time-bound advocacy ask.

Explain how to collaborate with a classroom teacher or athletic coach to reinforce a movement concept across settings, and describe the shared artifact you would create.

Write a one-year professional development plan with measurable goals tied to two identified weaknesses from weeks 1 through 6.

Compose a 30-minute timed constructed response to an ethical or professional dilemma involving confidentiality, equity of access, or injury reporting, taking a clear position and justifying it with principle and precedent.

Explain the plan, teach, reflect, revise cycle and show how you would use one data source to prove a change in student learning.

Describe your intended contribution to a school-wide physical activity or wellness initiative, naming the role, the deliverable, and the measure of success.

Complete a full timed mock under exam conditions: selected-response section plus three constructed responses written in one sitting without notes.

Score every constructed response against an analytic rubric and rank your gaps by domain rather than by question order.

Re-teach your two weakest domains by building a one-page synthesis sheet for each, then answer ten new questions per domain cold.

Rehearse a five-minute spoken rationale for one instructional decision, since verbal justification of practice is where content knowledge and reflection must converge.