Chapter 1 Elementary Pe

Think of what Christ wants us to remember… “Therefore, if anyone is in Christ, he is a new creation; the old has passed away, the new have come!” 2 Corinthians 5:17 We CAN change our selfish worldly ideas, sinful ways, etc. and long to serve and be a new creation in Christ. When we do, Christ rejoices. Be a new creation in your ideas and concepts of physical education. In this class consider the “old” ways physical education has been conducted. I humbly ask you to consider the needs of children today. For some of you it may be a very different perspective. For others a confirmation…

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Agenda Syllabi Elementary Experiences: Similarities and Differences Why Physical Education? Benefits of Being Physically Educated Characterization of Physical Education *Historical & Current Status of Physical Education *The need for Quality Physical Education

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DYNAMIC PHYSICAL EDUCATION

FOR ELEMENTARY SCHOOL CHILDREN

Chapter 1 Elementary School Physical Education R O B E R T FIFTEENTH

EDITION

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P A N G R A Z I

Think About it… * What was our experience in Physical Education? *We mimic what we know. Hmmm... *What do children experience when they move versus being stationary?

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Metaphor Tree

“ A tree is identified by its fruit. Make a tree good, and its fruit will be good. Make a tree bad, and it’s fruit will be bad.” Matthew 12:33-37 (NLT)

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What is Physical Education? “Education through movement” Let’s Teach Physical Education!

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Pangrazi Text & Stance:

Dynamic: Lively, Active, Energetic, Vibrant, & Full of Life

Quality: Excellence, Superior, Eminence, Value, & Worth

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Summary  Physical education  Defined as education through movement  Children have a natural urge to move (psychological concept of play).

 PE gives attention to all learning domains  Psychomotor –thinking and doing (movement skills)  Cognitive -mental skills (knowledge)  Affective –growth in feelings or emotions, attitude (Influence of the Christian Faith)

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Evolution of Elementary Physical Education German and Swedish Influence  19th century focused on body development  Introduced by immigrants  German system favored gymnastics  Swedish system incorporated an exercise program  The need for equipment posed problems

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Evolution of Elementary Physical Education Emphasis on Games and Sports  One-third of World War I draftees rejected as physically unfit  Led to a demand for PE in the schools  Legislated minimum weekly time requirements for PE  PE is now part of many states’ curriculum  Only quantitative in nature, little program quality

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National Concern About Physical Fitness  1950s  U.S. children less fit than Central European

 President’s Council on Physical Fitness and Sports  Used to focus solely on fitness  Beginning to promote physical activity as well

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Pedagogical Influences Movement Education  From England to the U.S. in late 1960s  Creativity, exploration, and cognition added  Instructional focus on the individual  Creative instructional methods  Students of all abilities find some success

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Pedagogical Influences Perceptual-Motor Programs  Shortcomings in physical and academic performance  PE could be viewed as integral  No evidence of improved academic achievement  Some contribution to today’s skill learning sequences

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Pedagogical Influences Conceptual Learning  Establish an understanding of movement concepts  “How, what, and why” of physical activity and exercise

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Pedagogical Influences Value and Attitude Development Learning  1990s were concerned about youth lacking moral values  Pressure on schools for moral education  Values, feelings, beliefs, and judgments emphasized in PE

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Federal Mandates Title IX: Equal Opportunity for the Sexes  No separation of sexes  Elimination of sexism and sex-role typing

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Federal Mandates PL 94-142: Equal Rights for Students with Disabilities  3.5–4 million youngsters in the U.S. with disabilities  “Right to free and public education . . . in least restrictive environment”  Mainstreaming  Individualized educational program (IEP)

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Federal Mandates Child Nutrition and WIC Reauthorization Act of 2004  Federally-funded schools implement wellness policies  Number of overweight Americans increased rapidly since 1990  Over 60% of Americans are overweight or obese  Decrease in physical activity and increase in calories

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Contemporary Social Influences Nationwide Concern for Health and Wellness  Surgeon General’s report on Physical Activity and Health (1996)  Incorporation of wellness concepts

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Contemporary Social Influences Demand for “Back-to-Basics” Schools  More time for “the three Rs”  Less time for PE and arts  PE not included in A Nation at Risk report

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Contemporary Social Influences National Focus on Physical Activity  Healthy People 2000  Healthy People 2010  Increase the years of healthy life  Eliminate health disparities

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Current Status of PE in the United States  Many states and schools allow exemptions from PE  Few children in America receive daily PE  Often taught by teachers not certified as PE specialists  PE often limited to 30–60 minutes per week  This amounts to 2–4% of total instruction time

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Why children need Physical Education *The move toward a sedentary lifestyle. *Obesity *Spiritual Influence

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The Need for Physical Education Programs  Children ages 2 to 12 watch about 25 hours of TV per week  Children watching less than 2 hours per day had lower BMI  Reduce inactivity  increase light-to-moderate physical activity

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The Need for Physical Education Programs  Percentage of overweight youth has tripled since 1975  Related to decrease in energy expenditure  Inadequate movement opportunity in PE programs

 Overweight children grow into overweight adults  Adolescent weight is a good predictor of adult obesity

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The Need for Physical Education Programs  Quality PE does not detract from academics  Overall, students with PE also do well in academics

 PE gives students skills needed for lifetime activity  PE provides immediate and short-term health benefits  Reduces blood pressure, improves blood lipid profile

 Active children become active adults Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings

The Content of Physical Education  Content standards  Provide framework of a program  Determine the focus and direction of instruction  Specify what students should know and perform  Standards move children toward high-level achievement  National Association for Sports and Physical Education (NASPE) identified six standards  California Framework  They are measurable! Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings

NASPE Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities  Movement concepts skills  Fundamental motor skills  Locomotor skills  Nonlocomotor skills  Manipulative skills

 Specialized motor skills  Body management skills  Rhythmic movement skills  Gymnastic skills  Game skills  Sport skills Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings

NASPE Standard 2 Demonstrates understanding of movement concepts, principles, and tactics as they apply to the learning and performance of physical activities •Opportunity to learn basic concepts of movement •What, where, and how the body can move •Teach youngsters to be self-directed learners •Focus on repetition and refinement •Understand basics of motor learning •Practice, arousal, and refinement of skills Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings

NASPE Standard 3 Participates regularly in physical activity  Students must derive enjoyment from physical activity  Need 60 minutes per day  Differing types of physical activity

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NASPE Standard 4 Achieves and maintains a health-enhancing level of physical fitness  Focus on process rather than product  Students offer input about their fitness program  Students begin to take responsibility  Positive attitudes that carry over into adulthood

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NASPE Standard 5 Exhibits responsible personal and social behavior that respects self and others in physical activity  Participation, cooperation, competition, and tolerance  Differentiate acceptable and unacceptable behavior  Resolving conflicts in a nonviolent manner  Cooperation precedes the development of competition

Incorporation of Christ The “spiritual influence” Matthew 12:33-37 (Tree is known by its fruit) Galatians 5:22 (Fruit of the spirit) Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings

NASPE Standard 6 Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction  Making informed choices  Actions and consequences of behavior  Lifestyle alternatives

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California Framework: Physical Education • Purpose:  So that ALL children are given an opportunity to succeed in PE and develop a lifelong commitment to pleasure and health benefits of physical activity.  Link to academic learning – promoting social skills and cooperation

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California Framework: Physical Education • Goals:  Movement Skills and Movement Knowledge  Motor Learning  Biomechanics  Exercise Physiology  Health related PE

 Self-Image and Personal Development  Human Growth and Development  Psychology  Aesthetics

 Social Development  Sociology  Historical Perspectives

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California Framework: Physical Education Tree Metaphor

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Quality PE Programs: Essential Components

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Quality PE Programs: Essential Components I. Organized around NASPE standards  Set of content standards  Defined by a number of competencies  Measurable

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Quality PE Programs: Essential Components II. Student-centered  Developmental appropriate program  Success for all students  Positive reinforcement

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Quality PE Programs: Essential Components III. Physical activity and motor skill development are core of program  Unique in total school curriculum  Focus on physical development

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Quality PE Programs: Essential Components IV. Teach management skills  Evaluation on class behavior  Management brings credibility  Students learn self-discipline

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Quality PE Programs: Essential Components V. Inclusion of all students  Instruction for those who need it the most  Instruction designed to meet needs of lower 70% of class

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Quality PE Programs: Essential Components VI. Focus on process of learning  Performing skill correctly is more important than the outcome  Learn proper techniques first

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Quality PE Programs: Essential Components VII. Teaches lifetime activities  Prepares youngsters for adult activity  Walking is most popular

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Quality PE Programs: Essential Components VIII. Teach cooperation and responsibility  Cooperation precedes competition  Physical education is effective laboratory for learning responsibility because it is observable

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