Standard 1

Content and Foundational Knowledge:

Physical Education candidates demonstrate an understanding of common and specialized

content, and scientific and theoretical foundations for the delivery of an effective PreK-12
physical education program.

Component 1.b: Describe and apply specialized content knowledge for teaching PreK-12
physical education.

Artifact: PED201 Field Experience Lab

Date: Spring 2017

Reflection:

I developed this lab in my PED201 field experience lab where I worked with young children on
kicking and locomotor skills. Through this lab experience I was able to see how my specific
tasks developed worked for my students and track their skill levels. This helped me create a base
line as to what areas I needed to focus on more with my students and also see which tasks
worked well with my students. I was also able to see the difference between their locomotor
skills and their specialized kicking skills.

My PED201 field experience lab relates to component l.b because it displays my ability to both
describe and apply specialized content knowledge for teaching young students. Through my field
experience lab I was capable of describing reasons why the students’ locomotor skills were so
much higher than their kicking skills. I was also able to explain why the students’ locomotor
skills were more advanced than their kicking skills from information drawn from Gallahue’s
hourglass model. This model provided information stating that children the age of my students,
5-7 years old, would be in the fundamental movement phase (Gallahue, Ozmun, & Goodway,
2012). With this information, I was able to rationalize why my students excelled with their
locomotor skills, but struggled while study. According the hourglass model students should not
be excelling with specialized movements until they enter the specialized movement phase around
ages 7-14. (for more information regarding this model refer
to…https://file.scirp.org/pdf/APE_2017070715202328.pdf)

Being able to Describe and apply specialized content knowledge for teaching PreK-12 physical
education is very important for physical educators because it allows one to a wide variety of
experience with all different ages. It also allows a physical education teacher to collect
appropriate data and also make accurate assumptions about the types of tasks that should be
taught for their age of students. If physical educators are capable of being able to describe and
apply specialized knowledge for teaching PreK-12 will also aid teachers in developing
developmentally appropriate tasks for a physical education class.