Enhance Your Physical Education Program

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Enhance YourPhysical Education Program
Enhance YourPhysical Education Program
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Defining Quality Physical Education . . .
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Respects and enhances the physical,
social-emotional, and cognitive development of
students.
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Teaches students to develop, maintain, and
self-assess fitness and motor skills through a
wide variety of physical activities, preparing
them for lifelong participation.
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Gives students the gifts of lifelong fitness and
health and the motor skills they need to
experience the joy of physical activity.
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Is developmentally appropriate, that is,
curricula should reflect the natural physical
and mental development of children (NASPE 2000a).
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Quality PE Requires Support . . .
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The National Association for Sport and Physical
Education (NASPE) outlines program improvement
self-study guidelines for quality elementary
(2000b), middle (1998b), and high (1998a) school
physical education programs.
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Recommendations
Certified specialists
Student-centered practices
Ongoing teacher training
Appropriate equipment
Appropriate curricula
Adequate facilities
Current technology
Authentic assessment
Appropriate class size
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The National Association of State Boards of
Education (NASBE), in its Fit, Healthy and Ready
to Learn policy statements, recommends a . . .
sequential physical education curriculum
taught daily in every grade . . . that involves
. . . physical activity that teaches knowledge,
motor skills, and positive attitudes . . . taught
by well-prepared and well-supported staff. . .
Source www.nasbe.org
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Certified Specialists . . .
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Only certified physical education teachers should
teach the skills and provide the motivation our
children need to adopt and maintain a physically
active lifestyle (U.S. Department of Health and
Human Services 2000).
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Ongoing Teacher Training . . .
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Intensify efforts to provide quality physical
education staff development opportunities (USDHHS
2000).
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Appropriate Curricula . . .
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Is based on a written K-12, standards-based scope
and sequence.
Respects diversity in theory and practice.
Fosters equity.
Includes a variety of learning activities.
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Includes a variety of physical fitness activities.
Develops critical thinking and problem solving
skills.
Fosters enjoyment of physical activity.
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The Fitness for Life program (Corbin and Lindsey)
is an example of a top-notch personal fitness
program for secondary students.
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Authentic Assessment . . .
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Is age-appropriate.
Uses a variety of techniques.
Takes multiple measures in affective, cognitive,
and psychomotor domains.
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Is both formative (ongoing) and summative
(overall evaluation).
Is based on meeting minimum health guidelines
(criterion-based).
Criteria are made clear to students.
Aligned with curriculum and instruction.
Used as a learning tool to encourage lifetime
physical activity.
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Appropriate Class Size . . .
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Physical education should have the same class
sizes as other subjects . . . physical educators
cannot do their jobs effectively or have enough
time to work with individual students if classes
are overcrowded.
Source USDHHS 2000b
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Student-Centered Practices . . .
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Include
Safe learning environment
Opportunities for adequate personal hygiene and
hydration
Practice in self-direction and self-assessment
Teacher knowledge of individual medical
information
Written emergency procedures and reporting
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Appropriate Equipment . . .
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Is age-appropriate
Sized and weighted for success
Provides one piece per child
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Should 24 students wait to share one pencil?
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1 ball ? 1 child 1 jump rope ? 1 child 1 piece
of equipment per child.
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Enough equipment means more time on task.
Maximum participation ? Maximum learning!
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Adequate Facilities . . .
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Gymnasium
Field, playgrounds
Trails
Tracks
Pool
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Are primarily for physical activity.
Provide for inclement weather.
Are safe and regularly inspected.
Are kept clean and maintained.
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Include sanitary locker rooms, individual
showers, easily accessible drinking water.
Have enough space for all students to move at
same time.
Have good ventilation.
Allow instruction to take place (e.g., proper
sound, lighting).
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Current Technology . . .
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Examples
Computers, software, CD-ROMs
TV/VCR videotapes
Video digital cameras
Audio system, music CDs
Heart rate monitors
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Technology should
regularly augment curriculum
help students learn about physical activity
benefits and set goals
help teachers and students monitor skill
acquisition and personal fitness and
aid student critical thinking and problem-
solving development.
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Community Partnerships . . .
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Examples
Local national businesses
Fitness centers, dealers
Boys Girls Clubs, YMCAs
Community centers
Hospitals, clinics
Churches, synagogues
City parks and recreation departments
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Fitness center donates safe, used equipment
? High school thanks business through school
communications
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School allows community group to use gym evenings
weekends ? Community group helps fund gym
renovations or maintenance
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Fitness equipment dealer welcomes visiting
students ? Students learn to be better fitness
product consumers
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Local healthcare clinic association sponsors
family fitness nights at school in exchange for
good PR ? School charges nominal fee to raise
money for improved facilities and more PE
equipment
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Volunteers from a local senior citizens center or
high school child development class work one on
one with elementary students to improve movement
skills through feedback (e.g., using
teacher-developed rubrics).
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All partners must benefit for partnerships to be
sustained. . . . sustainable partnerships require
conscientious nurturing. It has to be someones
job to focus on measurable results and to report
to a person or a body with real power.
Educational Leadership, March 2000
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QualityPhysical Education Needs Your Support .
. .
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Funding for this program was provided by PE4Life
(www.PE4LIFE.org) andHuman Kinetics Publishers
(www.humankinetics.com) Content support was
provided by The National Association for Sport
and Physical Education (NASPE) www.aahperd.org/nas
pe