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Physical Education Framing Statement

Although physical education in school is not considered one of the core curriculum

subjects worthy of as much instructional time as mathematics and literacy, the rise of obesity and

sedentary habits among our young children indicate that physical education calls for higher

expectations of students and more comprehensive expertise from educators (Graber, Locke,

Lambdin, & Solmon, 2008; Moran, Brooks, and Chesham, 2018; Robinson and Aronica, 2018).

As schools work under pressure to meet academic standards, the pervasive benefits of a quality

physical education program get lost and underrated. If our young people are to receive a well-

rounded and comprehensive education from our public schools, physical education is an

undeniable component of any quality education.

In this lesson I taught to a mixed-age group of kindergarten through fifth-grade students,

I approached physical education with an unconventional and health-centered focus on heart rate

and dance. The lesson is a three-part foray into physiological health, fitness, and socio-emotional

learning. Students learn to find their heart beat, take their rate in thirty seconds, and reflect on

differences in heart rate between when they are at rest and vigorous activity. They are then led

through stretches, warmups, and the lesson culminates in a discussion about and exploration of

rhythmic dance steps.

The Society of Health and Physical Educators (SHAPE) America developed an

instructional framework document to guide teachers in developing P.E. programs that help

students adopt a healthy, physically fit lifestyle. The document focuses on the product of aiming

to help students acquire knowledge and higher-order understanding of health-related physical

fitness, as well as the process of developing the habits of physical activity and other healthy
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lifestyle choices. SHAPE suggests that P.E. teachers integrate the instructional framework into

existing P.E. curriculum with full or partial lessons that address the given fitness content at

individual grade levels. The domains included in the document range from technique to

physiological knowledge, to nutrition and consumerism (SHAPE America, 2012). The lesson I

taught was designed with numerous benchmarks in the instructional framework taken into

consideration, including physiological responses to physical activity, physical activity

participation, monitoring and adjusting individual fitness plans, and social interaction.

The framework designed by SHAPE guides teachers in helping students develop their

physical literacy, a concept that has been coined and defined by Margaret Whitehead as “the

motivation, confidence, physical competence, knowledge and understanding to value and take

responsibility for engagement in physical activities for life” (De Giorgio, 2018). Physical literacy

extends beyond the obvious benefits of leading an active life and being physically fit. Other

important elements embedded in physical literacy are mental and socio-emotional health, and

this is where the motivation and confidence to lead physically healthy lives is constructed.

Students who struggle with the motivation and confidence to participate and persevere in P.E.

may encounter long-term consequences to their lifestyle habits. Educators who consider the

individuality of their students, offer plenty of variety in activities, and lead students through

explorations that allow as much autonomy as possible give them the ownership of learning and

instill an intrinsic motivation that will allow them to be active for life.

Unconventional physical education approaches like dance embrace physical expression

through movement and rhythm. Dance develops physical technique, syncopation and

synchronism with a group while simultaneously expressing individual feelings and ideas.
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Including dance in physical education curriculum challenges standard conceptions of intelligence

that value mainly verbal, mathematical, strength and speed components of intelligence. Dance

has been shown to “restore joy and stability in trouble lives”, improve social relationships,

“cultivate collaboration, respect, and compassion”, and even raise reading and math scores

(Robinson and Aronica, 2018). Dance is an intersection of P.E., art, and music, a perfect addition

to a well-rounded education.
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References

DeGeorgio, A. (2018). Why physical literacy matters for our students. Middleweb, Sept. 11,

2018. Retrieved on April 11, 2019 from https://www.middleweb.com/38661/why-

physical-literacy-matters-for-our-students/.

Graber, K.C., Locke, L.F., Lambdin, D., Solmon, M.A. The landscape of elementary school

physical education. The Elementary School Journal: 108, 3. Chicago, IL: The University

of Chicago Press Journals.

Moran, C., Brooks, N., and Chesham, R. (2018). There’s a simple way to make children more fit.

It’s called the Daily Mile. The Washington Post, Aug. 12, 2018. Retrieved on April 11,

2019 from https://www.washingtonpost.com/national/health-science/theres-a-simple-

way-to-make-children-more-fit-its-called-the-daily-mile/

2018/08/10/5b5d1c88-70e3-11e8-bd50-b80389a4e569_story.html?

noredirect=on&utm_term=.e2af096898eb.

Robinson, K., and Aronica, L. (2018). Why dance is just as important as math in school. Ideas.

TED.com, Mar. 21, 2018. Retrieved on April 11, 2019 from https://ideas.ted.com/why-

dance-is-just-as-important-as-math-in-school/.

SHAPE America. (2012). Instructional framework for fitness education in physical education.

Society of Health and Physical Educators, Guidance Document. Reston, VA: SHAPE

America.