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Chapter 1
The Value and Purpose of Physical Education for Children
Group Discussion
Why do children need physical education at school?
Create a list of four things that your elementary program would emphasize in physical education
Did you like physical education when you were in elementary school? Why or why not?
Key Points
Children have an innate desire to move
We need to keep that desire alive by offering opportunities for learning, success and enjoyment of physical activity
The Purpose of Physical Education
Guide Youngsters
in the Process
of Becoming
Physically Active and Healthy
for a Lifetime
Key Points
Ideally children should be taught by a specialist possessing an extensive background in children’s physical education.
National Standards for Physical Education, (NASPE, 2004) define the purpose of a quality program as enabling students to leave school being “physically educated”
The Six Content Standards for Physical Education from the National Standards for Physical Education
A Physically Educated Person:1. Demonstrates competency in motor skills and
movement patterns needed to perform a variety of physical activities
2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities
3. Participates regularly in physical activity
The Six Content Standards for Physical Education (cont)
A Physically Educated Person:4. Achieves and maintains a health-enhancing level of
physical fitness
5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings
6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction
Benefits of a Quality Physical Education Program
1. Health benefits associated with physical activity and regular participation in physical activity
2. Skill development3. Improved physical fitness4. Reinforcement of other subjects5. Self-discipline6. Goal setting7. Leadership and cooperation8. Enhanced self efficacy9. Stress reduction
10. Strengthening peer relationships
Key Points
Consequences of being physically uneducated include having unpleasant memories of physical education experiences and lacking an understanding about what physical activity is
Since most children love movement, the challenge to the physical educator is to keep alive the childhood urge to move so that as individuals move into adult years the desire to be physically active is still present
Key Points
A positive, quality physical education program is:
Developmentally appropriate Instructionally appropriate Specific to the children being served
Developmentally Appropriate and Instructionally Appropriate Physical Education
Developmentally Appropriate Recognizes and promotes children’s changing capacity to
move Takes into consideration individual characteristics of
children, such as level of development, prior movement experiences, fitness and skill levels, body size and age
Instructionally Appropriate Uses best practices that are derived from current research
and from experiences teaching children Provides a program that maximizes children’s opportunities
to learn and to be successful
Characteristics of a positive, quality program
Time - at least 150 minutes a week
Class size - same as the regular classroom
Sequential, developmental curriculum - scope and sequence of curriculum connected to past and future lessons and children's developmental levels
Minimum of 50% moderate to vigorous Activity (MVPA) during each lesson
Practice opportunities - many opportunities to practice skill/concept being taught
Characteristics of a positive, quality program (cont)
High rates of success - for children at all ability levels
Positive developmental environment - children should feel emotionally safe in the physical education environment
Teacher background - ideally, the teacher should have extensive background in content and pedagogy of physical education
Realistic expectations - if time is limited for physical education, teachers set realistic goals to help develop motor skills so that children can successfully participate in physical activities
Characteristics of a positive, quality program (cont)
Adequate equipment and facilities - ideally, a variety of equipment for all children and both indoor an outdoor facilities
Enjoyable - learning should be fun!
Emphasize the psychomotor domain, but also focus on the cognitive and affective domains
Vignette #1
The PE teacher, Ms. Jones, likes basketball and is the assistant coach at the middle school. She spends 6 weeks each year on a basketball unit with the 4th and 5th grade students. The unit includes skill drills the first week and then teams playing 5 on 5, with a round robin tournament the last week.
Vignette #2
Mr. Rader, a third grade classroom teacher, is responsible for providing physical education to his students at least 2 times a week. One day he plans 30 minutes of simple games, and the other day he gives ‘free time’ with a variety of manipulative equipment, such as balls, hoops, ropes, etc.
Vignette #3 Two classroom teachers ask the physical
education teacher to take both their classes at the same time on Fridays for 4 weeks so that they can have a planning time together. The classes would be in a small multipurpose room. Mr. Smith doesn’t know what they are planning together, only that it is an interdisciplinary school project.
Small Group Work
Write a mission statement for your elementary physical education program
Present your mission statement to the class
Chapter 2
The Skill Theme Approach
Key Points
Skill Themes are: Fundamental movements, later modified into more
specialized patterns upon which more complex activities/sports are built.
The Skill Theme Approach is a way of teaching physical education that:
• Is organized around Skill Themes and Movement concepts
Key Points
Important motor development principles:
Children develop at different rates
Age does not predict motor ability
Children develop motor skills naturally through play
Skillfulness is a result of practice, not gender or heredity
The Curriculum Diamond
Key Points
Curriculum Diamond
Suggests the development of a broad foundation of movement
forms at the elementary and middle school level focus on proficiency in few movements at high
school
Key Points
Elementary Level Focus: To help children acquire the
fundamental competencies:• First focus on developing movement concepts
– Space awareness– Effort– Relationships
• Then focus on developing skill themes– Manipulative skills– Locomotor skills– Non-manipulative skills
Active Learning Time
Generate a list of sports/physical activities taught in physical education.
Choose four different sports/activities List all of the psychomotor skills necessary to
successfully participate What psychomotor skills do these
sports/activities have in common?
Key Points
Skill theme approach Emphasizes helping children develop skill competencies
that enable them to participate successfully with enjoyment.
Provides different tasks based on children’s ability Four skill levels: precontrol, control, utilization,
proficiency
Focuses on children learning the critical elements of a skill.
Key Points
Additional Skill Theme Approach qualities:
Emphasizes both cognitive and affective domains by helping children understand the “how’s” and “why’s” of movement and giving them opportunities to feel good about themselves and others
Skill themes may be revisited throughout the school year many times
Comparing the Skill Theme Approach with the Traditional Method of Teaching Physical Education
Scope and sequence is designed to teach skills in preset “units” of three weeks, six weeks, etc
Scope and sequence is designed to reflect the needs and interests of the students over a period of years (i.e.,K-5)
Primary emphasis on providing learning experiences that are based on the child’s age or grade
Primary emphasis on providing learning experiences that are appropriate for the developmental level of the individual child
Primary emphasis on teaching children games, dances, and gymnastics without regard to skill acquisition.
Primary emphasis on fundamental motor skill acquisition and competency
Traditional MethodSkill Theme Approach
Practical Application Using the skill theme of dribbling a
ball, how could a teacher adjust the activity to be ‘developmentally appropriate’ for children of varying ability levels?