ch 1 Teaching Physical Education: An Orientation

How do I achieve professionalism?

-By being prepared and achieving the standards that are set for beginning teachers

How we teach is just as important as what we teach

-If you want students to lead a physically active lifestyle outside of your class and as adults, you will teach differently than if you want them only to know that physical activity is good for them. kids are usually motivated to move at younger ages. as they get older they are less active. apart of that is a lack of a quality physical education, knowing the why and the how. maybe because the athletes are setup to succeed.

Teaching as a Goal-Oriented Activity

-Instruction is guided by a long-term plan for student outcomes called the curriculum. *before the year starts you should have plan for the year, you should have your major outcomes. Then you can use backward design . To work from the end. That allows me each day to progress. That way by the end of the year they are ready to advance to the next grade. -This is where teachers should begin -You should consider what should and should not be included -You need to justify what is included - how? -Standards! Benchmarks! (ex. Is what you want to include possible?) NOTE: Always consider if you can structure activities so that they will improve physical fitness

Choosing the Instructional Process to Meet the Goal

-Meeting Cognitive, Affective, and Social goals can be more challenging than one might think -Engaging students in activities that have the potential to make a positive contribution to affective, cognitive, and social goals does not ensure that these goals are met. *give them information on why they should appreciate *explain what muscles are being worked while they are exercising. *explain to them what sportsmanship is about and why its important. -Meaning, students need to be in environments where goals/objectives that focus on fair play, problem solving, and the development of positive self-concepts, etc. are attainable. What is not taught is often not learned - we must understand that putting students in pairs or teams does not necessarily lead to an understanding of the above. *goals need to be achieveable and attainable otherwise kids may become too cool for school

Instructional Process: Movement Task-Student Response Unit of Analysis

1. presentation of the task/organizational arrangements for the task (you set up whatever way you want the task to look, you explain the activity) 2. movement task (how we want the student to move) they perform the task 3. student response to task -are they doing it correctly? is it too easy? 4. teach observation of response/teacher redesign of task

Consequences of Physical Inactivity

Physical inactivity can Lead to energy imbalance (e.g., expend less energy through physical activity than consumed through diet) and can increase the risk of becoming overweight or obese. Increase the risk of factors for cardiovascular disease, including hyperlipidemia (e.g., high cholesterol and triglyceride levels), high blood pressure, obesity, and insulin resistance and glucose intolerance. Increase the risk for developing type 2 diabetes. Increase the risk for developing breast, colon, endometrial, and lung cancers. Lead to low bone density, which in turn, leads to osteoporosis

Benefits of Health & Physical Education to Students

Positive relationship with academic achievement and test scores Positive association with attention, concentration and on-task behavior Encourages lifetime healthy habits Strategy for reducing childhood obesity Reduces discipline referrals and participation in high-risk behaviors file:///C:/Users/taylo/Downloads/PE%20+%20Health%20-%20FINAL%20PRINT.pdf

Educational goals for both curriculum and instruction are usually classified as one of the following:

Psychomotor Domain (gallop, kick, catch) Cognitive Domain (can explain, strategize, knowledge about what they're doing) Affective Domain (appreciation for the teacher, the activity) Social Domain (how you work with others, sportsmanship, cooperation, sharing for younger kids is a challenge)

Benefits of physical activity

Regular physical activity can help children and adolescents improve cardiorespiratory fitness, build strong bones and muscles, control weight, reduce symptoms of anxiety and depression, and reduce the risk of developing health conditions such as: Heart disease. Cancer. Type 2 diabetes. High blood pressure. Osteoporosis. Obesity.

Instruction is

a goal-oriented activity meaning that the process is meaningless unless it is designed with a clear goal regarding what the student will learn. (start with outcomes i.e. what do i want to achieve this year? in this unit?) (perhaps guided by standards), then create assessments, then create units/lessons)

Instructional Process: Pre and Post Lesson Routines

easier with elementary, the kids come out to you from the classroom teacher, they don't change, they just get out there, you do the warmup and do the activity you don't have to take roll because the teacher has it for you. in middle school there is a lot of supervision necessary.

teaching is a complex activity. Its goal is student learning. The teacher has primary responsibility for directing the teaching-learning process

if a student is not learning, the teacher must find an effective way to reach the student. Teachers need to design and redesign experiences for their students based on their pedagogic goals and their knowledge of the learner, the lesson content, and the teaching-learning process.

what about baseball?

if one student is swinging a bat and you have a line of kids watching (the line is too long) if a student is comfortable swinging they may take more swings then everyone else and feel embarrassed.

where is the educational value in dodge ball? who is most likely to enjoy and succeed at this game?

the people who get eliminated first are the ones who need the most practice. the most athletic succeed at this game.

Define a student learning outcome for each of the four domains

-Psychomotor - students will throw a ball accurately to a target on two out of three throws or students will be able to hold stretches for 15 seconds without bouncing or losing their balance -Cognitive - students will provide three cues related to throwing a ball to the teacher (ball by the ear, step with the opposite foot, follow through) or students will be able to define the five components of fitness -Affective - students will list reason why physical activity is valuable -Social - students will share equipment with their partner or maintain sportsmanship throughout the soccer game. *We try to meet multiple domains in lessons when possible

Instructional Process: Teaching Functions

-Teachers can effectively perform a teaching function in many appropriate ways -A specific way to teach cannot be prescribed because teachers must decide this based on: 1. Pedagogic intent 2. Knowledge of the students 3. Their own skills and characteristics When teachers perform teaching functions, they exhibit specific behaviors and employ specific methods Examples: -Demonstrations -Videos -Task Cards -Explanations

Teachers will have different views and opinions on how to best teach but what should be consistent is:

-Teachers make decisions based on long and short-term goals -In addition, as long as you are using appropriate practices, it is not how a teacher motivates his/her student but that they are motivated! It is ok to be yourself!

What defines a profession?

-The occupation requires extensive preparation and expertise. -Provides an essential service. -The occupation is provided a high amount of public trust. -Agreed upon set of standards that guide entry into the profession. -Accountability for performance comes from within the profession. -Occupational practice is rooted in a discipline. -Practice of the occupation is free from direct on-the-job supervision.

What does it mean to act professionally?

-To provide "state of the art" service and to maintain commitment throughout your career. -Past research suggests that a large number of PE teachers leave the profession in the first 5 years. -Why do you think this is the case? BECAUSE you are many times initially impacted by public perception (students, teachers, parents, principals, school boards, statewide, and national opinions, negative socialization, isolation, minimal expectations, coaching expectations, etc.) -Therefore, it is the job of the individual professional to maintain a high level of professionalism! Be a salesperson, you must sell what you do through your actions!

Instructional Process: Management and Content Behavior (Instruction)

-What are content behaviors (instructional tasks)? -These are important because they contribute directly to the movement task -What are management behaviors (managerial tasks)? -These are important because they create the learning environment

The truth about PE

-You will have to battle misconceptions about your career choice because people deem your job to be fun, easy, and something that coaches do during the day (which is why I feel you should avoid letting all the students call you coach). coaches are not the same thing as PE teachers. Math, english, history teachers are called Mr., Ms., or Mrs., if you are the PE teacher and they are calling you coach setting yourself apart from the education side of school, during PE I am Mr. Taylor. If I'm on the basketball court, or football field then its Coach Taylor. Coaches can be an English teacher who has taken all of the coach training and can coach football. That is not a good replacement for someone like myself as a physical education teacher that has the core classes of biomechanics, exercise physiology, I know information about sports psychology. How to deal with certain challenges that I will face when I am teaching to a class of individuals that have a plethora of differences from different disabilities, to some being very skilled at certain things, to some that are not. Coaches are very good at life skills at times and then preparing the student for that particular sport. As the physical educator I have the job of preparing the student for a lifetime of physical activity. Many times we don't play team sports and stuff like that when we get up to our 40s, We have to prepare them from little all the way through the lifespan with skills that will help them maintain a healthy lifestyle. There are schools that are trying to cut PE, some annually try to cut it. I need to argue for that. I have to make the argument of why I am a core subject and why a coach can't replace me.

Physical Activity Behaviors of Young People

Less than one-quarter (24%) of children 6 to 17 years of age participate in 60 minutes of physical activity every day. In 2017, only 26.1% of high school students participate in at least 60 minutes per day of physical activity on all 7 days of the previous week. In 2017, 51.1% of high school students participated in muscle strengthening exercises (e.g., push-ups, sit-ups, weight lifting) on 3 or more days during the previous week. In 2017, 51.7% of high school students attended physical education classes in an average week, and only 29.9% of high school students attended physical education classes daily. https://www.cdc.gov/healthyschools/physicalactivity/facts.htm

school board vs. PE teachers

School board 1.Isn't recess good enough? 2.Why can't athletics/marching band/ROTC replace PE? 3.We need more time for "core" subjects 4.There is still an obesity problem, why haven't you fixed that? 5.Funds are limited, we need to focus on the core PE Teachers 1. Well no it's not good enough, because recess is free activity for kids, some kids aren't even active in recess. The age of elementary when we look at something called the curriculum diamond, this is the place where we are providing the foundational skills that will allow them to participate in a variety physical activity skills as they get older. The PE teacher using skills such as the skill theme approach and approaches like that will provide students with ways to move that will prepare them for activities such as things they would do in the weight room, gymnastics, dance, team activities, individual dual sports. So we provide a foundation. 2. My job with my kinesiology background which many of these individual teachers that you would like to replace me with don't have, its not to get them in shape at that moment and then teach them that particular skill. and then just let them go. That is what they do, that's not what we do as physical educators. Physical literacy, confidence, and competence to be able to do a variety of physical activities and to be able to maintain fitness throughout your life. It's not something you attain and then you stop. You have to keep doing it throughout your life. Its just like you're balancing a checkout or being able to write a letter, somebody had to teach you those skills to be able to do that effectively same thing, physical education teachers prepare students for physical activity for life through the skills that they teach through class. 3. No one else in the school does what we do in getting the students ready to be physically active. 4. You may get kids two days a week, they go home, they eat whatever they want. What's the cheapest foods at times? its the bad food. You think about all of those challenges, you think about lack of activity of parents. We know socioeconomic status, education of parents sometimes feeds into them not being as knowledgeable not getting their kids as active. Its a cycle that occurs, right? i'm the person in the school that prepares them for a lifetime of physical activity and gives them the tools to be active, right? Also sometimes you can't really judge certain individuals by appearance we know that's not always going to be the case. 5. I agree, we do need to focus on the core, physical education is part of the core based on the arguments I just made. So let's focus on the core and fund PE.

So what's the difference between professionals and non-professionals?

Specialized - you provide a service that not just anyone can do!

And for Those That Don't Believe in PE, Supporting Research is Important

The Physical Activity Guidelines for Americans, 2nd edition recommend that children and adolescents ages 6 to 17 years do 60 minutes or more of moderate-to-vigorous physical activity daily