Aligning Montessori Physical Education Lessons with SHAPE America's National Standards

My journey to becoming a PE teacher may not be as typical as most PE teachers. I graduated from the University of Illinois with a degree in exercise physiology in the kinesiology department. I had many classes with students getting their physical education degree in the same department. While I thought what they were doing was cool, I didn't intend to work with children, so I didn't go the PE route. Funny enough, I would take an assistant teaching job at a Montessori school in Chicago while I was "trying to find myself" and realized that teaching was, in fact, my calling. It makes sense with two parents who were teachers. While I was teaching in the classroom and getting my AMS certifications, I couldn't help but notice the PE program at the school was far from what I observed PE teachers learning at U of I. While in the classroom, I was asked to supplement PE in the morning, which was intended to be an energy outlet for students in the morning but also have more substantial meaning than what was being offered. However, that meaning was up to me to decide. Through my AMS training, I had the distinct pleasure of working with Dr. Michael Dorer, who gave me the best advice I could have asked for by suggesting that my PE lessons integrate with the Montessori classroom curriculum. This became my primary mission for Montessori PE, and it still is. However, over time, I wondered if I was viewing my PE classroom too much like a classroom extension and not enough like a traditional PE classroom.

I genuinely believe the integrated philosophy of my PE classes creates a truly holistic education, but I didn't want to be negligent in teaching the core components of physical education. The only way to ensure I met traditional PE classes' requirements was to find a set of standards to compare my lessons. This led me to SHAPE America's National Standards and Grade Level Outcomes, a robust framework beyond individual state standards' specificity.

Why SHAPE America?

I chose SHAPE because I didn't want to use only one state's standards. People around the country and the world use these lessons, so I wanted a larger framework than just one state. SHAPE used Common Core State Standards, current research in PE, and other frameworks to create their list of standards and outcomes. Regardless of where you teach in the US, you can cross-reference what physical standards are met by the lessons. If you are out of the country, I hope that the chart is still easily usable for you in determining what physical standards are SHAPE'sn crafting a chart to align my lessons with SHAPE's standards; I wanted to respond to requests from schools looking for clarity on how my physical education program meets these essential benchmarks. This chart serves as a resource for educators and helps me, as an instructor, evaluate and enhance my curriculum.

The Unintended Consequences

Creating the alignment chart had an unexpected effect: it illuminated the areas in my PE lessons that needed more attention. It became glaringly apparent to me that I had underrepresented crucial activities like dance, gymnastics, and jump rope work. Typically, my lesson creation process begins with thinking about the Montessori classroom lesson first and then devising a game around that theme. This chart challenges me to take a different approach: start with physical standards, integrate those into a Montessori concept, and create a game from that order.

I liken this shift to how a band creates a song. Some write the music first and let the words flow organically. Others start with lyrics, and the poetry of the words inspires the sound and music that tells the story. For this metaphor, if music is Montessori and lyrics are physical education standards, historically, I have been a music-first person in my lesson planning. Now, the task is, metaphorically speaking, to approach my lessons like a lyrics-first composer. This will ensure that I cover the full spectrum of physical education standards.

A New Perspective on Lesson Planning

I hope that by using this new perspective, I'm more empowered to make informed decisions about my chosen activities. For instance, this week, I'm testing a lesson based on tennis, emphasizing short-handed implement skills, an area I don't have enough exposure to. Before I created the alignment chart, I might have gravitated towards activities I knew the students enjoyed more. However, my job is not just to do what they like; I need to teach all the essential physical standards. Now, I have a clear framework that guides my choices, ensuring comprehensive coverage of necessary skills.

Maintaining the Magic of Integration

By aligning physical education lessons to recognized standards, I feel more assured that we are not just enhancing the classroom curriculum but actively teaching valuable PE skills essential for student growth. One of the greatest concerns of educators who love the integrated teaching approach I use with my PE lessons is whether they meet the national standards of traditional PE. If a teacher or head of school can't show how these lessons teach PE standards, while they love the idea of Montessori PE, they can't use it. Now, I hope that with this alignment chart, educators who have been on the fence can confidently test and use my lessons, knowing they meet the national standards that parents expect.

In summary, the initiative to align Montessori Physical Education lessons with SHAPE America's National Standards has opened a new chapter in my teaching practice. It allows me to ensure that the lessons I create promote the integrated concept I hold most dear and that all significant physical skill concepts are met. I'm excited to see how this integration of standards will unfold in my future lessons and inspire me and fellow educators alike. These standards charts are posted on the website now and will be continually updated as more lessons are included.