Praxis Physical Education: Content and Design Study Guide
This Praxis 2 Physical Education Content and Design study guide aims to provide test-takers with valuable Praxis 5095 study material. Candidates who desire to become physical education teachers in elementary, middle, or high schools should use this Praxis Physical Education 5095 study guide to learn about the five different content categories included on the exam.
Many states require aspiring physical education teachers to pass this exam in order to obtain teacher certification. During the test, candidates must answer 90 selected-response questions and two constructed-response questions within two hours. Learn more about each content category in the Praxis 5095 study guide below.
|Praxis 2 Physical Education Content and Design Study Guide (5095)|
|Content Knowledge and Student Growth and Development||23% (~27 questions)|
|Management, Motivation, and Communication||19% (~23 questions)|
|Planning, Instruction, and Student Assessment||19% (~23 questions)|
|Collaboration, Reflection, and Technology||14% (~17 questions)|
|Instructional Design||25% (2 constructed-response questions)|
Content Knowledge and Student Growth and Development
The beginning of the Praxis Physical Education 5095 study guide aims to test candidates' overall understanding of the field of physical education and how students grow and learn. This content category largely covers foundational concepts in physical education.
This subsection focuses on foundational principles, terminology, and concepts in physical education. Test-takers should be prepared to answer questions about various developmental factors surrounding motor skills and physical activity.
Candidates will need to possess a strong understanding of popular PE games and sports and how to implement these activities with differing age groups. This subsection also covers topics in the evolution of physical education, legal responsibilities for physical education, and how to spot suspected signs of student substance abuse.
Student Growth and Development
In order to succeed in this subsection, candidates must possess an understanding of student development, both in how they learn and how they develop motor skills. Examinees should be familiar with how motor development occurs and the differing needs of students in order to adapt lessons and activities appropriately.
Test-takers should consider student needs regarding developmental readiness, perception, cultural differences, and individual vs. group performance when planning and implementing activities. Finally, individuals will need to know how to use available resources to enhance instruction.
Management, Motivation, and Communication
The next content category on the Praxis 5095 study guide evaluates test-takers' ability to manage their classroom and stay in touch with various people who play a role in their students' lives. Questions pertaining to how teachers interact with their students also appear in this area.
Management and Motivation
Questions in this subsection focus primarily on classroom management and how physical education teachers can motivate their students to learn. Test-takers will need knowledge of how to manage a classroom, especially practices that are specific to physical education. They will also need to understand various factors (social and psychological) that affect group and individual learning.
Additionally, candidate should be familiar with the following topics:
- Management of learning materials/equipment
- Student motivation in and out of school
- Student practices for maintaining a healthy lifestyle
- Monitoring student behavior
The final subsection in this content category aims to test candidates' skills in all forms of communication. These skills will need to be utilized in a range of physical education-related scenarios. Test-takers should be familiar with methods of providing feedback for students as they learn and gain new skills.
Candidates will also be tested on their communication skills for teaching and managing their class. Questions may ask about communication methods such as posters, technology, bulletin boards, and more. Candidates should know how to communicate with respect for all parties involved.
Planning, Instruction, and Student Assessment
When reviewing Praxis 5095 study material, candidates should they possess a general knowledge of creating, implementing, and evaluating lesson plans for optimal student learning.
Planning and Instruction
Test-takers must be able to teach and sequence physical activities to promote motor learning. Candidates will need to identify laws, teaching resources, and instructional goals related to physical education.
Individuals must be familiar with methods for demonstrating skills, providing feedback for skill acquisition, and creating lesson plans based on academic standards. Questions in this subsection will also explore topics in safety planning and injury prevention for physical activities.
Candidates should be prepared to answer questions regarding their knowledge of the various assessments and tools that are available to evaluate student learning. Test-takers need to understand how to gather and interpret data using various types of assessments, such as formative or summative assessments. Other specific topics that will be tested in this subsection include:
- President's Challenge fitness program
- Factors that may skew the outcomes of assessments
- Self-assessment vs. peer assessment
- Assessments for students with disabilities
- The Disabilities Education Act and the Vocational Rehabilitation Act
Collaboration, Reflection, and Technology
Next, the Praxis 5095 study guide will evaluate test-takers' skills in working with others and utilizing various techniques to improve their teaching. This content category includes three subsections that aim to ensure that teachers know how to change and adapt.
Candidates should understand the importance of staff and community collaboration. Additionally, some questions will require test-takers to discuss educational issues outside of their subject and incorporate skills from other subject areas into physical education.
To succeed in this subsection, candidates will also need to identify methods for developing constructive relationships with individuals involved in student growth, such as parents and other community members. Finally, test-takers should understand how to promote physical education within and beyond the educational setting.
Questions in this subsection aim to test candidates' knowledge of the reflective cycle and available resources for personal growth. Individuals should be prepared to answer questions about how reflection can be used to improve decision-making, specifically in regards to setting goals for lesson plans, helping students learn, and increasing instructional effectiveness.
In order to grow as a professional educator, test-takers should be aware of opportunities for professional growth and development, such as organizations in the educational field, and other resources.
Finally, test-takers should be familiar with technology that educators can use to further advance instruction in physical education. Candidates must know how to create and facilitate activities that utilize information technology. Candidates will also need to understand how to use technology to enhance the effectiveness of everyday duties and tasks.
Finally, candidates should use this Praxis Physical Education 5095 study guide to prepare for the constructed-response portion of the exam. Test-takers will answer one question for each of the following subsections pertaining to physical education instruction.
The first constructed-response question is designed to test candidates' knowledge of how to create activities to teach various topics related to fitness and health. These activities must be designed to help students become more active, and this means that test-takers will need to be familiar with a wide range of different types of movement activities for fitness. Finally, candidates must know how to adjust programs to accommodate differing groups of students.
Lastly, candidates should reinforce their knowledge of movement concepts and the use of sequencing in instruction. For example, test-takers need to demonstrate an understanding of how to sequence physical activities so that students build upon their learning. Candidates will also need to demonstrate their knowledge of appropriate strategies to improve skills based on student age and level of development.
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Bryan McMahon, M.A. is a high school biology and special education teacher in New Jersey with over 14 years of teaching experience. He has hundreds of hours of experience tutoring aspiring teachers to take the CSET/CBEST exam suite. He has successfully passed the science and special education Praxis exams. Bryan completed a B.S. in Education from Seton Hall University and an M.A. in Teaching from Mangrove College.
Jeryl-Ann Asaro, M.Ed. is a retired teacher with over 19 years of experience in all levels of education, from the elementary classroom to post-graduate workshops. She has passed the Praxis exam and has extensive experience assisting students and adults prepare for a variety of standardized tests. As an educator and educational leader, she is committed to excellence by empowering collaboration, fostering innovation, and nurturing achievement. Jeryl-Ann completed a B.A. in English Education at Montclair State University and a Masters degree in Education at Marygrove College.
Kasey Sindel, Ph.D. has worked in education for over 11 years. She began her career as an Education Specialist, developing life science lessons for grades 6-12. She currently works as a middle school science teacher with a focus on the Earth, plant, and chemical sciences. She earned her Ph.D. in Instructional Leadership from Lindenwood University. She also holds a Master's degree in Science Education from Webster University and a Master's degree in Curriculum & Instruction from the University of Missouri-St. Louis.
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