A Contemporary Mission for Physical Education
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Transcript of A Contemporary Mission for Physical Education
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A Contemporary Mission forPhysical Education
Foundations of HR Fitness:Based on the work of Pate, R.R., & Hohn, R.C. (Eds.) (1994). Health and fitness through physical education. Champaign, IL: Human Kinetics.
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Physical Education Paradox I Positive elements for the profession
– Physical education is an established component of the U.S. school system.
– American “Fitness Revolution” of the 1970’s and 1980’s has lead to increased adult interest and participation in physical activity, public support for increased physical activity and fitness programming.
– Summary Statement:• “When viewed comprehensively and from a national perspective,
physical education in the United States represents an enormous societal investment of school time, space, and personnel” (Pate & Hohn, 1994).
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Physical Education Paradox II Negative elements for the profession
– Insufficient time & space allocated for school physical education programs (Siedentop, Mand, & Taggart, 1986).
– Use of poorly prepared & disinterested classroom teachers to deliver physical education in schools (NASPE, 1993; Siedentop, 1990).
– Erosion of state requirements for physical education (NASPE, 1993).
– Summary Statement:• “Such trends indicate that, when confronted with financial restrictions and
public concerns about academic achievement, school administrators often respond by transferring resources away from physical education to other school programs” (Pate & Hohn, 1994).
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Analysis of the Problem “We propose that societal support for school physical
education has decreased despite an overall increase in support for activity and fitness programs, because it is society’s perception that physical education has not ‘delivered the goods.’ We suspect that society’s attitude toward physical education is fundamentally ambivalent” (Pate & Hohn, 1994).
– Tax-paying adults acknowledge the importance of children’s physical activity, physical fitness, & motor skill acquisition, but remain unconvinced of physical education’s potential contribution in these areas.
– What factors have contributed to the public’s ambivalence towards physical education?
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Problematic Issues in PE Personal experiences
– Pain & embarrassment– Boredom & triviality– Irrelevance
Muddled mission of PE– Motor skill acquisition– Physical fitness– Cognition learning– Social development– Cultural awareness– Academic performance– Lifelong physical activity
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Contemporary Mission ofPhysical Education
“In our view, physical education will not come to be or be seen as a successful enterprise until it tracks out meaningful, realistic goals and then documents their attainment” (Pate & Hohn, 1994).
The aim or mission of the physical education profession must meet certain criteria. The aim must be:– Important– Realistic– Understandable– Professionally accepted
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OBESITY TRENDS
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The Development of Youth Fitness Education &The Physical Best Program
A Brief History
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1954
• Dr. Hans Kraus study
• Results indicated:
– Only 42% of American children passed the assessment, while
– 92% of European school children passed the assessment
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1956
• President Eisenhower was shocked by the scores from the Kraus study!
• Thus, Eisenhower established the President’s Council on Youth Fitness.
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1957The AAHPER Youth Fitness Test:
Pull-ups/flexed arm hangSit-ups
Shuttle runStanding broad jump
50-yard dashSoftball throw for distance
600-yard walk/runFitness-related tests (not h-r)
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1958 - 1980 The AAHPERD Fitness Test Batteries
Skill-Related Health-RelatedHealth-Related
Added single-leg balance
Dropped standing broad jump
Flexed arm hang
Replaced pull-ups with push-ups
Sit-ups
600-yard walk/run
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1980
• AAHPERD redefined FITNESS (shifted focus to health, not skill)
• The Health-Related Fitness Test was created and replaced all fitness tests
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1980 - 1989The AAHPERD Health-Related Fitness• Aerobic Capacity (1-mile walk/run)
• Muscular strength & endurance (60-sec sit-ups, pull-ups, flexed arm hang, modified pull-ups)
• Flexibility (sit-n-reach)
• Body composition (skinfold measurements)
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1987
The Cooper Institute
for Aerobics Research
introduced
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What is unique about:
• Health-related
• Criterion referenced
Background info on F’GRAM standards available at: www.cooperinst.org
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1987 - 1989
• In 1989 PB test became criterion referenced
• The Physical Best Educational Program:• Developed by educators to enhance the
existing physical education curriculum and supplement daily lesson plans.
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1993Partnership For Common Goals
Physical Best program of AAHPERD educational arm
FITNESSGRAM program of The Cooper Instituteassessment piece
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1998 - Present
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Primary Resources Today:
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PHILOSOPHY
Physical Best & FITNESSGRAM
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Philosophy…for Educators
BY Physical Educators / FOR Physical Educators
To help students“DO & UNDERSTAND”
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Philosophy…for Educators
Health-Oriented
– Healthful level of physical fitness
– Regular physical activity
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Philosophy…for Educators
– Linked to national standards
– Teaches students how and why
– Educational progression
Educational
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The Stairway to Lifetime FitnessC.B. Corbin and R.P. Pangrazi, 1989
3. Personal Exercise Patterns4. Evaluate Own Fitness Levels5. Problem Solve/Decision Making
1. Participate in Regular Exercise
2. Achieve Physical Fitness
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Philosophy… for Students
Enjoyable
Realistic
Fair
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Benefits to Educators
Supports Standards
Infuse into an existing curriculum
Ready made & appropriate activities
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Benefits to Students
Teaching knowledge & values
Enjoyable Participation
All students can be successful
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Benefits to Students
INDIVIDUALIZED
– Students compete only with themselves!
– Results/printouts
– Intrinsic motivation
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An Important Message!
Educating all children –
to achieve their Physical Best