Chapter 1 notes
True Physical education is a quality instructional program conducted by a physical education specialists.
Approaches that have influenced the course of elementary school physical education:
Movement education- Emphasis on structured calisthenics was replaced with teaching fitness.
Perceptual-motor programs - Programs that emphasized stages of physical development that were believed to affect academic performance.
Conceptual learning- The application of abstract ideas such as near and far, weak and strong, and high and low are learned through physical activities.
Value & attitude development (Affective domain learning)- An emphasis is placed on student values, feelings, beliefs, and judgments in physical education classes.
Two laws impact physical education programs throughout the U.S.:
Title IX: Equal opportunity for sexes
Law based on the principle that students should not be denied access to
participation on the basis of gender.
PL 94-142: Equal rights for students
with disabilities
Law that grants all youngsters the right to a free and public education
which must occur in the least restrictive educational environment possible.
Mainstreaming- term used to identify the practice of placing children
with disabilities in classrooms with able children.
An Individualized Educational Program (IEP) for each disabled student is
required.
contemporary social influences include a nationwide concern for wellness, a demand to return to the "basics", and a focus on physical activity.
Content Standards
Agreed-upon standards are the framework of a program.
Standards determine the focus and direction of instruction.
They specify what students should know and be able to perform.
Quality programs are driven by standards that move children toward high-level achievement.
Standard 1 -- Refine Motor Skills and Movement Competence using the following skills:
Movement Concepts Skills- Designed to give children increased awareness of body and space awareness, qualities of movement, and relationships.
Fundamental Motor Skills- Skills needed to function fully in the environment.
Locomotor- Skills used to move the body from one place to atother.
Nonlocomotor- Skills that are performed in place (stretching, twisting).
Manipulative- The handling of some type of object.
Specialized Motor Skill
Body Management- Efficient movement of the body.
Rhythmic Movement- Involves motion with a regular and predictable pattern.
Gymnastic- Developing body management without the need for equipment and apparatus.
Game- Developing skills that can be applied in a specific way.
Sport- Involves the learning of skills and practice of those skills through "drills".
Standard 2 -- Monitor and Maintain Physical Fitness -- Students should:
Participate in at least 60 minutes of physical activity
Participate in daily activity
Spend a portion of class time on fitness
Understand the basic facts of fitness
Learn how to personally evaluate fitness levels
Standard 3 -- Understand Human Movement Principles -- Students should:
Understand basic vocabulary
Be taught to be self-directed learners
Evaluate their performance and self-correct skill technique
Understand simple motor learning principles
Standard 4 -- Develop Lifestyle Habits that Foster Wellness -- Students should:
Be able to explain why physical activity is important to health
Be able to make meaningful decisions about personal wellness
Understand simple principles about
Nutrition
Stress
Substance abuse
Moderation is key to a healthy lifestyle.
Standard 5 -- Enjoy a Lifetime of Physical Activity -- Students should:
Show a willingness to try different activities.
Understand that lifetime activities must be enjoyable.
Factors that influence activity:
Psychological
Social
Physical
Environmental
Biological
Active children become active adults.
Standard 6 -- Develop Quality Social Skills Through Physical Activity:
Participation
Cooperation
Competition
Tolerance
Citizenship
Fair play
Listening
Empathy
Standard 7 -- Exhibit Responsible Behavior -- Students should:
Behave in a manner that doesn’t negatively impact others
Follow rules and procedures
Behave in a caring manner toward all peers
Accept consequences for behavior
Behavior occurs in a hierarchy from irresponsible to caring.
Cooperation precedes the development of competition.
Essential components of a quality program:
It should be organized around content standards.
A quality program is driven by a set of content standards.
Standards are defined by a number of competencies youngsters should accomplish.
Standards are measurable so that progress can be assessed.
It should be student-centered.
The program should be appropriate to the youngsters physical and emotional development.
Success for all students can stimulate student motivation.
Positive reinforcement can enhance student learning.
Physical activity and motor skill development are the core of the program.
Physical education is the only place in the school curriculum the instruction of motor skills exists.
Focus on physical development is vitally important.
It should teach management skills
Evaluation of a class is usually based on how students behave.
Effective classroom management brings credibility to a program.
Students learn self-discipline through effective physical education classrooms.
It should provide for the inclusion of all students.
Instruction is for those who need it the most (unskilled).
Instruction designed to meet needs of lower 70% of class can provide a positive experience for all.
It should focus on process of learning.
Performing skill correctly is more important than the outcome of the skill.
Learn proper techniques first, then focus on the product of the skill.
It should Teach lifetime activities.
Quality physical education programs prepare youngsters for adult activities.
Walking is most popular adulthood activity.
It should teach cooperation and responsibility.
Cooperation skills should precede competition skills.
Physical education is effective place for learning responsibility because it is observable by others.