Reliable website Resources for Health Projects
National Institute on Alcohol Abuse and Alcoholism
National Drug Control Policy/Drug Facts
Treatment Research Institute
Bureau of Justice on Crime and Drugs
National Institute of Health
National Institute On Drug Abuse
National Counsel on Alcoholism and Drug Dependency
Center for Disease Control and Prevention
Substance Abuse and Mental Health Services Administration
Center on Alcohol Marketing and Youth
Tuesday, March 17, 2009
Thursday, October 19, 2006
Jackson Hole Middle School
Physical Education Philosophy Statement
The following Physical Education Philosophy Statement is one that has its origins from many places, yet its purpose is to introduce a person to the common practices, goals, and guidelines that make up the Jackson Hole Middle School Physical Education Program. This Statement will cover: (1) the kind of outcomes we want for a student who goes through our Middle School Program, (2) the standards and guidelines that our PE program follows, (3) and the common practices of our program.
NASPE, the National Association for Sport and Physical Education, states that physical education should produce students who can:
- Demonstrate competency in many movement forms and proficiency in a few.
- Apply movement concepts and principles to the learning and development of motor skills.
- Exhibit a physically active lifestyle.
- Achieve and maintain a health-enhancing level of physical fitness.
- Demonstrate responsible personal and social behavior in physical activity settings.
- Demonstrate understanding and respect for differences among people in physical activity settings.
- Understand that participation in physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.
NASPE then went into further detail with their 1992 document called The Physically Educated Person.
The Physically Educated Person...
HAS learned skills necessary to perform a variety of physical activities.
1... Moves using concepts of body awareness, space awareness, effort, and relationships.
2... Demonstrates competence in a variety of manipulative, locomotor, and nonlocomotor skills.
3... Demonstrates competence in combination of manipulative, locomotor, and nonlocomotor skills performed individually and with others.
4... Demonstrates competence in many different forms of physical activity.
5... Demonstrates proficiency in a few forms of physical activity.
6... Has learned to use new skills.
IS physically fit.
7... Assesses, achieves, and maintains physical fitness.
8... Designs safe, personal fitness programs in accordance with principles of training and conditioning.
DOES participate regularly in physical activity.
9... Participates in health enhancing physical activity at least three times a week.
10... Selects and regularly participates in lifetime physical activities.
KNOWS the implications of and the benefits from involvement in physical activities.
11... Identifies the benefits, costs, and obligations associated with regular participation in physical activity.
12... Recognizes the risk and safety factors associated with regular participation in physical activity.
13... Applies concepts and principles to the development of motor skills.
14... Understands that wellness involves more than being physically fit.
15... Knows the rules, strategies, and appropriate behaviors for selected physical activities.
16... Recognizes that participation in physical activity can lead to multicultural and international understanding.
17... Understands that physical activity provides the opportunity for enjoyment, self-expression, and communication.
VALUES physical activity and its contributions to a healthful lifestyle.
18... Appreciates the relationships with others that result from participation in physical activity.
19... Respects the role that regular physical activity plays in the pursuit of lifelong health and well-being.
20... Cherishes the feelings that result from regular participation in physical activity.
Paul Dunham, a former professor at the University of Wyoming taught about the goal of getting each student to a functional level of competence (FLC). A functional level of competence is the ability / skill required for an individual to participate in and contribute to the continuation of an activity in such a manner as to not bring unfavorable attention or embarrassment to him / herself. This is a goal for our students at the Middle School.
The Wyoming Department of Education Physical Education Content and Performance Standards reflect the same philosophy in the grade span 5-8 which is the Middle School years.
Content Standards and Benchmarks
I. Movement – Students demonstrate competency in movement concepts and principles to the learning and development of motor skills.
1. Students demonstrate skills in each of rhythms/dance, modified team and individual/dual activities, and lifetime activities.
2. Students demonstrate and explain critical skill elements/skill cues/key observation points associated with each of rhythms/dance, modified team and individual/dual activities, and lifetime activities.
3. Students explain rules and strategies associated with rhythms/dance, modified team and individual/dual activities, and lifetime activities.
II. Fitness – Students demonstrate fitness literacy and behaviors associated with it.
1. Students list and explain personal fitness status in terms of cardiovascular endurance, muscular strength and endurance, flexibility, and body composition.
2. Students explain their personal fitness assessment in terms of cardiovascular endurance, muscular strength, and endurance, flexibilty, and body composition.
3. Students recognize and define principles of fitness necessary to achieve lifetime physical fitness.
4. Students select and describe lifetime physical activities that enhance a healthy lifestyle.
5. Students create personal fitness goals.
6. Students recognize valid characteristics of products and technology related to fitness literacy.
7. Students participate in a variety of physical activities that will enhance health-related physical fitness.
III. Personal and Social Behavior – Students demonstrate personal and social responsibility, understand the benefits of physical activity, and respect diversity among people in physical activity settings.
1. Students recognize and use safety principles and follow the rules, procedures, and etiquette in physical activity settings.
2. Students demonstrate sportsmanship, cooperation, and team work using the skill of problem solving, communication, and conflict resolution in physical activity settings.
3. Students respect individual differences and similarities in others in physical activity settings.
4. Students recognize that physical activity provides opportunity for enjoyment, challenge, self-expression, and social interaction.
The following guidelines are set by the CDC, Center for Disease Control, and are an example of the way a PE program should be according to their School Health Index. Along with these 20 guidelines are some notes that reflect the current state of our Jackson Hole Middle School program.
1. Students should get at least 225 minutes of physical education per week. Our students are very close to this as each period is 50 minutes long, using about 5-7 minutes to change clothes in the time before and after class. The USDHHS in 1996 states that every effort should be made to encourage schools to require daily physical education in each grade and to promote physical activities that can be enjoyed throughout life. Physical education is an indispensable component of school programs and one that can improve public health. Based on undisputable evidence that a healthy body promotes a healthy mind, many schools have acknowledged their responsibility to encourage lifetime physical activity among young people. Currently our physical education and health program are offered as the same time period and not as separate classes. This is where our students do not get 225 minutes of physical education per week, when they are in the health classroom.
2. The physical education curriculum is sequential. Planned, sequential instruction that promotes physical activity that is designed to develop basic movement skills, sport skills, and physical fitness as well as to enhance mental, social and emotional abilities.
3. The curriculum is consistent with the standards.
4. There is a teacher / student ratio that is comparable to other class sizes within the school. The practice at the Middle School does not currently reflect this. In order for each student to get daily physical education, the class sizes are anywhere from 25 to 35 students.
5. Physical education gives grades that are weighted the same as other classes on their report card.
6. The school prohibits substitution for physical education. Currently the school does allow individual cases to substitute activities such as swim team and Dancer’s Workshop for physical education. This practice will need to be examined as we cover the content standards of the Wyoming Department of Education.
7. The Physical Education program focuses on development of competency and proficiency in movement forms.
8. There are individualized physical activity and fitness plans.
9. Health-related physical fitness is taught.
10. There is preparation for fitness testing.
11. There are safety standards.
12. There is instruction for students with special health care needs.
13. Students are active at least 50% of the time.
14. Teachers avoid practices that result in student inactivity.
15. Physical education is enjoyable.
16. We promote community physical activities.
17. We have certified physical education teachers. This is currently a practice at Jackson Hole Middle School where all
teachers are certified physical education teachers.
18. There is continuing education for teachers.
19. There is participation in extracurricular physical activity programs.
20. There is training requirements for coaches.
As there are many components to Physical Education, there are also many appropriate and inappropriate practices that go along with each component. The following components show the common practice at the Jackson Hole Middle School Physical Education program in the appropriate practices as opposed to the inappropriate practices.
Component: Curriculum
Appropriate practice: The physical education curriculum has an obvious scope and sequence based on goals and objectives that are appropriate for all children. It includes a balance of skills, concepts, games, educational gymnastics, rhythms, and dance experiences designed to enhance the cognitive, motor, affective, and physical fitness development of every child.
Inappropriate practice: The physical education curriculum lacks developed goals and objectives and is based primarily upon the teacher’s interests, preferences, and background rather than those of the children. For example, the curriculum consists primarily of large group games.
Component: Development of movement concepts and motor skills
Appropriate practice: Children are provided with frequent and meaningful age-appropriate practice opportunities which enable individuals to develop a functional understanding of movement concepts (body awareness, space awareness, effort, and relationships) and build competence and confidence in their ability to perform a variety of motor skills (locomotor, nonlocomotor, and manipulative).
Inappropriate practice: Children participate in a limited number of games and activities where the opportunity for individual children to develop basic concepts and motor skills is restricted.
Component: Concepts of Fitness
Appropriate practice: Children participate in activities that are designed to help them understand and value the important concepts of physical fitness and the contribution they make to a healthy lifestyle.
Inappropriate practice: Children are required to participate in fitness activities, but are not helped to understand the reasons why.
Component: Cognitive Development
Appropriate practices: Physical education activities are designed with both the physical and the cognitive development of children in mind. Experiences which encourage children to question, integrate, analyze, communicate, and apply cognitive concepts, as well as gain a multicultural view of the world, are provided, thus making physical education a part of the total educational experience.
Inappropriate practices: The unique role of physical education, which allows children to learn to move while also moving to learn is not explored and recognized by instructors. Children do not receive opportunities to integrate their physical education experience with art, music, and other classroom experiences.
Component: Affective Development
Appropriate practices: Teachers intentionally design and teach activities throughout the year which allow children the opportunity to work together for the purpose of improving their emerging social and cooperation skills. These activities also help children develop a positive self-concept. Teachers help all children experience and feel the satisfaction and joy which results from regular participation in physical activity.
Inappropriate practices: Teachers fail to intentionally enhance the affective development of children when activities are excluded which foster the development of cooperation and social skills. Teachers ignore the opportunities to help children understand the emotions they feel as a result of participation in physical activity.
Component: Success Rate
Appropriate practice: Children are given the opportunity to practice skills at high rates of success adjusted for their individual skill levels.
Inappropriate practice: Children are asked to perform activities that are too easy or too hard, causing frustration, boredom, and/or misbehavior. All children are expected to perform to the same standards without allowing for individual abilities and interests.
Component: Class Size
Appropriate practice: Physical education classes contain the same number of children as the classrooms (e.g., 25 children per class).
Inappropriate practice: Children participate in a physical education class that includes more children than the classroom. (For example, two or more classrooms are placed with one certified teacher and one or more teacher aides.)
Component: Regular Involvement for Every Child
Appropriate practice: Children participate in their regularly scheduled physical education class because it is recognized as an important part of their overall education.
Inappropriate practice: Children are removed from physical education classes to participate in classroom activities and / or as a punishment for not completing assignments, or for misbehavior in the classroom.
Component: Days per Week / Length of Class Time
Appropriate practices: Children are given the opportunity to participate every other day in scheduled, instructional physical education throughout the year, exclusive of recess. Length of class is appropriate for the developmental level of children.
Inappropriate practices: Children do not receive daily, instructional physical education. Children’s age and maturational levels are not taken into account when physical education schedules are developed.
Component: Facilities
Appropriate practice: Children are provided an environment in which they have adequate space to move freely and safely. Both inside and outside areas are provided so that classes need not be cancelled, or movement severely limited, because of inclement weather.
Inappropriate practice: Physical education classes are regularly held in a school hallway or in a classroom thereby restricting opportunities to move freely and without obstructions.
Component: Equipment
Appropriate practices: Enough equipment is available so that each child benefits from maximum participation. For example, every child in class would have a ball. Equipment is matched to the size, confidence, and skill level of the children so that they are motivated to actively participate in physical education classes.
Inappropriate practices: An insufficient amount of equipment is available for the number of children in a class (e.g., one ball for every four children). Regulation or “adult size” equipment is used, which may inhibit skill development, injure, or intimidate the children.
Component: PE and Recess
Appropriate practice: Physical education classes are planned and organized to provide children with opportunities to acquire the physical, emotional, cognitive, and social benefits of physical education.
Inappropriate practice: “Free-play,” or recess, is used as a substitute for daily, organized physical education lessons. Free-play, in this case, is characterized by a lack of goals, organization, planning, and instruction.
Component: Active Participation for Every Child
Appropriate practices: All children are involved in activities which allow them to remain continuously active. Classes are designed to meet a child’s need for active participation in all learning experiences.
Inappropriate practices: Activity time is limited because children are waiting in lines for a turn in relay races, to be chosen for a team, or due to limited equipment or playing games such as Duck, Duck, Goose. Children are organized into large groups where getting a turn is based on individual competitiveness or aggressive behavior. Children are eliminated with no chance to re-enter the activity, or they must sit for long periods of time. For example, activities such as musical chairs, dodgeball, and elimination tag must provide limited opportunities for many children, especially the slower, less agile ones, who actually need the activity the most.
Component: Gender Directed Activities
Appropriate practices: Girls and boys are provided equal access to participation in individual, partner, small group, and team activities. Both girls and boys are equally encouraged, supported, and socialized toward successful achievement in all realms of physical activities. Statements by physical education teachers support leadership opportunities and provide positive reinforcement in a variety of activities which may be considered gender neutral.
Inappropriate practices: Girls are encouraged to participate in activities which stress traditionally feminine roles, whereas boys are encouraged to participate in more aggressive activities. Boys are more often provided with leadership roles in physical education class. Statements by physical education teachers reinforce traditional socialization patterns which provide for greater and more aggressive participation by boys and lesser and more passive participation by girls.
For the early Middle school years, research has indicated that, prior to puberty, there is no statistically significant difference in the physical capabilities of boys and girls.
Component: Games
Appropriate practice: Games are selected, designed, sequenced, and modified by teachers and / or children to maximize the learning and enjoyment of children.
Inappropriate practice: Games are taught with no obvious purpose or goal, other than to keep children “busy, happy, and good.”
Component: Rules Governing Game Play
Appropriate practice: Teachers and / or children modify official rules, regulations, equipment, and playing space of adult sports to match the varying abilities of the children.
Inappropriate practice: Official, adult rules of team sports govern the activities in physical education classes, resulting in low rates of success and lack of enjoyment for many classes.
Component: Forming teams
Appropriate practice: Teams are formed in ways that preserve the dignity and self-respect of every child. For example, a teacher privately forms teams by using knowledge of children’s skill abilities, or the children form teams cooperatively or randomly.
Inappropriate practices: Teams are formed by “captains” publicly selecting one child at a time, thereby exposing the lower-skilled children to peer ridicule. This inappropriate practice is used as an example in Harry Potter and the Sorcerer’s Stone. In Chapter 7 “The Sorting Hat” it reads, “He was starting to feel definitely sick now. He remembered being picked for teams during gym at his old school. He had always been last to be chosen, not because he was no good, but because no one wanted Dudley to think they liked him.”
Component: Number of Children on a Team
Appropriate practice: Children participate in team games (e.g., two to three per team), which allow for numerous practice opportunities while also allowing children to learn about the various aspects of the game being taught.
Inappropriate practice: Children participate in full-sided games (e.g., the class of thirty is split into two teams of fifteen, and these two teams play each other), which lead to few practice opportunities.
Component: Competition
Appropriate practices: Activities emphasize self-improvement, participation, and cooperation instead of winning and losing. Teachers are aware of the nature of competition and do not require higher levels of competition from children before they are ready. For example, children are allowed to choose between a game in which score is kept and one that is just for practice.
Inappropriate practices: Children are required to participate in activities that label children as “winners” and “losers.” Children are required to participate in activities that compare one child’s or team’s performance against others (e.g., a race in which the winning child or team is clearly identified).
Component: Gymnastics
Appropriate practices: Children are encouraged to develop skills appropriate to their ability and confidence levels in noncompetitive situations centering around the broad skill areas of balancing, rolling, jumping, and landing, and weight transfer. Children are able to practice on apparatus designed for their confidence and skill level, and can design sequences which allow for success at their personal skill level.
Inappropriate practices: All students are expected to perform the same predetermined stunts and routines on and off apparatus, regardless of their skill level, body composition, and level of confidence. Routines are competitive, and are the sole basis for a grade, and / or must be performed solo while the remainder of the class sits and watches.
References
Silverman, Stephen J., and Catherine Ennis. Student Learning in Physical Education: Applying Research to Enhance Instruction. Champaign, IL: Human Kinetics, 1996.
Rowling, J.K. Harry Potter and the Sorcerer’s Stone. New York, NY: Scholastic Inc. 1997.
Graham, George, Shirley Holt/Hale, and Melissa Parker. Children Moving: A Reflective Approach to Teaching Physical Education. 3rd ed. Mountain View, CA: Mayfield Publishing Company, 1993.
Dunham, Paul Jr. Evaluation for Physical Education. Laramie, WY: School of Physical and Health Education. 1994.
Physical Education Philosophy Statement
The following Physical Education Philosophy Statement is one that has its origins from many places, yet its purpose is to introduce a person to the common practices, goals, and guidelines that make up the Jackson Hole Middle School Physical Education Program. This Statement will cover: (1) the kind of outcomes we want for a student who goes through our Middle School Program, (2) the standards and guidelines that our PE program follows, (3) and the common practices of our program.
NASPE, the National Association for Sport and Physical Education, states that physical education should produce students who can:
- Demonstrate competency in many movement forms and proficiency in a few.
- Apply movement concepts and principles to the learning and development of motor skills.
- Exhibit a physically active lifestyle.
- Achieve and maintain a health-enhancing level of physical fitness.
- Demonstrate responsible personal and social behavior in physical activity settings.
- Demonstrate understanding and respect for differences among people in physical activity settings.
- Understand that participation in physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.
NASPE then went into further detail with their 1992 document called The Physically Educated Person.
The Physically Educated Person...
HAS learned skills necessary to perform a variety of physical activities.
1... Moves using concepts of body awareness, space awareness, effort, and relationships.
2... Demonstrates competence in a variety of manipulative, locomotor, and nonlocomotor skills.
3... Demonstrates competence in combination of manipulative, locomotor, and nonlocomotor skills performed individually and with others.
4... Demonstrates competence in many different forms of physical activity.
5... Demonstrates proficiency in a few forms of physical activity.
6... Has learned to use new skills.
IS physically fit.
7... Assesses, achieves, and maintains physical fitness.
8... Designs safe, personal fitness programs in accordance with principles of training and conditioning.
DOES participate regularly in physical activity.
9... Participates in health enhancing physical activity at least three times a week.
10... Selects and regularly participates in lifetime physical activities.
KNOWS the implications of and the benefits from involvement in physical activities.
11... Identifies the benefits, costs, and obligations associated with regular participation in physical activity.
12... Recognizes the risk and safety factors associated with regular participation in physical activity.
13... Applies concepts and principles to the development of motor skills.
14... Understands that wellness involves more than being physically fit.
15... Knows the rules, strategies, and appropriate behaviors for selected physical activities.
16... Recognizes that participation in physical activity can lead to multicultural and international understanding.
17... Understands that physical activity provides the opportunity for enjoyment, self-expression, and communication.
VALUES physical activity and its contributions to a healthful lifestyle.
18... Appreciates the relationships with others that result from participation in physical activity.
19... Respects the role that regular physical activity plays in the pursuit of lifelong health and well-being.
20... Cherishes the feelings that result from regular participation in physical activity.
Paul Dunham, a former professor at the University of Wyoming taught about the goal of getting each student to a functional level of competence (FLC). A functional level of competence is the ability / skill required for an individual to participate in and contribute to the continuation of an activity in such a manner as to not bring unfavorable attention or embarrassment to him / herself. This is a goal for our students at the Middle School.
The Wyoming Department of Education Physical Education Content and Performance Standards reflect the same philosophy in the grade span 5-8 which is the Middle School years.
Content Standards and Benchmarks
I. Movement – Students demonstrate competency in movement concepts and principles to the learning and development of motor skills.
1. Students demonstrate skills in each of rhythms/dance, modified team and individual/dual activities, and lifetime activities.
2. Students demonstrate and explain critical skill elements/skill cues/key observation points associated with each of rhythms/dance, modified team and individual/dual activities, and lifetime activities.
3. Students explain rules and strategies associated with rhythms/dance, modified team and individual/dual activities, and lifetime activities.
II. Fitness – Students demonstrate fitness literacy and behaviors associated with it.
1. Students list and explain personal fitness status in terms of cardiovascular endurance, muscular strength and endurance, flexibility, and body composition.
2. Students explain their personal fitness assessment in terms of cardiovascular endurance, muscular strength, and endurance, flexibilty, and body composition.
3. Students recognize and define principles of fitness necessary to achieve lifetime physical fitness.
4. Students select and describe lifetime physical activities that enhance a healthy lifestyle.
5. Students create personal fitness goals.
6. Students recognize valid characteristics of products and technology related to fitness literacy.
7. Students participate in a variety of physical activities that will enhance health-related physical fitness.
III. Personal and Social Behavior – Students demonstrate personal and social responsibility, understand the benefits of physical activity, and respect diversity among people in physical activity settings.
1. Students recognize and use safety principles and follow the rules, procedures, and etiquette in physical activity settings.
2. Students demonstrate sportsmanship, cooperation, and team work using the skill of problem solving, communication, and conflict resolution in physical activity settings.
3. Students respect individual differences and similarities in others in physical activity settings.
4. Students recognize that physical activity provides opportunity for enjoyment, challenge, self-expression, and social interaction.
The following guidelines are set by the CDC, Center for Disease Control, and are an example of the way a PE program should be according to their School Health Index. Along with these 20 guidelines are some notes that reflect the current state of our Jackson Hole Middle School program.
1. Students should get at least 225 minutes of physical education per week. Our students are very close to this as each period is 50 minutes long, using about 5-7 minutes to change clothes in the time before and after class. The USDHHS in 1996 states that every effort should be made to encourage schools to require daily physical education in each grade and to promote physical activities that can be enjoyed throughout life. Physical education is an indispensable component of school programs and one that can improve public health. Based on undisputable evidence that a healthy body promotes a healthy mind, many schools have acknowledged their responsibility to encourage lifetime physical activity among young people. Currently our physical education and health program are offered as the same time period and not as separate classes. This is where our students do not get 225 minutes of physical education per week, when they are in the health classroom.
2. The physical education curriculum is sequential. Planned, sequential instruction that promotes physical activity that is designed to develop basic movement skills, sport skills, and physical fitness as well as to enhance mental, social and emotional abilities.
3. The curriculum is consistent with the standards.
4. There is a teacher / student ratio that is comparable to other class sizes within the school. The practice at the Middle School does not currently reflect this. In order for each student to get daily physical education, the class sizes are anywhere from 25 to 35 students.
5. Physical education gives grades that are weighted the same as other classes on their report card.
6. The school prohibits substitution for physical education. Currently the school does allow individual cases to substitute activities such as swim team and Dancer’s Workshop for physical education. This practice will need to be examined as we cover the content standards of the Wyoming Department of Education.
7. The Physical Education program focuses on development of competency and proficiency in movement forms.
8. There are individualized physical activity and fitness plans.
9. Health-related physical fitness is taught.
10. There is preparation for fitness testing.
11. There are safety standards.
12. There is instruction for students with special health care needs.
13. Students are active at least 50% of the time.
14. Teachers avoid practices that result in student inactivity.
15. Physical education is enjoyable.
16. We promote community physical activities.
17. We have certified physical education teachers. This is currently a practice at Jackson Hole Middle School where all
teachers are certified physical education teachers.
18. There is continuing education for teachers.
19. There is participation in extracurricular physical activity programs.
20. There is training requirements for coaches.
As there are many components to Physical Education, there are also many appropriate and inappropriate practices that go along with each component. The following components show the common practice at the Jackson Hole Middle School Physical Education program in the appropriate practices as opposed to the inappropriate practices.
Component: Curriculum
Appropriate practice: The physical education curriculum has an obvious scope and sequence based on goals and objectives that are appropriate for all children. It includes a balance of skills, concepts, games, educational gymnastics, rhythms, and dance experiences designed to enhance the cognitive, motor, affective, and physical fitness development of every child.
Inappropriate practice: The physical education curriculum lacks developed goals and objectives and is based primarily upon the teacher’s interests, preferences, and background rather than those of the children. For example, the curriculum consists primarily of large group games.
Component: Development of movement concepts and motor skills
Appropriate practice: Children are provided with frequent and meaningful age-appropriate practice opportunities which enable individuals to develop a functional understanding of movement concepts (body awareness, space awareness, effort, and relationships) and build competence and confidence in their ability to perform a variety of motor skills (locomotor, nonlocomotor, and manipulative).
Inappropriate practice: Children participate in a limited number of games and activities where the opportunity for individual children to develop basic concepts and motor skills is restricted.
Component: Concepts of Fitness
Appropriate practice: Children participate in activities that are designed to help them understand and value the important concepts of physical fitness and the contribution they make to a healthy lifestyle.
Inappropriate practice: Children are required to participate in fitness activities, but are not helped to understand the reasons why.
Component: Cognitive Development
Appropriate practices: Physical education activities are designed with both the physical and the cognitive development of children in mind. Experiences which encourage children to question, integrate, analyze, communicate, and apply cognitive concepts, as well as gain a multicultural view of the world, are provided, thus making physical education a part of the total educational experience.
Inappropriate practices: The unique role of physical education, which allows children to learn to move while also moving to learn is not explored and recognized by instructors. Children do not receive opportunities to integrate their physical education experience with art, music, and other classroom experiences.
Component: Affective Development
Appropriate practices: Teachers intentionally design and teach activities throughout the year which allow children the opportunity to work together for the purpose of improving their emerging social and cooperation skills. These activities also help children develop a positive self-concept. Teachers help all children experience and feel the satisfaction and joy which results from regular participation in physical activity.
Inappropriate practices: Teachers fail to intentionally enhance the affective development of children when activities are excluded which foster the development of cooperation and social skills. Teachers ignore the opportunities to help children understand the emotions they feel as a result of participation in physical activity.
Component: Success Rate
Appropriate practice: Children are given the opportunity to practice skills at high rates of success adjusted for their individual skill levels.
Inappropriate practice: Children are asked to perform activities that are too easy or too hard, causing frustration, boredom, and/or misbehavior. All children are expected to perform to the same standards without allowing for individual abilities and interests.
Component: Class Size
Appropriate practice: Physical education classes contain the same number of children as the classrooms (e.g., 25 children per class).
Inappropriate practice: Children participate in a physical education class that includes more children than the classroom. (For example, two or more classrooms are placed with one certified teacher and one or more teacher aides.)
Component: Regular Involvement for Every Child
Appropriate practice: Children participate in their regularly scheduled physical education class because it is recognized as an important part of their overall education.
Inappropriate practice: Children are removed from physical education classes to participate in classroom activities and / or as a punishment for not completing assignments, or for misbehavior in the classroom.
Component: Days per Week / Length of Class Time
Appropriate practices: Children are given the opportunity to participate every other day in scheduled, instructional physical education throughout the year, exclusive of recess. Length of class is appropriate for the developmental level of children.
Inappropriate practices: Children do not receive daily, instructional physical education. Children’s age and maturational levels are not taken into account when physical education schedules are developed.
Component: Facilities
Appropriate practice: Children are provided an environment in which they have adequate space to move freely and safely. Both inside and outside areas are provided so that classes need not be cancelled, or movement severely limited, because of inclement weather.
Inappropriate practice: Physical education classes are regularly held in a school hallway or in a classroom thereby restricting opportunities to move freely and without obstructions.
Component: Equipment
Appropriate practices: Enough equipment is available so that each child benefits from maximum participation. For example, every child in class would have a ball. Equipment is matched to the size, confidence, and skill level of the children so that they are motivated to actively participate in physical education classes.
Inappropriate practices: An insufficient amount of equipment is available for the number of children in a class (e.g., one ball for every four children). Regulation or “adult size” equipment is used, which may inhibit skill development, injure, or intimidate the children.
Component: PE and Recess
Appropriate practice: Physical education classes are planned and organized to provide children with opportunities to acquire the physical, emotional, cognitive, and social benefits of physical education.
Inappropriate practice: “Free-play,” or recess, is used as a substitute for daily, organized physical education lessons. Free-play, in this case, is characterized by a lack of goals, organization, planning, and instruction.
Component: Active Participation for Every Child
Appropriate practices: All children are involved in activities which allow them to remain continuously active. Classes are designed to meet a child’s need for active participation in all learning experiences.
Inappropriate practices: Activity time is limited because children are waiting in lines for a turn in relay races, to be chosen for a team, or due to limited equipment or playing games such as Duck, Duck, Goose. Children are organized into large groups where getting a turn is based on individual competitiveness or aggressive behavior. Children are eliminated with no chance to re-enter the activity, or they must sit for long periods of time. For example, activities such as musical chairs, dodgeball, and elimination tag must provide limited opportunities for many children, especially the slower, less agile ones, who actually need the activity the most.
Component: Gender Directed Activities
Appropriate practices: Girls and boys are provided equal access to participation in individual, partner, small group, and team activities. Both girls and boys are equally encouraged, supported, and socialized toward successful achievement in all realms of physical activities. Statements by physical education teachers support leadership opportunities and provide positive reinforcement in a variety of activities which may be considered gender neutral.
Inappropriate practices: Girls are encouraged to participate in activities which stress traditionally feminine roles, whereas boys are encouraged to participate in more aggressive activities. Boys are more often provided with leadership roles in physical education class. Statements by physical education teachers reinforce traditional socialization patterns which provide for greater and more aggressive participation by boys and lesser and more passive participation by girls.
For the early Middle school years, research has indicated that, prior to puberty, there is no statistically significant difference in the physical capabilities of boys and girls.
Component: Games
Appropriate practice: Games are selected, designed, sequenced, and modified by teachers and / or children to maximize the learning and enjoyment of children.
Inappropriate practice: Games are taught with no obvious purpose or goal, other than to keep children “busy, happy, and good.”
Component: Rules Governing Game Play
Appropriate practice: Teachers and / or children modify official rules, regulations, equipment, and playing space of adult sports to match the varying abilities of the children.
Inappropriate practice: Official, adult rules of team sports govern the activities in physical education classes, resulting in low rates of success and lack of enjoyment for many classes.
Component: Forming teams
Appropriate practice: Teams are formed in ways that preserve the dignity and self-respect of every child. For example, a teacher privately forms teams by using knowledge of children’s skill abilities, or the children form teams cooperatively or randomly.
Inappropriate practices: Teams are formed by “captains” publicly selecting one child at a time, thereby exposing the lower-skilled children to peer ridicule. This inappropriate practice is used as an example in Harry Potter and the Sorcerer’s Stone. In Chapter 7 “The Sorting Hat” it reads, “He was starting to feel definitely sick now. He remembered being picked for teams during gym at his old school. He had always been last to be chosen, not because he was no good, but because no one wanted Dudley to think they liked him.”
Component: Number of Children on a Team
Appropriate practice: Children participate in team games (e.g., two to three per team), which allow for numerous practice opportunities while also allowing children to learn about the various aspects of the game being taught.
Inappropriate practice: Children participate in full-sided games (e.g., the class of thirty is split into two teams of fifteen, and these two teams play each other), which lead to few practice opportunities.
Component: Competition
Appropriate practices: Activities emphasize self-improvement, participation, and cooperation instead of winning and losing. Teachers are aware of the nature of competition and do not require higher levels of competition from children before they are ready. For example, children are allowed to choose between a game in which score is kept and one that is just for practice.
Inappropriate practices: Children are required to participate in activities that label children as “winners” and “losers.” Children are required to participate in activities that compare one child’s or team’s performance against others (e.g., a race in which the winning child or team is clearly identified).
Component: Gymnastics
Appropriate practices: Children are encouraged to develop skills appropriate to their ability and confidence levels in noncompetitive situations centering around the broad skill areas of balancing, rolling, jumping, and landing, and weight transfer. Children are able to practice on apparatus designed for their confidence and skill level, and can design sequences which allow for success at their personal skill level.
Inappropriate practices: All students are expected to perform the same predetermined stunts and routines on and off apparatus, regardless of their skill level, body composition, and level of confidence. Routines are competitive, and are the sole basis for a grade, and / or must be performed solo while the remainder of the class sits and watches.
References
Silverman, Stephen J., and Catherine Ennis. Student Learning in Physical Education: Applying Research to Enhance Instruction. Champaign, IL: Human Kinetics, 1996.
Rowling, J.K. Harry Potter and the Sorcerer’s Stone. New York, NY: Scholastic Inc. 1997.
Graham, George, Shirley Holt/Hale, and Melissa Parker. Children Moving: A Reflective Approach to Teaching Physical Education. 3rd ed. Mountain View, CA: Mayfield Publishing Company, 1993.
Dunham, Paul Jr. Evaluation for Physical Education. Laramie, WY: School of Physical and Health Education. 1994.
Subscribe to:
Posts (Atom)