Is the Physical Being Taken out of Physical Education? On the Possible Effects of High-Stakes Testing on an Embattled Profession’s Curriculum Goals

Abstract

Building on recent discussions regarding how current national standards for physical education promote cognitive outcomes over physical outcomes, the authors explore how a new era in high-stakes testing is also contributing to an emphasis on the cognitive, over the physical. While high-stakes testing has been linked to reducing the amount of physical education schools offer, less attention has been given to the newest phase of high-stakes testing: the use of student achievement test data to evaluate teachers. To explore how this new high-stakes testing may influence physical education curriculum goals, the authors examine new teacher evaluation policies in New York State. The authors then propose an alternative rational for physical education. By promoting the physical—physical activity, exercise, and structured physical movement through physical education programming—physical education can play a unique and key role in creating the conditions for both student cognitive development and improved public health.

Keywords:

• Physical education
• assessment policy
• physical activity and the brain
• high-stakes testing

Notes

1. It is important to highlight the differences between physical activity, exercise, and PE proper (SHAPE America, 2015). Physical activity is defined by SHAPE America as “any bodily movement that results in energy expenditure” (p. 3). SHAPE America defines exercise as any planned and structured physical activity with the intent to sustain or improve any or all components of fitness. Finally, PE is defined as “an academic subject that provides a planned, sequential, K–12 standards-based program of curricula and instruction designed to develop motor skills, knowledge and behaviors for healthy, active living, physical fitness, sportsmanship, self-efficacy and emotional intelligence” (p. 3). The authors wish to emphasize for their purposes here that physical activity and exercise are embedded within a quality well-rounded PE program.

2. Amrein and Berliner (2002) emphasized that while the current era evidences “strong support for public policies that use high-stakes tests to change the behavior of teachers and students” the “use of high-stakes tests is not new, and their effects are not always desirable” (p.2). They noted that “stakes,” or “the consequences associated with test results, have long been a part of the American scene,” (p.2), offering examples from when IQ tests were used to exclude certain immigrants from entering the United States to the use of test scores to sort students into various academic tracks. Throughout 20th century society, “standardized test scores were used to confirm the superiority or inferiority of various races, ethnic groups, and social classes” (p. 3). Also see Horn and Wilburn (2013).

3. Very recent changes to state law have increased this to 50%, with some critics arguing that in fact 100% of teacher evaluation is now based on state-mandated, Common Core tests. It is not yet known how the new law will affect policy, and so for purposes here, the authors review the current policy; see New York State. (n.d.).