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Rubric for High Quality Physical Education

Research · April 2015

DOI: 10.13140/RG.2.1.2633.6809

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Ben D. Kern
University of Wyoming
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Partially Highly
Indicators Ineffective
Effective
Effective
Effective

ENVIRONMENT
4. LEARNING
1. Teacher promotes positive student self-concept
through differentiated instruction

Use this rubric to assess PE teacher’s effectiveness in planning, instruction and professionalism. 2. Teacher ensures that the PE classroom
environment is inclusive of all students
3. Teacher ensures that the PE classroom
environment is reflective of multiple cultures
(i.e., language, activities, music, celebrations,
Ineffective = Indicator is not present nor consistent with basic quality instruction and classroom décor)
Partially Effective = Indicator is sometimes present and/or consistent with basic quality instruction
Effective = Indicator is present and consistent with basic quality instruction Partially Highly
Indicators Ineffective
Effective
Effective
Effective
Highly Effective = Indicator is present and exceeds basic quality instruction
1. Teacher ensures that all students engage in less than less than 50% greater than
35% 50% 50%

5. MOVEMENT
moderate to vigorous physical activity (MVPA)
Partially Highly at least 50% of class time
1. CURRICULUM AND

Indicators Ineffective
Effective
Effective
Effective 2. Teacher’s management procedures (e.g., roll
LESSON PLANNING

1. Teacher uses yearly, unit, and daily lesson plans call, water breaks, transitions) encourage
that reflect state and/or national standards movement
2. Teacher utilizes a variety of teaching styles and 3. Teacher utilizes warm-up activities that require
activities to accommodate students’ diverse MVPA
learning styles 4. Teacher utilizes activities that integrate a range
3. Teacher utilizes best practices of whole body movement opportunities
4. Teacher ensures that equipment/facility is ready [Link] promotes physical activity:
for student use and regularly inspected for safety
-In class
5. Teacher utilizes warm up and cool down
-Out of class
activities
6. Teacher plans / utilizes activities that meet
Partially Highly
Indicators

6. SKILL INSTRUCTION &

objective(s) of the lesson Ineffective Effective
Effective Effective
1. Teacher provides adequate frequency and
Partially Highly duration of skill instruction/practice
Indicators Ineffective Effective

ASSESSMENT
Effective Effective
2. Teacher differentiates skill instruction and
1. Teacher consistently enforces behavior practice to progressively challenge each
expectations student’s developmental level
2. Teacher ensures that students’ transition from
2. MANAGEMENT

3. Teacher’s assessment directly affects

one activity to the next require minimal use of instruction and goal-setting
time (e.g., stations, bathroom/water, enter/exit,
4. Teacher utilizes formative and summative
student attire)
measures to assess student skills,
3. Teacher groups students in a way that: fitness, and knowledge
-preserves dignity 5. Teacher’s assessments and grading reflect State
-maximizes participation Comprehensive Health and PE Standard Grade
level expectations
-promotes student success
4. Teacher anticipates and responds to positive and Partially Highly
Indicators

7. PROGRAM & PROFESSIONAL

negative student behavior Ineffective Effective
Effective Effective
5. Teacher models positive social behavior 1. Teacher integrates other academic subjects into
gender-neutral language; positive, optimistic the PE curriculum
attitude 2. Teacher collaborates with classroom teachers

DEVELOPMENT
6. Teacher’s management practices promote (e.g., activity breaks, recess activities, merge
curriculum)
enjoyment of physical activity (i.e., exercise is
not used as a punishment) 3. Teacher advocates for PE at building, district,
state, or national levels
4. Teacher seeks resources for the PE program
Partially Highly (e.g., grants)
Indicators Ineffective Effective
3. COMMUNICATION

Effective Effective
5. Teacher is a member of national and/or state
1. Teacher’s instructions are specific and professional organizations (e.g. COAHPERD
include demonstration or visual aid and/or AAHPERD, NASPE)
2. Teacher’s expectations of student learning are:
6. Teacher seeks professional development
-Specific opportunities
-Clearly communicated The “Rubric for High Quality PE” was designed by Ben Kern as a product of the Healthy Eaters, Lifelong Movers (HELM) project funded by The Colorado
3. Teacher observes and questions students Health Foundation, Grant #3655. The HELM project was a partnership between the University of Colorado Denver and the University of Denver.
about their learning The rubric drew on materials developed by the National Association of Sport and Physical Education, SPARK, the Colorado Department of Education, Robert
Pangrazi, Don Hellison, and the experience of master physical education teachers hired for the HELM project.
4. Teacher feedback is constructive and results
in student learning (i.e., positive behavior, For more information, please contact:
performance, understanding) Dr. Elaine Belansky, Principal Investigator Dr. Nick Cutforth, Principal Investigator
[Link]@[Link] [Link]@[Link]

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