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Criteria For Evaluating Physical Education
in Illinois Schools Grades 9-12

Illinois Association for Health, Physical Education, Recreation and Dance

School

School Population
Address
Telephone
Name of Evaluator
Position
Email
Provision for Physical Education: Minutes Per Week
Days Per Week
Number of Physical Educators Avg.
Physical Education Class Size
Extent and Type of Exemptions of Students from Physical Education

Purpose

The purpose of this evaluation is to provide a basis for improving the quality of physical education programs in Grades 9-12 in Illinois. The criteria reflect standards established by the physical education profession and the Illinois State Board of Education. The evaluative checklist is provided as a service by the Illinois Association for Health, Physical Education, Recreation and Dance (IAHPERD), to stimulate self-study and self-evaluation in order to ascertain the strengths and weaknesses of physical education programs.

SUGGESTED PROCEDURES FOR USING THE CRITERIA FOR EVALUATING PHYSICAL EDUCATION

Administration. Initiation of an evaluation is the prerogative of the local school instructor and/or administrators. Grade five is included in both the K-5 and the 5-8 Evaluative Criteria. This overlap is provided to accommodate alternative school district grade level organization. The evaluation will be confidential but may, with School District approval, be used for research purposes by the IAHPERD.

Recording and Evaluation. Each statement should be checked as, “adequate”, “minimum” or “goes beyond expectation” according to the following:

  • minimum - approximately less than half of criterion is met
  • adequate - all of the criterion is met
  • goes beyond expectation - criterion is met in an outstanding manner (e.g., uniqueness/ distinctiveness; integration within school; community-linked, high level of learning/development)

Use the comment column to provide any clarifying information, including explanations for rating a criterion “beyond criterion.”

FOLLOW-UP ACTION:

Upon completion of the checklist, the evaluator should identify and summarize the strengths and weaknesses, by section. The weaknesses should be ranked, from greatest to least, in order to serve as a guide for developing a plan of improvement.

If assistance is needed to develop plans for improvement and implementation, a request may be made to the Illinois Association for Health, Physical Education, Recreation and Dance to send a consultant to your school.

Blue Ribbon Physical Education Program
The Evaluative Criteria are used for schools who wish to be recognized as a Blue Ribbon School. Each criterion is marked by an asterisk (*) to indicate the acceptable rating and a double (**) for mandatory rating.

2

I. CURRICULUM

Criterion Minimum Adequate Exceeds
Expectation		 Comments
A. Content: Program provides for a variety of developmentally appropriate learning activities that will maintain physical fitness, refine or increase expertise in performance skills, and personalized values to provide for lifelong health and pleasure in moving.
1. Fitness Remediation and Maintenance
a. Health related
Cardiovascular endurance
Muscular strength
Muscular endurance
Flexibility
Body composition
**
b. Motor fitness
Speed
Agility
Coordination

*
2. Psychomotor Learning
a. Variety of team sports (list below)
Cricket, Lacrosse, Vollleyball, Basketball, Team Handball, Wildcathlon, Floor Hockey, Water Polo, Softball, Eclipse Ball, Saturn Ball, Omnikin, Soccer, Roller Hockey

*
b. Variety of individual and dual sports (list below)
Pickleball, Bowling, Tennis, Badminton, Swimming, BodySculpt, Rollerblading, Self Defense, Lifetime Motion, Golf, Resistance Training, Rock Climbing

*
c. Variety of dance types (list below)
Tap, Jazz, Swing, Waltz, Tango, Cha Cha, Hip Hop, Merengue, Salsa, Country Line, Dance of the Decades (variety of choreography), Advanced Dance (Modern, Ballet, Lyrical), Choreography.

*
d. Adventure/Challenge activities *


3. Cognitive Learning
Advanced movement concepts
Scientific concepts relating to:
Exercise physiology
Psycho-social
Humanities
Motor learning; development
Biomechanics
Game rules and strategies
Advanced dance concepts

*

4. Attitude/Value Learning
Engagement in self-directed physical activity
Displaying appropriate participant and spectator
behavior

*

3

Criterion Minimum Adequate Exceeds
Expectation		 Comments

B. Program Administration. Program is guided by the following:
1. A daily program of instructional physical activity is provided per the Illinois School Code; Section 27-6.

If a school uses blocked scheduling, time equivalency is permissible if the total minutes is comparable with the time allocated for other major subject areas. Allowable exemptions (may not exceed that allowable by ISBE; must follow all criteria for curriculum development):
health education
leader’s physical education
adapted physical education (may not replace inclusion program; student generally has IEP including input of physical educator)
driver’s education
Not allowable:
marching band
athletic physical education
athletic participation
academic course work
ROTC.
**
2. A written curriculum guide is available which allows for daily lessons based upon yearly plans (which include explicit units of study and ) that are sequenced for progressive learning.
Curriculum must:
be explicit (written)
align with state learning standards
be outcome/objective driven
be sequential, usually by grade level or other
appropriate classifications/grouping
be developmentally appropriate
link units of instruction with intended outcomes/
objectives
enable student assessment/evaluation relative to
intended outcomes/objectives
be part of local assessment plan
be operational (explicit curriculum is being implemented)
**

3. Curriculum is relevant to the student interests, needs, and school facilities.
*
4. The curriculum provides for gender-fair access and experiences.
**
5. Students are grouped by ability for competitive activities.
*
6. Curriculum accommodates developmental needs of all students, including consistency with state and federal legislation.
**


7. Curriculum provides for gender equity practices as provided by state and federal legislation.
**


8. Proper attire is required for activity.
*
9. Appropriate activities are substituted if religious objections are raised to specific activities.
**


10. Provides for elective/selective courses of study.
*
11. Provides sufficient time for skill acquisition.
*


4

Criterion Minimum Adequate Exceeds
Expectation		 Comments

C. Student and Program Evaluation
1. Provisions are made for assessment of the following
components of learning:
Psychomotor learning,
Fitness development,
Attitude/value learning.
Cognitive learning
**
2. Provisions are made for identification of learning disabilities and/or other problems related to effective learning.
*
3. Records are kept and maintained on the physical fitness, motor skill and growth accomplishments of the students. *


4. Outcomes and/or standards have been identified for each grade level and align with the:
State learning standards
Local school improvement plan
*


**

5. Assessment results are used for:
Diagnostic purposes for both students and program
Improving learning/teaching
Describing to parents and community student achievement.


*

Notes:

5

II. INSTRUCTION

Criterion Minimum Adequate Exceeds
Expectation		 Comments

A. Teachers/Faculty
1. Teachers are licensed to teach physical education at the secondary level.
**
2. Physical education specialists serve all grade levels in school.
**


3. Faculty members are encouraged and provided support to participate in quality professional development activities that are relevant to the instruction of physical education.
*
4. Faculty members take responsibility for their professional development.
*
5. Faculty members give evidence of ability to develop appropriate curriculum, instructional and evaluative practices.
*
6. Faculty provide for integration with health education. *


7. Faculty and administration recognize that the instructional program and athletics are separate and distinctive and strive to keep a balanced perspective between the dual roles of teacher and coach.
*
B. Instruction
1. A variety of teaching methods are used to meet the
unique needs and interests of students/subject matter
being taught.
*
2. Activity time is maximized.
*


3. Classes are conducted in a manner that:
a. Is gender-fair
b. Provides for ability differences
c. Provides for unique needs of students
**
4. Instruction is augmented with appropriate use of technology.
a. Audio-visual
b. Computers
c. Video recording and replays
**
5. Instruction reflects current and appropriate teaching approaches and techniques.
*
6. Teaching faculty are skilled in public information and relations. *


6

Criterion Minimum Adequate Exceeds
Expectation		 Comments

C. Evaluation of Students
1. Regular formative and summative evaluations of
student progress are conducted.
*
2. Valid, reliable and objective tests are used. Subjective assessments are criterion-referenced.
*
3. Students are given grades.
*


4. Students have a clear understanding of criteria for grades.
*


5. Provisions are made for gender-fair evaluations of student learning.
*


Notes:

7

III. CO-CURRICULAR/EXTRACURRICULAR MOVEMENT PROGRAM

Criterion Minimum Adequate Exceeds
Expectation		 Comments

In addition to the regular curriculum, an enrichment program is available.
1. The program may be intramural and/or extramural.
*
2. Participation in the program is an addition, not a substitute, for physical education.
*


3. Program philosophy and conduct complements physical education.
*


Notes:

8

IV. FACILITIES, EQUIPMENT AND FINANCING

Criterion Minimum Adequate Exceeds
Expectation		 Comments

A. Facilities
1. Teaching stations adequately accommodate the
curriculum needs for effective teaching:
a. Indoor
b. Outdoor
*
2. Indoor and outdoor facilities are used and maintained under basic safety conditions.
**


3. Facilities are designed for community as well as school purposes.
*
4. Ceiling height in the gymnasium from the floor to nearest overhead obstruction is at least 20 feet. *


5. Lights, windows and other potential hazards are covered with protective devices
**


6. Teaching areas, indoor and outdoor, are appropriately laid out, marked and free of hazards.
**


7. Outdoor teaching areas are suitably surfaced and have adequate drainage.
**


8. A separate office is available for instructors.
**


9. Facilities are available for the co-curricular /extracurricular movement program.
*
10. There is adequate storage space for equipment. *


11. Storage space is adjacent or near activity areas.
*


12. Locker and dressing room with group and at least one private shower is available. *


13. Facilities are provided for:
Swimming
Tennis
Track and field
Football
Baseball
Softball
Dance
Fitness activities
Gymnastics
Weight training
Locker room with showers
*
14. Teaching stations are accessible to students with disabilities.
**


9

Criterion Minimum Adequate Exceeds
Expectation		 Comments

B. Equipment
1. Adequate technology equipment is available for augmenting instruction.
*

2. Appropriate bulletin board space is provided and maintained to supplement the program.
*

3. Students are made aware of their responsibility for the preservation of equipment.
*


4. An inventory list of all equipment exists.
*


5. First aid supplies are readily available and include blood borne pathogens protection.
**


6. Proper equipment and supplies are of sufficient quality and quantity to permit each student to participate effectively.
*

7. Adequate towel and soap service are provided.

 *


8. Supplementary materials for physical education are available.
*

C. Financing
1. The Board of Education provides funds, through the
same medium as other phases of education for
personnel, supplies, and other equipment essential
for an effective physical education program,
including:
a. Adequate equipment for maximum participation.
b. Appropriate equipment for student age and
ability.
*

2. The co-curricular/extracurricular movement program is completely financed by school district funds, not from physical education allotments.
*


Notes:

10

V. MEDICAL, SAFETY AND CONSENTS

Criterion Minimum Adequate Exceeds
Expectation		 Comments

A. Safety
1. Classes are safely conducted.
**


2. Systematic and continuous supervision is provided in all activity areas and classes.
**

3. Daily maintenance of facilities and equipment are provided for student health and safety.
**


4. Indoor and outdoor high risk areas are provided with an emergency communication system.
**


5. A written policy exists for student absences for reasons of illness or injury, relative to returning to class.
**


B. Medical
1. Written policies and procedures exist for medical
and first aid assistance during class and cocurricular/
extracurricular movement activities.
**


2. A medical record for each student is on file at the school before a student is permitted to participate in physical education activity.
**

3. A written policy regarding emergency first aid and the reporting of accidents to parents and school authorities is on file.
**

C. Consents
1. Students participating in the after-school cocurricular/
extracurricular movement program are
properly insured.
**

Notes:

11

VI. ADMINISTRATION OF PHYSICAL EDUCATION

Criterion Minimum Adequate Exceeds
Expectation		 Comments

1. Staff members have access to qualified supervisory personnel who can assist them in determining their effectiveness with respect to:
a. Planning and organizing class work,
*

b. Establishing and maintaining acceptable teacherstudent relations
*

c. Knowledge of the curriculum areas of physical education
*

d. Methods of teaching
*

e. Relationships with faculty and administrators
*

f. Participation in community life

 *


g. Skills in public information and relations

 *


h. Skills in curriculum alignment, development of learning outcomes and program evaluation.
*

2. Teaching assignments are based upon credentials and experience whenever possible.
*

3. There is a positive working relationship among administrators, teachers and students.
*

4. Leadership responsibilities in the cocurricular/ extracurricular movement program are considered in the total teaching load, or additional compensation is made to those who participate.

 *


5. Musical activities, lunch activity, recess and cocurricular/ extracurricular movement activities are not substitutes for physical education.
*


6. Class size is commensurate with class sizes in other subject matter classes.
*


7. The total staff workload is comparable to any other teacher in the building.
*


8. The physical education staff is not on duty any more than other teachers in the building.
*


9. All students (except allowable exemptions) are enrolled in a physical education class.
**

10. A dynamic and regular public relations program is regularly implemented.

 *


11. School policy discourages use of physical education facilities for non-physical education use unless other acceptable space is not available.

 *


Notes:

12

STRENGTHS AND WEAKNESSES SUMMARY

SUMMARY RECOMMENDATIONS

Curriculum

Instruction

Co-Curricular/Extracurricular Movement Program

Facilities/Equipment Financing

Medical and Safety

Administration

Notes:

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Mike Godlewski
1816 N. Park Drive
Mt. Prospect, IL 60056

phone: 847-699-3342
mgodlewski@maine207.org