Physical Education Position Statements

Physical Education Position Statements

The following position statements fall under the category of physical education

Title	Position Statement Summary	Position Statement Description
Physical Education is Critical to Educating the Whole Child 2011 [pdf] NEW	NASPE believes that physical education is critical to educating the whole child, and that all students in grades K-12 should receive physical education on a daily basis	This position statement provides an overview on the "whole child initiative" based on the premise that 21st-century demands require a new and better way of approaching education policy and practice: a whole-child approach to learning, teaching and community engagement.
Code of Conduct for Physical Educators 2011 [pdf] NEW	NASPE believes that each physical education professional is responsible for achieving and maintaining competency of knowledge and integrity of practice as demonstrated through fair, honest and respectfulbehaviors toward students, colleagues, the profession and society.	This position statement provides an overview of the core values of the profession, including nuturing students' development, collaborating with others, showing dedication to personal growth and the profession as well as exhibiting personal and professional integrity.
Appropriate Uses of Fitness Measurement 2010 [pdf]	NASPE believes that fitness assessment alone will not make students fit. Quality physical education programs that address each of the six national standards serve as the foundation for improving personal health. Fitness will improve through sound instructional practices and providing students with the knowledge and skills they need to be physically active for a lifetime.	This position statement provides an overview of health- and skill-related physical fitness, explains the purpose of fitness assessment in physical education, provides guidelines for fitness administration, and describes appropriate and inappropriate uses when measuring student fitness levels.
Eligibility Criteria for Adapted Physical Education Services, 2010 [pdf]	NASPE recommends that students be considered eligible for adapted physical education services if their comprehensive score is 1.5 standard deviations below the mean on a norm-referenced test, or at least two years below age level on criterion-referenced tests or any other tests of physical and motor fitness.	This position statement provides information to help teachers, school administrators, local education agencies and parents determine when it is appropriate to deliver special education services to a child in physical education. It is NASPE's position that any student who has unique needs for instruction in physical education, regardless of disability, is entitled to receive appropriate accommodations through adapted physical education.
Appropriate Maximum Class Length for Elementary Physical Education, 2008 [pdf]	The following maximum class length for physical education instruction for elementary grade levels is recommended as appropriate: a maximum of 30 minutes per class in grades K-2 and a maximum of 45 minutes per class in grades 3-5.	This position statement identifies the reasons for the class length recommendations, specifically noting the differences among students in grades K-2 compared with students in grades 3-5.
What Constitutes a Highly Qualified Physical Education Teacher, 2007 [pdf]	Highly qualified physical educators from accredited teacher education programs are essential for delivering standards-based curriculum to meet the goal of developing physically educated and physically active individuals.	This position statement describes six attributes that a highly qualified physical educator exhibits including critical knowledge, skills, and best practices.
Opposing Substitution and Waiver/Exemptions for Required Physical Education, 2006 [pdf]	It is the position of the National Association for Sport and Physical Education (NASPE) that all K-12 students should take all required physical education courses and that no substitutions, waivers, or exemptions should be permitted.	Based on the NASPE National Standards (2004), this position statement distinguishes physical education as part of the total education curriculum from other essential but non-equivalent forms of physical activity.
Position on Dodgeball in Physical Education, 2006 [pdf]	Dodgeball is not an appropriate activity for K-12 school physical education programs.	This position statement describes why dodgeball is not appropriate for K-12 school physical education programs and provides support against the arguments in favor of including dodgeball in school physical education programs.
Looking at Physical Education from a Development Perspective, 1995 [pdf]	This statement is a critical review of developmental appropriateness related to curriculum planning and instruction for all teachers.	This comprehensive guideline provides instruction and examples that define and explain developmental concepts on all levels for teaching and learning motor skills in the physical education setting.

The following position statements fall under the category of physical activity

Physical Activity Used as Punishment and/or Behavior Management, 2009 [pdf] New	Administering or withholding physical activity as a form of punishment and/or behavior management is an inappropriate practice.	Inappropriate use of or withdrawal from physical activity as a disciplinary consequence, both within and outside the school environment.
A Philosophical Position on Physical Activity and Fitness for Physical Activity Professionals, 2009 [pdf] New	Participating in regular physical activity at a level sufficient to promote health-related physical fitness is an important behavior for professionals in all fields of physical activity at all levels, including coaches, K-12 teachers, physical educators, and kinesiology faculty members at higher education institutions, and fitness professionals	Discussion points and implications related to the importance of modeling physically active lifestyles, relieving stress and burnout, and meeting appropriate expectations.
Comprehensive School Physical Activity Programs, 2008 [pdf]	NASPE recommends that all P-12 schools implement a Comprehensive School Physical Activity Program.	An essential collaborative effort based on NASPE guidelines, federal guidelines, and federal legislation, including a quality physical education curriculum, school-based physical activity and wellness programs, family and community involvement, and an action plan for implementation.
College/University Physical Activity Instruction Programs: A Critical Piece in the Education of Young Adults, 2007 [pdf]	It is the position of NASPE and the College and University Physical Education Council (CUPEC) that all colleges and universities uphold a physical activity instructional program for students as a strong and integral part of the academic curriculum.	A critical research review to support the value of formal instruction for young adults, and the potential risks of ignoring this vulnerable population.
Recess for Elementary School Students, 2006 [pdf]	All elementary school children should be provided with at least one daily period of recess of at least 20 minutes in length.	Identifies the importance of daily recess in elementary schools and provides specific recommendations for its inclusion.
Co-Curricular Physical Activity and Sport Programs for Middle School Students, 2002 [pdf]	It is the position of NASPE that all middle school students should have the opportunity to participate in a wide variety of organized sports and physical activities through intramurals, clubs, and school-sponsored co-curricular programs.	Outlines the benefits and detriments of sport participation, recommendations for appropriate opportunities, unique characteristics and needs, and the value of strong leadership for middle school students.

The following position statement falls under the category of professionalism

NASPE Code of Ethics for Professionals in Higher Education, 2009 [pdf] New

Each professional in sport and physical education is responsible for achieving and maintaining competency of knowledge and integrity of practice as demonstrated through fair, honest, and respectful behaviors toward students, colleagues, the discipline and profession, and society. Each professional is expected to uphold the professional standards and integrity of research and practice and professionalism articulated in the Code of Ethics.

Includes 10 responsibilities to students, 7 responsibilities to colleagues, 9 responsibilities to the discipline and profession, and 9 responsibilities to society.

The following position statements fall under the category of technology

Appropriate Use of Instructional Technology in Physical Education, 2009 [pdf] New	NASPE believes that technology can be an effective tool for supplementing instruction when used appropriately.	Summarizes the relevance of instructional technology in the physical education curriculum, and provides concrete guidelines for appropriate use.
Initial Guidelines for Online Physical Education, 2007 [pdf]	These initial guidelines are intended for thoughtful educators who are considering the multitude of implications for preparing and teaching online physical education courses at the high school level. These guidelines do not include the elementary school, middle school, and higher education levels.	Discusses the opportunities, challenges, and recommendations for student, teacher, curriculum and instruction prerequisites, assessments, class sizes, time allocation, facilities, equipment, technology, program evaluation, and students with special needs.

Standards & Position Statements