The goal of physical education is to develop physically literate individuals. Vermont law (16 V.S.A. § 136) defines the Physical Education program as “a sequential, developmentally appropriate program that is an enjoyable experience for students and is designed to help students develop the knowledge, skill, self-management skill, attitudes and confidence needed to adopt and maintain physical fitness throughout their lives”. The Vermont State Board of Education adopted the 2024 National Physical Education Standards to guide physical education curriculum development in 2024. Students need to develop the knowledge and skills to enjoy a lifetime of healthful physical activity. Physical education should provide students with regular exercise through a variety of physical activities. High school graduates should be able to evaluate their own physical fitness, set goals, and use their knowledge and skills to maintain a healthy and active lifestyle. The Agency may provide professional learning, technical assistance, and resources to schools.
Section List
- A Vermont Portrait of a Graduate through Health and Physical Education
- Physical Education Proficiency-based Learning Hierarchy
- Physical Education Assessment
- Physical Education High Quality Instructional Materials and Programming
- Spotlight on Equity Resources
- Physical Education Resources
- Linking Health & Learning – A Newsletter for Vermont’s Health and Physical Educators
A Vermont Portrait of a Graduate Through Health and Physical Education
A Vermont Portrait of a Graduate (PoG) was collaboratively developed to be used as a tool for reviewing and refining local proficiency-based graduation requirements, as well as a guide for making instructional decisions. The PoG specifies the cognitive, personal, and interpersonal skills and abilities that students should be able to demonstrate upon graduation considering six attributes: learner agency, global citizenship, academic proficiency, communication, critical thinking and problem solving, and well-being. Health and physical education programs should provide students with valuable learning experiences that support the development of PoG attributes. Information about how the six attributes of a Vermont PoG can be addressed through Health and Physical Education can be found below.
Physical Education Proficiency-based Learning Hierarchy
The Proficiency-Based Graduation Learning Hierarchies support equity by providing a cohesive and coordinated vision of student-centered learning across Vermont schools. The hierarchies serve as a foundation for the implementation of standards adopted by the Vermont State Board of Education, Local Comprehensive Assessment Systems, flexible pathways, and personalized learning plans.
- Physical Education Proficiency Based Graduation Requirement Hierarchy
- Physical Education K-8 Proficiency Based Learning Hierarchies (forthcoming)
The Agency of Education (AOE) recognizes the considerable time and effort that educators and other stakeholders across the state have already put forth developing proficiency-based learning systems and this work is intended to serve as a resource for SU/SDs to consider as they reflect on the key concepts and skills that students should develop within each content area.
Physical Education Assessment
The following resources are intended to support the assessment of the National Physical Education Standards (2024).
- Performance Assessment in Physical Education (forthcoming)
- Essential Components for Ensuring Local Comprehensive Assessment Systems are Culturally Relevant and Equitable
- Physical Education Performance Assessment Template
- LCAS Appendix B: Health/Physical Education
Physical Education High Quality Instructional Materials and Programming
The following resources are intended to support SU/SDs in the development and improvement of physical education programs in Vermont schools. These are not individual curricular programs, but models that can be used to improve on in place curriculum or to be used in the design or select instructional materials.
- Physical Education Curriculum Analysis Tool
- Local Wellness Policy Self-Assessment: Physical Education and Activity
Spotlight on Equity Resources
Educational equity means that every student has access to the resources, opportunities, and educational rigor they need at the right moment in their education, whatever their race, gender/identity, sexual orientation, ethnicity, religion, language, ability, family background, or family income may be. (Adapted from CCSSO, Leading for Equity.) The Spotlight on Equity Resource below provides a list of considerations and resources for the purpose of supporting equity and access while emphasizing high-quality and culturally sustaining learning opportunities for all students.
Physical Education Resources
- Local Wellness Policy Guide: Supports for Physical Education lists recommended evidence-based or research-based strategies and resources to support development and/or implementation of the Physical Education section of a local wellness policy.
- SHAPE America Physical Education Resources
- Adapted Physical Education National Standards (ASPENS): A set of 15 national standards representing the content a qualified Adapted Physical Educator must know to provide physical education to students with disabilities.
- Adapted Physical Education Frequently Asked Questions
- Weight-Inclusive Nutrition Education Research Group
Linking Health & Learning – A Newsletter for Vermont’s Health and Physical Educators
Questions?
Email Ian Burfoot-Rochford.