PED 2800 MID-TETM

Physical Literacy

"The ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person"

Maintain a safe environment by practicing foreseeability

(recognizing potential danger and immediately following up with appropriate action or behavior)

Teaching Practices That Demonstrate a Lack of Accountability

1) Allow team captains to pick students in front of the class 2) Use exercise as punishment 3) Solo performance may lead to embarrassment 4) Use of inappropriate games

Four Components of Inappropriate Games

1) Elimination 2) Poor time-on-task 3) No objective 4) Causes embarrassment 5) Unsafe

Safety and Liability (legal responsibility that can be enforced by a court)

1) P.E. carries a high risk for injuries 2) we live in a litigious society 3) teachers act in "loco parentis" 4) negligence- (type of tort or legal wrong that results in physical injury or damage to a persons' reputation or property) can be cited if accepted standard of care or conduct is not provided a. nonfeasance - failure to do something that should have been done - leave students unattended - not teaching the proper technique - note removing hazards from play area b. misfeasance - teachers actions are incorrect - Teach a skill incorrectly - inadequate space for safety c. malfeasance - harm or injury results from doing something illegal - punishing a student with physical for force

Reasons P.E. teachers may prefer coaching over teaching

1) Team size manageable 2) Better facilities 3) Newer equipment and more plentiful 4) More positive attitudes and higher motivation 5) More recognition - community and state awards and titles

Teaching Duties

1) lesson planning 2) creating or revising plans 3) create class materials 4) maintain a safe environment 5) contact parents and guardians 6) maintain and order equipment 7) develop assessment criteria and tests 8) grade assignments and tests 9) attend teacher meetings 10) write referrals and reports 11) being a positive role model a. model healthy attitudes, behaviors, and values b. students will note preparedness, skill level, clothing, and fitness level c. never use sarcasm with young children

Nonteaching Duties

1) perform bus, hall, lunch, and/or study hall duties 2) coach 3) attend in-service workshops and conferences 4) advocate for P.E. a. Parent-Teacher Night b. host Jump For Heart type events c. involve the community 5) do committee work 6) stay current with professional literature 7) run before and after-school programs and tournaments 8) Advocate children's health needs on a P.E. website

3 Global Issues that affected physical education

1) the potential shortage of teacher preparation programs 2) e-learning 3) No Child Left Behind legislation

Challenges for a P.E. Teacher

1.)limited equipment or gym space 2) large class size 3) unfavorable perceptions of P.E. 4) possible issue when assuming dual role of teacher and coach

Four Phases of Skill Theme Approach

1.Basic skill: mastery and achievement of the critical elements of the skill and the cognitive understanding of the concept that is developmentally appropriate for students (e.g., dribbling in self-space) 2.Combinations: addition of other skills and concepts to the basic skill (e.g., combining dribbling with directions or pathways) 3.Skill in contexts: skills, movements, and combinations performed in a variety of contexts to enhance learning opportunities for application (e.g., dribbling to the beat of the music or against defense) 4.Culminating activity: application of the skill theme and concepts in a culminating event within the areas of games, sports, dance, or gymnastics

Three Content Strands

1.Personal dimensions of physical activity and sport: Students explore themselves and their personal lives before investigating the community and world around them. 2.Sport and physical activity in the school and local community: Students do some research and investigate a variety of resources to learn about the sports and physical activities that are offered at their school as well as their surrounding community. 3.Physical activity and sport in the wider society: Students learn what is being conveyed in the media from local, national, and global perspectives and how to be critical consumers of the information and messages that are being delivered through a large variety of media outlets.

Five Levels of TPSR:Teaching Personal and Social Responsibility

1.Respecting the rights and feelings of others (personal responsibility) 2.Effort and cooperation (personal responsibility) 3.Self-direction (personal responsibility) 4.Helping others and leadership (social responsibility) 5.Taking TPSR outside the gym (social responsibility)

National Physical Education Standards (continued)

1.Skilled movements 2.Movement knowledge 3.Physically active lifestyle 4.Personal fitness 5.Personal and social responsibility 6.Value physical activity -1: Skilled movements Demonstrates competency in motor skills and movement patterns to perform a variety of physical activities. 2: Movement knowledge Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performance of physical activities. 3: Physically active lifestyle Participates regularly in physical activity. 4: Personal fitness Achieves and maintains a health-enhancing level of physical fitness. 5: Personal and social responsibility Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6: Value physical activity Values physical activity for health, enjoyment, challenge, self-expression and social interaction.

What grade to get an A

A: 940-1000

You need a B- or better to pass

B+ 870 - 899.9 B 840 - 869.9 B- 800 - 839.9

Behavior Management Strategies

Implement Waiting Techniques proximity control, verbal prompts, wait-time, ignore with purpose • Use Positive Behavior Management pinpointing • Enforce rules and consequences 1st - warning, 2nd - time-out, 3rd - call parents Be consistent and fair • Give students responsibilities • Hold individual conferences • Offer external rewards - Premark principle • Prevent fighting

Why do students misbehave?

Personal issues • Poorly designed instruction • Teacher behavior • Avoidance of failure

Physical Education and Academic Performance

Research indicates the following: •Decreasing (or eliminating) the time allotted for physical education in favor of traditional academic subjects does not lead to improved academic performance. •Increasing the number of minutes that students spend per week in physical education will not impede their academic achievement.

Who Is Physically Literate?

SHAPE America (2014)—Physically literate individuals are those who •have learned the skills necessary to perform a variety of physical activities, •know how to perform physically and understand the implications and benefits of involvement in physical activities, •participate regularly in physical activity and are physically fit, •respect themselves and others in physical activity settings, and •value physical activity and its contributions to a healthful lifestyle.

How do teachers encourage misbehavior?

Talking over students • Rushing around • Answering call-outs • Continuing with the lesson when students are inattentive • Body language, tone, sarcasm • Classroom clutter

TPSR

Teaching Personal and Social Responsibility

PETE

The physical education teacher education (PETE)

Instruction

a. adjust or modify lessons b. group students according to size, skills, or experience when contact is involved c. provide accurate techniques d. provide safe space e. teach appropriate sequence of skills f. instruct students in appropriate use of equipment g. warn students of possible danger

Transportation and Field Trips

a. any off-campus field trip needs to be admin and board approved b. must obtain written parental consent c. never transport students in your own car d. some teachers purchase personal liability insurance (school district usually offers some protection)

Personal and Social Responsibility

a. based on 5 levels: respecting the rights and feelings of others, cooperation and effort, self-direction, helping others and leadership, and taking it outside the gym b. students assume more responsibility for their personal and social development in physical activity settings both inside and outside school c. appropriate for elementary, middle and high school

Sport Education Model

a. became popular in the 1990s b. provides students with the opportunity to experience the multifaceted aspects of sports - player, coach, manager, and official c. students develop skills and learn how to play the game while being members of a team d. appropriate for 3rd grade and higher, middle, and high school

Skill Theme Approach

a. began in 1970s b. develops competence in fundamental movement skills and concepts c. locomotor, nonlocomotor,and manipulative skills are taught within games and sport, gymnastics, and dance d. progresses from simple to complex (basic skill, combinations, skill in contexts, and culminating event e. appropriate for elementary grades

Tactical Games Approach

a. developed in the latter 1990s b. focuses on helping students understand the tactics, or strategies of how to plan the game, more so than the physical skills needed c. appropriate for 2nd grade and higher, middle and high school

Fitness Education Model

a. developed to focus on improving health-related physical fitness components along with physical knowledge so students have skills to be physically active for a lifetime b. appropriate for middle and high school

Cultural Studies

a. develops knowledge to observe, analyze, and critique physical activity and sport issues and topics in a variety of contexts b. appropriate for middle and high school

Adventure Education

a. encourages holistic student involvement (physical, cognitive, social, and emotional) in a task that involves challenges and an uncertainty of the final outcome b. tasks involve challenges, trust, and cooperation c. appropriate for elementary, middle and high school

Outdoor Education

a. involves personal and group development, teamwork, trust and taking risks and challenges within a natural setting in the outdoor environment b. rope courses, climbing walls, canoeing, kayaking, etc. c. appropriate for elementary, middle and high school

Facilities and Equipment

a. make sure facilities and playing areas are safe and free of potential hazards (wet gym floor, rocks, glass, etc.)

Supervision

a. never leave students unsupervised b. enforce and post safety rules c. keep all students in view d. monitor weather e. provide safety spotting f. supervise locker rooms

First Aid and Emergency Procedures

a. should hold current first aid and CPR certs - know medical conditions b. if incident occurs - send to nurse or trainer c. never give any meds - not even a Tylenol d. emergency plan should be established e. incident report needs to be filled out f. should have a stocked first aid kit g. know how to handle hazardous materials (bodily fluids)

Court must demonstrate

a. teacher had a legal duty to act in a certain way b. teacher breached that duty (usually nonfeasance and misfeasance) c. there was actual harm to the student d. teacher's negligence directly resulted in injury (proximate cause)

weekly assignments

due at 11:59 pm on Sunday

Behavior Management Safeguards

• Develop a routine Warm-up, do-now, effective stop signal, post the day's activities • Be organized and prepared Be over-prepared, transitions, plan teams ahead of time • Use effective instruction Time-on-task, keep explanations short, use stop signal, group quickly, maximize participation, avoid elimination type activities • Create a motivating environment Convey the value of teaching, promote intrinsic motivation - give choices, offer challenges, modify the environment, equipment or activity, encourage self- efficacy (perceived confidence in performing a certain skill) Develop and enforce class rules • Demonstrate With-It-Ness • Learn Names of your Students

Adventure Education (AEd)

•"Involves activities that encourage holistic student involvement in a task that involves challenges and an uncertainty of the final outcome. Activities are carefully sequenced to ensure student safety while allowing them to take ownership of their learning" (Dyson and Sutherland, 2015, p. 230). •All students can be involved, regardless of skill ability, at an extensive level in their learning process. •Focuses on the affective learning domain and aligns with Standards 4 and 5 of the National Standards.

Federal Mandates

•1972 Title IX (part of the Education Amendment Act) •1975 PL 94-142, Education for All Handicapped Children's Act •1990 Individuals With Disabilities Act (IDEA) •1991 No Child Left Behind (NCLB) Title IX: Equal sport and PE opportunities for females. It raised a number of issues in PE, such as coed classes. Public Law 94-142: Free and appropriate public education for all handicapped children. IDEA: changed terminology to include individuals with disabilities; also included the term least restrictive environment, which did not necessarily mean totally inclusive classrooms. NCLB: Schools had to show improvement in core subject areas, such as math, English, and reading. NCLB does not consider PE a core subject, which has created problems for many PE programs.

Physical Education Philosophy

•A teaching philosophy supports what you think and do. -Beliefs match what you practice and teach. -Quality PE programs are traced to solid teaching philosophies. •What is your teaching philosophy? -Eclectic: Assorted list of philosophical views

Outdoor Education

•Activities occur in a natural setting where people have no control over the environment and may encounter potentially hazardous situations. •Outdoor activities may include kayaking, canoeing, backpacking, hiking, cycling, orienteering, snowshoeing, and fishing. •Factors to consider when implementing outdoor education: -Students' skill development -Students' ability to be responsible -Equipment needs -Availability of natural habitats where such education can occur -Your expertise in the skill or activity

Important Events

•Adelphi conference in Brooklyn, 1885 -Association for the Advancement of PE (AAPE), the birth of the national organization •Boston conference, 1889 -What should be the focus of physical education? -Discussion and controversy about which system(s) to use lead to upcoming changes.

Problematic Trends (continued)

•Adults with more education are more likely to meet physical activity guidelines for aerobic activity than adults with less education. •Adults whose family income is above the poverty level are more likely to meet physical activity guidelines for aerobic activity than adults whose family income is at or near the poverty level (retrieved from www.cdc.gov/physicalactivity/data/facts.html).

Purpose and Benefits of PE: Affective Domain

•Affective domain -Development of positive physical activity attitudes and feelings •Benefits -Increases confidence and self-esteem -Natural psychological pick-me-up -Reduces stress, anxiety, and depression - Some people list three domains of learning: psychomotor, cognitive, and affective, whereas others split the affective domain to create four domains. This chapter splits the affective domain into the affective domain and the social domain.

CPE Model

•Aligns with Standard 3 of the National Standards. •Examples of fitness and wellness concepts that may be included in the unit of instruction are the health-related components of fitness, training principles, especially FITT (frequency, intensity, time, and type), components of a workout, body types, muscles groups, types of training and workouts, nutrition, importance of sleep, and hydration.

Problematic Trends

•American adolescents living in the South are less physically active than those living in the West, Northeast, and Midwest regions of the country, and this is also the case with adults. •More white adults (22.8 percent) meet physical activity guidelines for aerobic and muscle-strengthening activity than black adults (17.3 percent) and Hispanic adults (14.4 percent). •Men (52.1 percent) are more likely than women (42.6 percent) to meet physical activity guidelines for aerobic activity.

Philosophy Components

•Based on values -Meaning, relevance, and importance -Values from religion or spirituality (right and wrong) •Based on science -Logical outcomes and what makes sense -Past learning experiences and outcomes

Purpose and Benefits of PE: Psychomotor Domain (continued)

•Benefits -Reduces risk of some cancers -Strengthens bones and muscles -Increases mental health -Increases chance of living longer

Childhood Obesity Concerns

•Childhood obesity has more than doubled in children and quadrupled in adolescents in the past 30 years. •The percentage of children aged 6 to 11 years in the United States who were obese increased from 7 percent in 1980 to nearly 18 percent in 2012. Similarly, the percentage of adolescents aged 12 to 19 years who were obese increased from 5 percent to nearly 21 percent over the same period. •In 2012 more than one-third of children and adolescents were overweight or obese, overweight being defined as being above the 85th percentile on body mass index (BMI) and obese as above the 95th percentile.

Purpose and Benefits of PE: Cognitive Domain

•Cognitive domain -Development of thinking and knowledge-based skills •Benefits -Helps students become PE literate -Improves mental outcomes and functions -Higher fitness scores are associated with higher academic test scores -PE literate: Understanding terms and concepts related to movement, games, and fitness.

Record Keeping

•Component of sport literacy is for students to learn how to record statistics during formal competitions. •You decide what types of stats will be taken, but they should not be too complicated for students.

Fitness Education

•Concepts-based physical education (CPE) model emphasizes how students can optimize their health and be involved in classroom, laboratory, and physical activity experiences. •Philosophy of CPE: Students engage in a variety of physical activities at a frequency and intensity that results in maximum health benefits, learn the purpose and importance of participating in fitness and physical activities for a lifetime, and enhance their knowledge and understanding of how to develop and implement their own exercise plan (McConnell, 2015).

Sequence

•Content progressions -Skill progressions, flow or sequence of content in a lesson, unit plan, or curriculum

Scope

•Content, or subject matter -Techniques of a skill; content making up a lesson, unit, or curriculum

Daily Lesson Plan for TPSR

•Counseling time: Occurs at the beginning or end of the lesson to discuss with each student possible strengths and needs for improvement, expressing or reminding them that they are unique, have a voice that matters, and have the ability to make decisions (and empower themselves). •Awareness talks: Brief talks directly related to the five levels of personal and social responsibility. •Physical activity content: Physical activity is the medium through which you integrate teaching personal and social responsibility. •Group meetings: Students discuss how they felt about or viewed the lesson, give feedback on their peers' performance and behavior throughout the class, and offer their thoughts about your instruction and leadership in the lesson. •Reflection time: Students reflect and evaluate themselves based on the five levels of personal and social responsibility.

Overview of Curriculum Models

•Curriculum models are a focused, theme-based framework, or blueprint, about how to design and deliver a unit of instruction to students (Lund and Tannehill, 2015; Metzler, 2011). •Several factors can influence your selection of which curriculum model to use: your philosophy about physical education, the grade level of your students, unit focus, access to equipment and resources, your content knowledge, the learning domains you intend to focus on, and, most important, the standards and Grade-Level Outcomes you have selected for the focus of your unit.

Key Points

•Curriculum models are a focused, theme-based framework, or blueprint, about how you are going to design and deliver a unit of instruction to your students (Lund and Tannehill, 2015; Metzler, 2011). •Factors that can influence how you choose which curriculum model to use are your philosophy about physical education, grade level of students, unit focus, access to equipment and resources, your content knowledge, the learning domains you intend to focus on, and, most important, the standards and Grade-Level Outcomes you have selected for the focus of your unit. •Curriculum models in physical education are the skill theme approach, personal and social responsibility, tactical games, sport education, fitness education, adventure education, outdoor education, and cultural studies. •Each of these models has a specific purpose and clear focus on how to frame a unit of instruction. Each offers unique characteristics that can enhance students' learning across learning domains and National Standards.

Early 21st Century to Present:Issues and Concerns

•Decline of PETE programs -Physical education teacher education •E-learning and online PE classes for credit -22 states (43%) allow online PE credit • Finding value Connection between fitness and (1) academic scores, (2) attendance, and (3) disciplinary issues Physical education has consistently struggled with being valued in the educational system. The earlier ties (1990s) with "brain gym" and the current findings that link fitness to academic scores have helped teachers justify PE in school programs. •Optional PE credit for graduation -Interscholastic sports, JROTC, marching band, cheerleading •Fitness and obesity -After-school and community programs -Exergaming (active video) in PE -Curricular program shift to an emphasis on fitness States that offer PE credits to students taking part in outside activities discredit PE programs. The obesity epidemic has helped emphasize the value of PE in the overall educational program.

Sport Education Model (SEM)

•Designed to provide students with authentic experiences with the goal to develop competent, literate, and enthusiastic sportpersons (Siedentop, Hastie, and van der Mars, 2011).

ColonizationEarly 1600s to 1700s

•Early New England colonists -Puritan influence: Play was "snare of the devil" •Later colonization -Increased focus on education and play -Benjamin Franklin: Early proponent of physical activity for children -Thomas Jefferson: Physical exercise should be part of education Early New England colonists did not consider play to be important. Hard work and church were the cornerstones of society. As colonies developed, more time was available for developing schools and educational programs. The idea that play was important for children was beginning to take hold.

Early 20th Century, 1900 to 1930

•Early emphasis -The new physical education: Educate through the physical (develop the body, as well as the spirit and mind) •Leaders of the new physical education -Thomas Wood: Natural gymnastics Clark Hetherington: Believed education should address these areas: (1) organic, (2) psychomotor, (3) character, and (4) intellectualThe new physical education came about as a result of the educational philosophy of the time, which was influenced by John Dewey's social (progressive) education philosophy. Clark Hetherington believed that physical education should address the organic (development of vital organs through muscular training and nutrition); the psychomotor (enhancement of neuromuscular system and skilled movements); character (social and spiritual); and the intellectual (enhancement of natural incentives to learn).

American Systems and Leaders

•Emphasis -Modification of early systems and advancement in physical training and hygiene concepts •Catharine Beecher's system -Calisthenics for girls and women to help develop good posture, strength, and grace -Less rigorous without excessive use of apparatuses Movements to music Physical training for females was not considered appropriate at the time; however, in response to the poor health and condition of girls and women, Catharine Beecher developed her program to enhance the health of females (eventually leading to an "exercise" book for families). •Robert Roberts' system (YMCA) -Balance and symmetry of muscles -Importance of daily hygiene and physical activity •Dio Lewis' system: New gymnastics -Exercises for everyone using weighted beanbags, wooden rings, wands, dumbbells, and clubs Lighter weights and more repetitions Roberts' system emphasized the need for symmetry. He believed that the German and Swedish systems made men too strong in certain areas (i.e., chest and pectorals were so strong that men became hunched). The YMCA was an important establishment for developing physical training, along with enhancing moral and ethical character and providing a community for men. •Edward Hitchcock's system -Personalized hygiene program -Collected pre- and postanthropometric measurements •Dudley Sargent's system -Modified and developed exercise machines -Included individual remedial or corrective exercises Developed Harvard Summer School for PE Hitchcock was the director of the Department of Hygiene and Physical Culture at Amherst College in Massachusetts, the first of such departments. He required his students to engage in physical training four days a week. •Delphine Hanna -35 years at Oberlin College, Ohio -First woman to use anthropometric measurements and corrective procedures in her PE program -First woman appointed full professor in PE •Oberlin College -First college to offer a teacher prep program in PE for credit Delphine Hanna paved the way for future female physical educators at the university level. Many future leaders were taught by Delphine Hanna.

German (Turner) System of Gymnastics

•Emphasis: Developing strong, healthy men -Use of heavy handheld weights, calisthenics, and apparatuses (ropes, ladders, bars, rings, vaults) •Leaders -Charles Follen: First college gym at Harvard College -Francis Lieber: Opened first swimming pool -Charles Beck: Included PE as part of education program at the Round Hill School, Massachusetts Gymnastics was another term used to define physical training. The term does not refer to the gymnastics of today, although horses, parallel bars, and rings were among the training equipment used. Charles Beck is considered the first PE teacher in America.

Swedish System of Gymnastics

•Emphasis: Therapeutic approach -Develop heart and lungs through movement patterns -Hold movements on teacher's command •Leaders -Hartwig Nissen: Director for Boston schools -Nils Posse: Started the Posse Normal School -Amy Morris Homans: Director of Normal School of Gymnastics Normal schools were teacher training schools. Many colleges and universities of today started out as normal schools. The Swedish system of gymnastics focused on how the feet were positioned and how the body, arms, or legs changed position with each movement. It was similar to isometrics in that participants held a position for a time before moving on to the next position.

Traditional Philosophies: Realism

•Evidence and proof are important -Evidence-based curriculum programs -Test results and assessments •Learning progressions and process are important -Skill practice progressions lead to favorable outcomes. Product of Aristotle, the Greek philosopher. Something needs to be proven before it can be considered usable, good, or true. Assessment is important in this philosophy.

Culminating Event and Festivities

•Examples: championship in tournament play, Dancing with the Stars, Olympics, track and field or swimming meet, World Cup, Super Bowl. •Hold an awards ceremony at the conclusion of the event.

Traditional Philosophies: Pragmatism

•Experience is important -Learn by doing •Developing social skills is important -Work within a democratic society -Develop problem-solving skills -Use cooperative activities -The concept of learning by doing comes from John Dewey's progressive education philosophy. However, a pragmatic philosophy is more than just allowing students to play. Students learn content and skills by asking questions and experiencing movement (i.e., learn by doing).

Lesson Sequence

•Game 1: Expose the tactical problem by selecting a goal and designing game conditions that will allow students not only to figure out the problem but also to solve the problem. •Questioning: After students play game 1, call them in and engage in questioning to learn whether they have solved the problem.• Practice tasks: As with task progressions of skills and movements, you progress from simple to complex, ending in a task that is game-like. •Game 2: The goal is the same as in game 1, except you add other conditions to increase students' motivation to use the skill or movement they just practiced.

Why Is Physical Literacy Important?

•Health and fitness concerns of the population, especially inadequate physical activity levels. •Alarming health statistics for children and adolescents. •Physical activity is positively related to -thinking, learning, and judgment skills; -stress reduction; -decreased risk of depression; and -sleep patterns (CDC, 2014).

Tactical Frameworks

•Identify the tactical problems that are relevant for students to learn to improve their game performance both by increasing their tactical awareness and by developing and executing skills that solve the tactical problem. •Tactical problems include -on-the-ball skills (skills used when the player has the ball or implement) and -off-the-ball movements (skills or movements used when the player does not have the ball or implement) that you intend to teach throughout your unit.

Traditional Philosophies: Naturalism

•Individual (natural) development is important -Based on personal interests and maturity •Mind and body experiences are important -Allows children to explore movements and select equipment to use according to their level of readiness Product of Jean-Jacques Rousseau. The teacher is more of a supervisor, setting up a lesson or environment for students to explore.

Traditional Philosophies: Existentialism

•Individual learning process is most important -Learning is up to the student -Students select what they want to learn about •Learning about oneself is most important -Student choices and consequences help develop responsibility Product of Jean-Paul Sartre (early 1900s). Socialization is not part of this philosophy; it is all about the individual.

Four Themes of TPSR

•Integration: You need to integrate TPSR within lessons that focus on some form of physical activity. •Transfer: Aligns with level 5 in that students are able to be personally and socially responsible in contexts other than physical education, whether that is at recess or on the playground, on sports teams, at home, or at a friend's house. ••Empowerment: You first need to create spaces and opportunities to place students in an empowering situation where they can make their own choices. Students then need to be responsible for making appropriate choices about how they want to treat themselves as well as how they treat others. •Teacher-student relationship: Establishing rapport and developing a respectful relationship with your students is exceedingly important and valuable when trying to establish a safe, positive, and equitable learning environment for all students.

Mid-20th Century, 1930 to 1970

•Issues -Poor fitness levels of military -Poor fitness levels of school-aged children (Kraus-Weber tests) •Fitness tests in PE programs -Youth fitness test by AAHPER, 1957 -President's Physical Fitness Award Program, 1966 Kraus-Weber tests consisted of simple flexibility assessments of the low back and the flexibility and strength of abdominals. Results led to recommendations of regular physical activity and intervals of fitness testing. They resulted in a renewed belief in the importance of PE in school programs.

Influential Leaders

•Jay Nash -Outdoor education and recreation •Rosalind Cassidy -Movement education for children •Charles McCoy -Substantial research in physical education -Impetus for future changes

Traditional Philosophies: Idealism

•Knowledge is important -Teach the whys; teach the content -Physical activity is a secondary focus •Character development is important -Develop moral and spiritual values -Shape students to be the best they can be -Product of Plato, the Greek philosopher. Truth is generated from what science has shown to be true.

Development of Teaching Models

•Movement education model -Explore and refine fundamental movements •Concepts-based model -Movement learned through subdiscipline concepts •Responsibility model -Don Hellison Responsibility levels for students to achieve Eleanor Metheny was influential in developing the movement education model. Don Hellison's responsibility model was first developed to enhance social skills, especially for students at risk (e.g., troubled inner-city students). The levels of responsibility address learning to respect others by controlling one's emotions, participating in class, being able to work independently of the teacher, and helping others. •Sport education model -Experience multifaceted aspects of sports •Tactical games model -Learn games through understanding of strategies •Cooperative models -Group initiatives, ropes courses, outdoor adventure education Daryl Siedentop was instrumental in sport education. The tactical games concept came to the United States by way of England. •Fitness education model -Health-related fitness emphasis •Fitness-related programs and testing -Fitness for Life, by Charles Corbin -PE4life, Developed by Phil Lawler -SPARK: Sports, Play, and Active Recreation for Kids -Fitnessgram: Criterion-referenced fitness tests A health-related emphasis addresses cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition. Fitness for Life is a book written for secondary-level students in PE. PE4life is a health and wellness−based program that addresses the needs of all students, not just the physically gifted. SPARK is a research-based program to help improve the quality of physical activity, fitness, and children's health. Fitnessgram was developed to identify a criterion-based level of performance, the healthy fitness zones. Previous fitness tests were norm based (i.e., based on percentiles). Eventually, the President's Physical Fitness Tests included criterion-referenced standards.

Philosophical Ties With PE History

•Nationalistic philosophy •Muscular Christianity •New physical education •Playground and recreation movement •Fitness movement -Nationalistic philosophy: The early systems (German and Swedish) helped unite a nation in developing strong and fit men for military service Muscular Christianity: Part of the purpose of the YMCAs (Robert Roberts) is to use sports and fitness as a way to develop the moral, mental, and religious qualities of men. New physical education: Part of the progressive (naturalistic) educational movement (child-centered approach). Fitness movement: Began in 1970 and continued into the 1980s to the present day.

Social Justice Issues to Address

•Numerous curriculum models such as skill themes, sport education, and personal and social responsibility minimize the public display of student performance and reduce the focus on students' skill ability. •Curriculum models such as cultural studies, tactical games, and adventure education address or have the ability to alleviate students' body issues in physical education class.

Physical Education

•Physical activity is NOT physical education. •Physical activity -Any bodily movement that increases energy expenditure and enhances fitness •Physical education -A process of learning that uses physical activity as the catalyst - Students need to know the difference between physical activity and physical education, and they need to be able to explain the difference to their students, parents of their students, and lawmakers.

Trends

•Physical education emphases − Sports, recreation, and lifetime activities •Leaders were more likely to have PhDs and EdDs than to be medical doctors (MDs) •Advancement in research and fitness

Early American PeriodMid-1700s to 1900

•Physical training and hygiene (health) -Early emphasis, especially for men •Development of systems -German (Turner) system -Swedish system -American systems Physical training and physical culture were the terms used for fitness, whereas hygiene was the term used for health. These concepts were applied to men: the focus was on keeping men strong so they could work hard.

Trends

•Playground movement -Luther Gulick: Outdoor and recreational education programs •More four-year teacher prep programs •Prevalence of sports, games, and dance in PE programs •Increased scientific study of the effects of physical training Gulick was a leader in the playground movement. He was a strong advocate of recreation and was instrumental in the development of many early programs such as the Playground Association of America, Boy Scouts, and Camp Fire Girls, and established programs in the YMCA.

Late 20th Century, 1970 to 2000

•Pressure for educational accountability -NASPE National Standards for PE, 1995 •Shift to academic focus -Emergence of subdisciplines, more course offerings, and department name changes •AAHPERD -Dance was added to the Alliance in 1979 The traditional PE programs (preparing students to become PE teachers) were changing. Students could study other subdisciplines such as motor learning, exercise physiology, biomechanics, and sport psychology, which did not reflect the traditional name of physical education. Thus, departments changed names (e.g., Department of Kinesiology; Department of Physical Activity). Professional organizations also began to change names to reflect the changing nature of subdisciplines, and many new specialized organizations were created.

Terms Associated With AEd

•Project adventure: based on the philosophical concepts of challenge, cooperation, risk, trust, and problem solving •Adventure-based learning: emphasizes the process that students encounter during a sequencing of cooperative activities, initiative problems, or challenge tasks •Experiential learning: the process by which students are given the opportunity to reflect on and make meaning of the experiences they encounter in physical education with their personal lives

Purpose and Benefits of PE: Psychomotor Domain

•Psychomotor domain -Development of neuromuscular and fitness skills -Unique to physical education •Benefits -Helps control weight -Reduces risk of cardiovascular diseases Reduces risk of type 2 diabetes

National Physical Education Standards of NAPSE

•Purpose of physical education -Develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthy physical activity •Standards -Specific to grade spans: K-2; 3-5; 6-8; 9-12 Addresses three learning domains -NASPE (National Association for Sports and Physical Education) standards were developed in 1995. They reflect the three domains of learning (psychomotor, cognitive, and affective).

Games Classification System

•Purpose: transfer of knowledge occurs across games with similar games tactics •Four games categories: -Invasion games (basketball, soccer) -Net and wall games (volleyball, pickleball) -Striking and fielding games (softball, cricket) -Target games (golf, bowling)

Five Components of AEd

•Sequence and flow of activities •Experiential cycle •Full-value contract •Challenge by choice •Teacher in the role of facilitator

Levels of Tactical Complexity

•Sequence the tactical problems from simple to complex from start to end of the unit of instruction. •Allows you to plan developmentally appropriate content for students.

Purpose and Benefits of PE: Social Domain

•Social domain -Development of appropriate social skills, such as teamwork, fair play, and cooperation •Benefits -Enhances positive social interactions -Enhances appropriate game-play etiquette -Develops good sporting behaviors

Concerns for Social Justice

•Social justice: "The protection of equal access to liberties, rights, and opportunities, as well as taking care of the least advantaged members of society." •Physical education is an environment in which success, failure, and ability levels are public and immediately obvious—and threatening for some! •All children must have equal access and opportunity to be physically active in a physically and emotionally safe environment, regardless of race, ethnicity, ability, gender, or sexual orientation.

National Standards for K-12 Physical Education (SHAPE America, 2014)

•Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. •Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. •Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. •Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. •Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Team Affiliation

•Students are placed on mixed-ability teams at the start of the season and remain on the same teams throughout the season. •Strategies to develop team affiliation: Students play with their team in class after class and form an identity for their team by creating team posters, selecting a team color and name, and coming up with a team cheer.

Roles and Responsibilities

•Students get to assume other roles and responsibilities that are part of sports and games besides being a player. •Examples of some roles are head coach, assistant coach, equipment manager, fitness trainer, scorekeeper, and official or referee.

Skills and Competencies Needed

•Technical—orienteering, belaying •Outdoor living—cooking, sanitation •Safety—inspecting and repairing equipment, emergency procedures •Environmental—trail etiquette, leave no trace •Organizational—planning routes, arranging transportation •Instructional—developing teaching progressions •Facilitation—resolving conflicts, fostering productive group environments •Leadership—sharing decisions, providing opportunities for using good judgment •Environmental ethics—developing and applying appropriate standards of outdoor ethics

Skill Theme Approach

•The developmental model for curriculum development at the elementary level (Holt/Hale, 2015) •Based on movement skills and concepts that can be taught within a variety of games, sports, gymnastics, and dance (Graham, Holt/Hale, and Parker, 2012; Holt/Hale, 2015) •Centers on the psychomotor and cognitive learning domains and aligns directly with Standards 1 and 2

Cultural Studies (CS)

•The purpose is for students to develop as literate and critical consumers of sport, physical activity, and physical cultures (O'Sullivan, Kinchin, and Enright, 2015). •Students engage in some form of physical activity while simultaneously participating in "a critical analysis of the role and meaning of human movement in their lives, in their school and community, and in the wider society" (O'Sullivan et al., 2015). •Aligns directly with some of the Standard 5 Grade-Level Outcomes for middle and high school students. •You expose sociocultural issues and explicitly educate students so that they, too, can identify and address socially unjust situations and contexts in sport and physical activity.

Sport Seasons and Formal Competition

•Units of instruction, or sport seasons, last approximately 10 to 12 class sessions at the elementary level and 18 to 20 sessions at the middle and high school levels. •Students engage in a variety of formal competitions, such as a preseason, regular season, and tournament play.

Tactical Games Model (TGM)

•Used when teaching sport-related games, because it is a problem-solving approach to games teaching. •The focus of the model is the simultaneous development of skill acquisition and tactical awareness. •The goal of TGM is to increase students' interest and excitement about games by providing learning opportunities to develop and improve students' skill execution, tactical awareness, and overall game performance (Mitchell, Oslin, and Griffin, 2013; Wuest and Fisette, 2014).

Personal and Social Responsibility

•Uses sport, exercise, and physical activity as the medium through which children learn how to take more responsibility for their own well-being as well as to be more sensitive and responsive to the well-being of others. •The focus of personal and social responsibility aligns nicely with the affective domain, Standard 4, and the specific Grade-Level Outcomes; a model and a standard that can be implemented across all grade levels.

Philosophy of Physical Education

•What is philosophy? -Your beliefs and thoughts about what is true •Why is it important? -Provides instructional focus and direction in understanding the purpose and role of physical education -Helps shape teaching values and clarify areas of emphasis