Research Competencies in Physical Education Teacher Education

Expected by NASPE

(Advanced Programs)

Excerpts from:

National Association for Sport and Physical Education. Standards for Advanced Programs in Physical Education Teacher Education. 2001.

STANDARD 7: Methods of Inquiry

Accomplished physical education candidates know, understand, interpret, critique, and consistently use research to improve practice.
Outcomes Acceptable Unacceptable
7.1 Examine and apply research on teaching and learning in physical education. Regularly read, summarize, and critique research, and apply it to their practice. Knowledge of research on teaching and learning is very limited or is not applied to practice.
7.2 Conduct and facilitate teacher- and classroom-based research regularly Actively pursue research questions related to teaching and learning, collect and interpret data, and share results with appropriate audiences. Engaged in reading of research, but little evidence of its application is demonstrated.
7.3 Employ relevant technologies when seeking, analyzing and disseminating information. Employ technologies such as audio-/videotape recordings, internet, computer software to collect and manage information to maintain best current program practices. Despite availability, use of various forms of technology is lacking.

If available, technology usage is limited to managerial functions only.


Standard 7: Potential Sources of Evidence: *

  1. Professional Portfolio: Systematic observation of own teaching performance, Action Research Project Results, Professional Growth plan results, Publications.
  2. Resume: Professional Journals subscribed to.
  3. Curriculum Guide: Content offered.
  4. Grant proposals.
  5. Participation in Professional Meetings

* These are intended to be examples of possible data sources. This is not to be viewed as an all-inclusive list.


Standard 7: Supporting Explanation:

Accomplished candidates understand that participating in developing and refining knowledge is an ongoing professional obligation. Finding, reflecting on, synthesizing, creating, and disseminating knowledge are ways to stay current with the best available knowledge on physical education content and pedagogy and to contribute to improving teaching practice over time. They regularly read journals that include research articles, browse the web for sites that involve research pertinent to teaching and learning, and apply relevant technologies when organizing, analyzing, using and disseminating findings. As well, they share and discuss new ideas derived from research with other educators, and use ideas based on careful research to facilitate all learners’ achievement across cognitive, social, affective/emotional, and psychomotor domains.

Accomplished candidates also can extend their basic reflection skills into systematic inquiry about their own teaching or about the learners they serve. They design formal or informal, brief or extensive, classroom-based or school-wide research projects focused on some aspect of teaching or learning that intrigues them. Accomplished candidates participating in research can enhance and extend their content and pedagogical content knowledge; understanding of diverse learners’ growth and development; skills in communications, management, motivation, and assessment of learners; and how collaboration can be used to enhance the learning environment for all students.

Accomplished candidates engage in active inquiry by systematically formulating a research question about learning or teaching in their classroom or school, gathering and interpreting data to answer the question, and then communicating their findings with appropriate audiences (e.g., their own students, professional colleagues, parents, or other community members. Accomplished candidates utilize a range of research such as action research, case studies, participatory action research, positivist (quantitative), interpretive (qualitative), or critical pedagogy research. Candidates might further develop skills in a range of research activities in collaboration with other educators (e.g., formulating research questions, collecting or interpreting data, preparing oral presentations, posters, conference roundtables, or written reports based on particular research projects). Accomplished candidates demonstrate the skills to design, implement, and evaluate some kind of research project either independently or collaboratively.


Last modified February 15, 2007
by Boris Teske, Prescott Memorial Library,
Louisiana Tech University, Ruston, LA 71272