TExES PE EC-12 258 study plan

Classify locomotor, non-locomotor (stability), and manipulative skills and match each to the grade band where it is first introduced

Sequence the stages of motor development from reflexive to specialized movement and name the approximate age range for each

Define each health-related fitness component (cardiovascular endurance, muscular strength, muscular endurance, flexibility, body composition) and list one field test for each

Distinguish health-related from skill-related fitness components using 20 self-written examples

Apply biomechanical principles (force production, base of support, center of gravity, leverage, Newton's laws) to explain performance errors in throwing, kicking, and jumping

Differentiate fundamental movement skills from specialized/sport-specific skills and give two bridging activities for each

Write three-step task progressions (preparatory, execution, follow-through cues) for at least four manipulative skills

Identify the movement concepts of space, effort, and relationships and embed each in a sample learning task

Compute estimated maximum heart rate and target heart-rate ranges for moderate and vigorous intensity, and interpret rate of perceived exertion

Apply the FITT principle to design aerobic, resistance, and flexibility prescriptions for elementary, middle, and high school students

Explain how physical activity frequency, intensity, duration, and type relate to the national physical activity guidelines for youth

Translate the physical activity and fitness expectations of the state PE standards into grade-level student behaviors

Interpret fitness assessment results and convert raw scores into instructional decisions for a struggling student

Construct a 4-point analytic rubric that scores both skill performance and fitness knowledge

Align one unit objective to a state standard, then to a formative check and a summative assessment, documenting the alignment

Compare formative and summative assessment purposes and select the appropriate tool for three given instructional moments

Write three measurable objectives that specify audience, behavior, condition, and degree of mastery

Compare instructional models (direct instruction, tactical games approach, sport education, cooperative learning) and justify a model choice for a given outcome

Design differentiated tasks for three learner profiles, including a student with an IEP and a student who is highly skilled

Sequence a lesson into instant activity, focus, learning tasks, and closure with realistic time allocations

Describe the cognitive, physical, and social characteristics of learners at the elementary, middle, and high school levels and match instruction to each

Identify legal duties in supervision, equipment inspection, matching students by size and maturity, and emergency response

Apply class-management routines (entry, equipment distribution, transitions, signals) that maximize activity time and reduce off-task behavior

Outline least-restrictive-environment and accommodation decisions required under special education law for a student with a disability

Analyze written classroom scenarios and select the response that best reflects accepted supervision and management practice

Evaluate student assessment data to identify a misconception and prescribe a reteaching task

Defend management and instructional decisions by citing the underlying principle rather than relying on familiarity

Convert every missed practice item into a flashcard stating the tested concept and the correct reasoning

Complete a full-length timed practice examination under test-day conditions

Recompute scores by domain and rank the three weakest subareas for final remediation

Review the accumulated error log and restate each corrected concept aloud without notes

Rehearse test-taking pacing and flag-and-return strategy on constructed-response-style prompts