STANDARD 1: Scientific and Theoretical Knowledge

Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.


I am educated in anatomy and physiology, kinesiology, exercise physiology, motor learning, motor development, and significance of physical activity so I understand the biomechanics of various movements/skills and can apply them which I believe is necessary to be a physical educator. I believe research like this helps me to understand and apply the knowledge and concepts of technology in the physical education setting.


I conducted a heart rate/pedometer project to examine how accurate the two forms of technology are in relation to exercise. I recorded the pedometer readings, heart rate, and personal conditional over the course of 24 different activities. I came to the conclusion that although these technologies are not very accurate, they are still a good barometer of how much physical output an individual is exerting. Below is the data chart, which is just one example of my ability to use scientific knowledge and process the data that comes with it.

The second picture is a motor development theory that I tested. I recorded the progress of three different student's ability to ride a unicycle over a course of 12 sessions (6 weeks). I used core strength testing and balance tests to accurately predict the highest and lowest level of progression among the three individuals.

The third picture is of an off-season workout schedule for a varsity level hockey player. It is a comprehensive workout strategically covering every body area utilized by a hockey player. Theoretically this workout could be used for other contact sports by simply swapping out Saturday's workout for another sport specific workout. However, I designed this weekly workout specifically for hockey players.