Physical Education

The American youth today are fighting an uphill battle being raised in a society that has

become increasingly sedentary along with soda and sugary snacks almost on demand, (​Caballero,

2007)​. The obesity rate in children and adults has skyrocketed, while physical activity has

plummeted. Physical education in our school is more important than ever as teachers are tasked

with the responsibility of educating the youth on healthy ways to eat and get physically fit. The

lesson plan​ submitted with this paper is an example of one way I coached my students by

providing a proper workout, while also providing the opportunity to improve their skills in

hockey.

Physical education is an essential component of a well-rounded education, with well

known and lasting benefits to students of any age. Physical education prepares students with the

knowledge and skills they need to be physically active throughout life, (Foley, MacDonald, &

Breiman, (2018). Also, physical activities can contribute to well-being, fitness, and improved

academic behaviors. Because of this, physical education teachers need to plan their classes in a

way that will motivate students to maintain an active lifestyle, whether in or out of school. The

lesson plan submitted with this essay not only engaged my students, but gave them the workout

they needed for physical fitness.

Formative assessments are also important as they inform the teacher about the

effectiveness of instruction, the competency of skills taught, and the effort students put out

during the lessons, (Van Der Mars, McNamee, & Timken, 2018). It is clear that a classroom of

students will have students with varying levels of skills and abilities. These should not be a

deciding factor on grades, but rather the effort the students put into learning the skills shown and
performing the workout given. Regardless of size or ability, all students should be engaged to the

best of their ability, (Foley et al, 2018). During my lesson, I engaged my students from the

minute they walked in the door until the minute class was dismissed. I observed each student to

assess who was attempting to use the correct positioning of the hands on the hockey sticks while

making their shots. Throughout each activity, I assessed the students skill level and effort. When

I noticed a lack of effort, I motivated the student exert themself, and when a student needed help

with a skill, I made sure to provide the necessary support and guidance.

Student engagement in physical education varies depending on the student and their

willingness to exert themselves and other socially embarrassing issues. It has been shown that

teacher interactions which support students’ personal and social responsibility and accountability

have fewer classroom management issues and increased participation, (Balderson, 2005).

Another instructional strategy to improve student engagement is when teachers ask their students

what they like to play and want to learn, and then use the information to inform future lesson

plans, (Kahan, 2013). Aligning students’ interests with state standards for physical education can

fulfills to purposes; meeting state requirements for grade level expectations, and capitalizing on

student buy-in to increase engagement and motivation in physical education. Some of the

activities in the lesson plan submitted with this lesson, though not stated, was based off of

student requests, coupled with meeting the requirements from the state standards and school

curriculum for physical education. The results was high student participation and a couple minor

disruptions from overzealous boys intent on winning. In all, it was a success. Students were kept

physically active and engaged, and import motor skills were honed.
References

Balderson, D., & Sharpe, T. (2005). The Effects of Personal Accountability and Personal

Responsibility Instruction on Select Off-Task and Positive Social Behaviors. ​Journal of

Teaching in Physical Education,24​(1), 66-87. doi:10.1123/jtpe.24.1.66

Caballero, B. (2007). The Global Epidemic of Obesity: An Overview. ​Epidemiologic

Reviews,29(​ 1), 1-5. doi:10.1093/epirev/mxm012

Doolittle, S. A., & Rukavina, P. B. (2014). Chapter 6 Case Study of an Institutionalized Urban

Comprehensive School Physical Activity Program. ​Journal of Teaching in Physical

Education,33​(4), 528-557. doi:10.1123/jtpe.2014-0073

Foley, J. T. ., MacDonald, L. C. ., & Breiman, D. J. . (2018). Shake Up PE’s Status Quo: When

done right, physical education can contribute to overall well-being, fitness, and improved

academic behaviors. ​Principal,​ ​98(​ 2), 24–26. Retrieved from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?direc

t=true&db=eft&AN=133084911&site=ehost-live

Kahan, D. (2013). Here Is What Interests Us! Students’ Reconceived Physical Education

Activity Offerings in an Inner-City Middle School. ​Physical Educator​, ​70​(3), 243–261.

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Van Der Mars, H., McNamee, J., & Timken, G. (2018). Physical Education Meets Teacher

Evaluation: Supporting Physical Educators in Formal Assessment of Student Learning

Outcomes. ​Physical Educator,​ ​75(​ 4), 582–616. ​https://doi-org.ezproxy.uas.alaska.edu/

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