The Physical Education Curriculum Survey includes 39 questions about the curriculum document, mission and goals, program objectives, benchmarks, assessment procedures, and instructional resources. Respondents use a 4-point Likert-type scale to indicate the degree to which components of the physical education curriculum satisfy the criteria for an exemplary curriculum.  The survey questions are included in this document. A separate answer sheet is provided in the form of a pdf/Adobe Acrobat file.

Begin by printing a copy of the answer sheet. Then return to the questions below, using the answer sheet to record your responses. Be sure to use the "comments/explanations" field to give reasons for your ratings, especially low ratings.

As you work through the survey questions, notice the links to sample documents and related resource materials (in shaded boxes) and the links to definitions of important terms in the glossary.

In this survey, the term curriculum refers to a written document that describes the framework and content of the physical education program for the school district. Ideally, the physical education curriculum should consist of:

1. The mission statement for the physical education program
2. Goals that represent domains of instruction such as motor skills, physical fitness, cognitive concepts, and personal/social/attitudinal traits
3. Program objectives, namely lists of skills, knowledge, and behaviors that indicate exactly what will be taught within each goal area
4. Benchmarks that describe step-by-step, grade-by-grade performance expectations that lead to attainment of each program objective
5. Assessment procedures for determining student attainment of each program objective
6. Resources and instructional supports such as textbooks, web sites, sample lesson plans, sample homework assignments, advice from specialists, interaction with other teachers in the school to facilitate teaching across the curriculum, and access to technology that enable instruction of the program objectives.

In some school districts, all of these components are included in a single document or notebook.  In other cases, the curriculum document consists only of the mission statement, goals, and program objectives, with other components published or compiled separately.

Your task in this section of the survey is to evaluate the written curriculum document for your school district.

Item #1:  What was the date (year) of the most recent revision of the physical education curriculum used in your school district?

• The most recent document revision should have occurred within the past five years.

Item #2:  The physical education curriculum was constructed by a representative group of individuals.

• The group included at least:
  • Central and building administrators
  • School board members
  • Classroom teachers
  • Physical education teachers
  • Parents/guardians representing different children
  • Community recreation director
  • Subject matter expert from outside the school district (e.g., college or university faculty member who is sensitive to subpopulations of students in the community)
• Good blend across gender and ethnicity groups
• Good blend across building levels (e.g., pre-K, elementary, middle, high school, and transition programs)
• Good proportion of representatives across stakeholder groups (e.g., administrators, teachers, parents, community representatives)
• All members of the curriculum construction group participated in:
  • Articulation of the program mission and goals
  • Selection of the program objectives across all grades
  • Identification and articulation of any appropriate recommendations for program improvements

Item #3:  The curriculum documentation includes a description of the construction process.

• Clear and easy to understand
• Begins with an assessment of the current program status
• Uses the state and national standards early in the process and in an appropriate manner
• Describes how content inclusions and exclusions were determined
• Describes how consensus amongst stakeholders was achieved
• Describes how feedback information was obtained as the document was constructed
• Describes the administrative ratification process, and corresponding alterations in the document to achieve acceptance

Item #4: The curriculum document includes procedures for implementing the curriculum.

• Provides sufficient information for a new hire to teach to the curriculum as it was intended
• Provides some principles for planning a teaching calendar, using assessment material, and reporting results
• Includes procedures for monitoring student achievement and program effectiveness
• Includes procedures for modifying the curriculum to satisfy the educational needs of students with a disability.

Item #5: The curriculum document is easy to use.

• Necessary information is easy to find by all stakeholder groups, especially physical education teachers at different building levels.
• Terminology is clear and concise with minimal redundancy
• The format of the document (e.g., layout, organization, font size) is attractive and functional.

Your task in this section of the Physical Education Curriculum Survey is to evaluate the mission statement and goals associated with the curriculum. A mission statement communicates the purpose, intended outcomes, and values and philosophy of the physical education program. Goals represent domains of instruction such as motor skills, physical fitness, cognitive concepts, and personal/social/attitudinal traits.

Item #6: The mission statement of the physical education department satisfies the following criteria .

• Mission statement communicates the purpose, intended outcomes, and values and philosophy of the physical education program.
• Intended outcomes are realistic and consistent with documented benefits of physical activity.
• The physical education mission statement is consistent the school system mission statement.

Item #7: The mission statement of the physical education department is well written.

• Simple, clear, and easy to understand
• Strong topic sentence
• Written in active voice
• Outcome-oriented

Item #8: The mission and goals are consistent with state and national standards.

• Concepts articulated in the mission and goal statements are consistent with those found in professional standards (e.g., NASPE standards).
• Concepts articulated in the mission and goal statements are consistent with those found in state curriculum guidelines and standards.

Item #9: The content of physical education goals represent authentic learning of knowledge, skills, and behaviors that are relevant in "real life."

• The goals have direct relevance to students' lives outside of school
• The goals have direct relevance to a healthy lifestyle
• The goals are relevant for all segments of the student population
  • Students with a broad range of abilities and disabilities
  • Students from various cultural groups
  • Students who are at-risk of failure in school
• There are no obvious errors of omission or commission

Item #10:  Physical education goals are well-written.

• Simple, clear, and easy to understand
• Strong topic sentence
• Written in active voice
• Outcome-oriented

Program objectives are lists of skills, knowledge, and behaviors that indicate exactly what will be taught within each goal area. For example, a goal area of fundamental motor skills might be represented by program objectives such as the locomotor skills of walking, running, jumping, hopping, skipping, galloping, and leaping, as well as the object-control skills of catching, throwing, striking, kicking, and bouncing. In this section of the survey, you will evaluate the adequacy of the program objectives that comprise your school district's curriculum.

Item #11: Each program objective includes the following components.  

• Conditions under which the objective is to be applied
• Skill, knowledge, or behavior the learner is required to display
• Criteria that communicate the desired quality of performance
• Standard of acceptable performance to demonstrate competence
• Stability ratio

Item #12: Program objectives are clearly written.

• The skill, knowledge, or behavior represented in the program objective is clearly stated.
• Each objective represents discrete content, focusing on only one skill, knowledge, or behavior.

Item #13: The content of program objectives represent authentic learning of knowledge, skills, and behaviors that are relevant in "real life."

Objectives satisfy one of these two conditions:

• The fully-defined objective represents a level of function and competence that is required in the learner's current or future life outside school. Attainment of the objective:
  • Facilitates the performance of activities of daily living (e.g., body management skills and physical fitness needed for activities of daily living such as household tasks, work, and leisure activities)
  • Contributes to participation in physical activities, sports, and leisure activities of the student's choice (e.g., motor skills, physical fitness, knowledge about sports and physical activities, personal-social skills, personal traits such as self-concept, confidence in abilities, and sportsmanship that contribute to successful participation in physical activities)
  • Contributes to a healthy lifestyle now and in the future (e.g., ability to perform activities that contribute to fitness, knowledge about physical fitness, and values toward physical activity)
• The skill, knowledge, or behavior represented by the objective is a prerequisite to a more advanced skill, knowledge, or behavior that is required in the learner's current or future life outside school

Item #14: The curriculum is characterized by a well-balanced set of program objectives.

• Within a goal area, attainment of the objectives facilitates achievement of the goal. For example, there is an appropriate selection and balance of object-control and locomotor skill objectives within the fundamental motor skill goal area.
• Across goal areas, there is an appropriate number of objectives related to each goal area. For example, there is a good balance of objectives related to fundamental motor skills, sports and games skills, physical fitness, knowledge, and personal-social skills.

Item #15: The number of program objectives is attainable given the resources allocated to the physical education program.

• The number of objectives is attainable given available instructional time.
• The number of objectives is attainable given typical class sizes.
• The number of objectives is attainable given available instructional space and facilities.
• The number of objectives is attainable given available instructional equipment and materials.

Item #16: Program objectives were selected to address the needs, values, and interests of the local community.

• Objectives are consistent with community values.
• Objectives are consistent with available community resources and activities.
• Objectives are appropriate for the various ethnic and cultural groups that comprise the community.

Item #17: Program objectives satisfy the educational needs of the entire student body.

• Objectives are appropriate for both genders.
• Objectives are appropriate for different ethnic and cultural groups.
• Objectives are appropriate for special education students.
• Objectives are appropriate for students of various abilities and fitness levels.

Item #18: Program objectives are modified for special education students appropriately and only as needed.

• Procedures for selecting and modifying objectives for special education students are specified.
• Inclusion is facilitated by selecting or developing objectives for an individual special education student in which the content and benchmarks are as close as possible to the objectives for all students.
• The content of objectives selected or developed for an individual special education student is appropriate given that person's education needs. The skill or knowledge represented by an objective should satisfy at least one of the following criteria:
  • The skill or knowledge is developmental, leading to more mature movement patterns, meaningful participation in sports and games, higher levels of physical fitness, etc.
  • The skill or knowledge is functional, with immediate usefulness in the student's activities of daily living or with obvious contributions to the student's future independence in activities of daily living.
  • The skill or knowledge contributes to the student's quality of life.
• The number of objectives selected or developed for an individual special education student is attainable given the student's ability to learn and rate of learning.

Item #19: Program objectives are appropriately sequenced across grade levels.

• Grade levels are designated for each objective.
• The sequence of objectives across grade levels is developmentally appropriate.
• The sequence of objectives within a grade is based upon a rationale of effective teaching and learning.

Benchmarks are step-by-step, grade-by-grade performance expectations that lead to attainment of a program objective. For example, the benchmark for a motor skill at Grade 2 might be to demonstrate correct form, at Grade 3 to demonstrate correct form plus accuracy, and at Grade 4 to demonstrate correct form and accuracy while using the motor skill in a game or sport context. The benchmark for the final grade in which an skill, knowledge, or behavior is taught should represent attainment of the program objective. In an effective curriculum, benchmarks are specified for each program objective for each grade level at which the objective is taught. Your task in this section of the Physical Education Curriculum Survey is to rate the adequacy of the benchmarks associated with the curriculum in your school district.

Item #20: Benchmarks clearly describe the levels of performance that students are expected to achieve.

• Expected levels of performance are written in measurable terms that are easy for students and teachers to understand.
• Methods of measurement are either embedded in the benchmark or a reference to measurement techniques is provided.

Item #21: Benchmarks represent authentic learning of knowledge, skills, and behaviors that are relevant to the learner in "real life."

• The context in which students are asked to perform corresponds to an application in their current life outside school.

Item #22: Benchmarks are articulated for each program objective at each grade level in which the objective is taught.

• Each benchmark corresponds to some aspect of the performance criteria from the program objective.
• Expected levels of performance are described for each grade at which an objective is identified.
• Benchmarks are developmentally appropriate and are reasonable to expect for students at the designated grade levels.
• The benchmarks at each successive grade level represent a closer approximation to attainment of the program objective.
• The expected level of performance for the final grade in which a benchmark appears demonstrates attainment of the program objective.

Item #23: When a program objective has been modified for special education students, the corresponding benchmarks are modified to match the objective.

• The expected rate of attaining the benchmarks is modified as needed for students who are slow learners.
• The performance standards represented by the benchmarks are modified as needed for special education students.

This segment of the Physical Education Curriculum Survey focuses on assessment for the purposes of determining student achievement levels and program evaluation. Assessment procedures should be established for each program objective for each grade level at which the objective is taught. A variety of formal and informal assessment procedures may be used. The most practical option in most cases is to use the program objectives and benchmarks as elements of the assessment procedures.  Of course, to function as effective tests, the program objectives must include clearly specified conditions, skills/knowledge/behaviors, criteria, standards of acceptable performance, and stability ratios. Your task in this section of the survey is to evaluate the assessment procedures used by your school district.

Item #24: Assessment procedures are specified for each program objective for each grade level at which the objective is taught.

• Assessment procedures are standardized for use by physical education teachers throughout the school system.
• Teachers are provided with clear instructions for assessing students in a class setting. Instructions specify factors such as student groupings, equipment needs, facility set-up, and motivational techniques.
• Tests, scoring rubrics, and samples of assessment forms are included in a section of the curriculum document.

Item #25: Assessment procedures for program objectives are valid.

• The skills, knowledge and behaviors that are assessed clearly match the corresponding program objective.
• Assessments measure what they are intended to measure.
  • Assessments of physical fitness focus on cardiovascular endurance, muscular strength and endurance, flexibility, and body composition without undue reliance on factors such as coordination and balance.
  • Assessments of motor skills focus on correct techniques for performing skills.
  • Assessment of cognitive concepts reflect an appropriate level of knowledge for the student's skill and grade level (e.g., rote learning, comprehension, application, etc.).
  • Assessment of personal/social/attitudinal traits focus on the student's ability to demonstrate desirable behaviors in "real-life" situations.

Item #26: Assessment procedures for program objectives are reliable.

• Assessments result in consistent (reliable) scores when administered over repeated trials.

Item #27: Assessment procedures for program objectives are objective.

• Performance and observation criteria are clearly specified in the assessment procedures.
• Different teachers would arrive at the same score given the same student behaviors.

Item #28: Assessment procedures for program objectives are user-friendly.

• Assessments accommodate accurate testing of an entire class.
• Observation protocols are easy to implement.
• Instructions and/or test items are written using vocabulary and grammatical constructions that are appropriate for the grade level of students being tested.
• Scoring rubrics and grading criteria are easy to understand and use.

Item #29: Procedures for modifying assessments for special education students are provided.

• Disability accommodations are provided as a matter of course.
• Consideration is given to the validity, reliability, and objectivity of assessments that are modified for special education students.

Item #30: Self-assessment by students is facilitated.

• Students are provided with the tools (e.g., skill rubrics) that enable self-assessment of performance in all four domains (motor skills, cognitive concepts, physical fitness, and personal/social/attitudinal traits).
• Students can use the results of self-assessments to estimate their performances on assessments conducted by their teachers.

Item #31: The curriculum includes a schedule for assessment of student attainment of program objectives.

• The schedule specifies which students (grade levels) will be tested on which objectives.

Item #32: Methods for data collection and management are provided.

• Suggested procedures for recording, filing, and storing assessment data are provided.
• The tools for data collection and management facilitate longitudinal performance records for students that can be accessed by students, teachers, and parents.
• Policies related to confidentiality of personal student information are referenced.

Item #33: Assessment procedures accommodate appropriate uses of technology.

• Procedures for administering tests. recording student performance data, and providing feedback to students and parents accommodate (not require) the use of technology.
• If the school district expects teachers to use technology in assessment:
  • Teachers have access to the technology (e.g., hand-held electronic devices, computers) needed to process assessment results.
  • Teachers are provided with sufficient instruction in the use of the technology used in assessment.

Item #34: Procedures for providing feedback to students and parents are in place.

• Students and parents receive prompt feedback about student performance on assessments.
• Feedback to students and parents is accurate, comprehensive, and easy to understand.

This section of the survey focuses on resources and instructional supports that enable physical education teachers to make curricular decisions. Examples include textbooks, web sites, sample lesson plans, sample homework assignments, advice from specialists, interaction with other teachers in the school to facilitate teaching across the curriculum, and access to technology that enable instruction of the program objectives.

Item #35: Teachers are supplied with resources to help in their preparation of instruction.

• Valid resources are identified for each instructional objective.
• Resources are accessible to all teachers for whom they are identified.

Item #36: Resources include valid examples of reading and writing across the subject matter area.

• Each exercise clearly contributes to achieving the benchmark.
• Ways in which intended learning interrelates with content in other subject matter areas are evident.

Item #37: Resources include appropriate uses of technology.

• The use of technology clearly contributes tot he collection, management, and/or reporting of data, or contributes to achieving the benchmark.
• When technology is used, it does not detract from the benchmark.
• The use of technology does not make the instructor's task more difficult.

Item #38: Interdisciplinary connections are valid and important.

• Content integrated into the physical education instruction corresponds to grade-related benchmarks in other subject matter areas.
• Integrating content from other subject matter areas does not detract from achieving the physical education benchmark.

Item #39: Appropriate resources and instructional supports are provided for teachers of special education students.

• Teachers have input and access to students' individual educational plans.
• Teachers have access to disability-related instructional resources, such as advice from specialists, resources related to inclusion, and specialized physical education materials and equipment..

You have completed the Physical Education Curriculum Survey. Thank you for your contribution to this curriculum evaluation project.  Please submit your responses to the responsible administrator or consultant for this curriculum evaluation project according to the instructions you have received. 

Evaluation of Physical Education Curricula            © Michigan State University           Revised 07/14/2003