Running head: CAP: ORGANIZATION & ADMINISTRATION CAREER GUIDE !

CAP : Organization & Administration Career Guide

Alex K. Hamilton

California Baptist University

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Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Leading Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Ethics & Biblical Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Organizing (Programming) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Controlling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Legal Liability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Fiscal Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Staffing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
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Introduction

As defined by the Society of Health and Physical Educators (SHAPE America),

“Physical education provides students with a planned, sequential, K-12 standards-based program

of curricula and instruction designed to develop motor skills, knowledge and behaviors for active

living, physical fitness, sportsmanship, self-efficacy and emotional intelligence.” My chosen

career field of physical education is significant to the success of students because it is the only

program in the school curriculum that consistently addresses all three domains of learning:

“cognitive or mental skills related to the knowledge of movement; affective, which addresses

growth in feelings or attitudes; and psychomotor, which relates to the manual or physical skills

related to movement literacy (SHAPE America, 2014). As a future educator of a comprehensive

school physical activity program (CSPAP), I also have the opportunity to mobilize youth to adopt

a healthy, physically-active lifestyle based on the knowledge and skills they acquire. This is

important as the “lack of physical activity is now the single most prevalent cause of chronic

disease” (Rink, 2009).

The purpose of this career guide is to detail the best practices in order to effectively run a

physical education program. Included in the guide are effective leadership tactics, ethical

decision making tips, successful planning and programming methods, profitable fiscal

management strategies and efficient risk management and legal liability information. A career

guide addresses the functions of management, including planning, organizing, staffing, directing,

and controlling.

Appropriate leadership and management is fundamental to a physical education program.

As as coach or a physical educator, you are the leader of the “team” and have the largest
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influence on the participants. Leaders also motivate and influence others using interpersonal

skills to accomplish a goal. They enact management strategies to effectively carry out the day-to-

day tasks of running an education program. Effective leaders acknowledge the importance of

task-oriented and relationship-oriented action and provide structure and support for subordinates.
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Leading Organizations
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Management is the process of an organizational function that includes planning,

organizing, staffing, leading and controlling when operating correctly. It requires responsibility

to achieve organized purposeful results. Necessary for any organization, management is

established to set objectives, maintain balance among stakeholders and achieve the most

efficiency and effectiveness. The five functions of management, as listed above, are dynamic and

relate to one another (Sawyer and Judge, 2012).

1. Planning: Examples of planning include setting a vision, creating a mission statement,

and outlining the goals using the acronym SMART (Specific, measurable, attainable,

rewarding, and timed). As a physical education teacher, I would plan lessons and

activities prior to class. Students would have an idea of what is expected of them based

on the plans I have laid out for the class.

2. Organizing: Examples of organizing include developing a formal structure and

determining the needs of the group. Organization is an important function of

management as a physical education teacher because recreational activities require a

large amount of organization and coordination in order to run smoothly with all students

participating.

3. Staffing: This function includes training and professional development and choosing the

right person for the job. Leading a large groups of students may require assistant teachers

or coaches at times. It will be my job to direct the staff to fill the spots that fit their niche

so that they can carry out the task to the best of their abilities.
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4. Directing/leading: Directing centers around leading, influencing, motivating and role

modeling. This is fundamental to my future career, as as coach or a physical education

teacher is the leader of the “team” and is the biggest influence to the participants.

5. Controlling: This function is established through accountability, monitoring, assessment

and evaluation. I am responsible, as a physical education teacher, for identifying what is

working or not working and making changes to the structure of the class accordingly.

In order to have great management practices, you must have great leaders. There are

several administrative skills and leadership qualities that one should possess if assuming a

position as a physical educator. Leaders help themselves and others to do the right things. They

set direction, build an inspiring vision, and create something new. They are confident, good

communicators, team players and cultivators of positive working environments. Leadership is

about mapping out where you need to go to "win" as a team or an organization; and it is

dynamic, exciting, and inspiring. Traits of a good leader include being supportive and honest;

showing support goes a long way because people will respect you more as a leader if you show

that you care and want them to reach their fullest potential. Practicing humility and honesty at all

times is important because you are in the spotlight and are the role model for those you are

leading. If they notice that you are dishonest, you will not earn their trust and respect.

My leadership style is defined by the transformational leadership theory— a process by

which a person interacts with others and creates a solid relationship which results in trust and

motivation to complete the job at hand. This leader inspires through vision and passion. Also, I

resonate with the contingency management theory because I feel that there is not one

management approach that suits every person or every situation. In a school setting where class
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dynamics are always changing, I believe that it is important to be flexible and adapt to a

changing environment as a leader. I would rather make decisions based on the situational nature

or environment rather than “pre-constructing” one specific technique of managing an

organization.

There are many tools to assist a physical educator, including professional organizations

such as SHAPE America, Spark P.E., and the Christian Society for Kinesiology and Leisure

Studies (CSKLS). These programs offer webinars, conferences, newsletters, and articles from

educators in the field.

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Ethics & Biblical Principles

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As defined by Merriam-Webster, "ethics" is a set of moral principles, a theory or system

of moral values that discerns between what is good or bad. As a physical education teacher, I

believe I must have the highest standard of ethics. While working with youth, it is extremely

important to demonstrate good morals and values that put the student’s interest first. We cannot

have prejudices or bias towards a student as everyone must be treated equally. I understand that

everyone, male or female, has different physical abilities and come from varying cultural

backgrounds. Activities will not single out a type of skill from a specific type of person. All

lessons and curriculum will respect the abilities of all the students.

To manage difficult situations that may arise, ethical decision making skills and strategies

come in handy. According to Sayer and Judge (2012), three principals guide the decision making

process:

1. Ends-based thinking, which studies the effect that a decision will have, and chooses

the best option for the majority of people.

2. Rules-based thinking which supports standards for different behaviors represented in

policies and regulations.

3. Case-based thinking, which follows to old saying: “do unto others as you would want

them to do unto you.”

Additionally, there are three approaches that can be used to ensure that the decision is

ethical:

1. Stakeholder approach - the manager wants to establish a win-win situation for those

involved.
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2. Results approach - the manager considers different aspects, such as organization

policies and procedures, personal ethics, written and unwritten rules, and ultimately,

whether the end results can be justified.

3. FILOP - the manager must observe the facts, ethical issues, laws, different options

available, and the values of the physical educator and principal.

Ethical training should occur on a regular basis to ensure that physical educators are

creating and upholding the best environment for the students. If policies and ethics are not

followed, there needs to be certain consequences or direct communication and feedback to

address the issues. Physical education teachers are leaders who must uphold the highest standard

because they are role models for the students that they teach. Codes of conduct should be

established for each organization so that policies and procedures are clearly addressed and

written out. With each ethical decision that arrises, the leaders can refer to the Code of Conduct.

Decisions based on this organized list of policies and procedures ensures that the student’s needs

and safety are always considered.

The Bible teaches us ethical decision making for difficult times. For example, Hebrews

6:12, New International Version (NIV), states, “We do not want you to become lazy, but to

imitate those who through faith and patience inherit what has been promised.” We, as leaders,

must never become lazy. Taking shortcuts or the “easy way out,” as a physical education teacher,

produces unsuccessful organizations. Instead, the department must lead by example —

continually working towards a goal.

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Planning
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According to Rink’s chapter on the Curriculum Guide, planning is important

because it guides decisions regarding the curriculum and provides the overall framework

for the program, making yearly, lesson and unit planning much easier. Planning also

helps us establish and meet goals. Professional standards, outlined by SHAPE America,

are set to guide the organization and administration of departments of physical

education. They include:

• Standard 1: “The physically literate individual demonstrates competency in a

variety of motor skills and movement patterns.”An example of this standard in

practice could be through the implementation of basketball exercises at the

3rd-4th grade level. Kids are taught how to dribble, throw and catch while

simultaneously running up and down the court. The learning domain objective

that best fits this national standard is the ‘Psychomotor objective.’ This objective

covers fundamental motor skills (skipping, throwing, etc), as well as complex

skills such as basketball layups.

• Standard 2: “The physically literate individual applies knowledge of concepts,

principles, strategies and tactics related to movement and performance.” An

example of this in physical education at the 5th grade level may look like students

applying basic offensive and defensive strategies and tactics in a game of capture

the flag. The learning domain objective that best fits this national standard is the

‘Cognitive objective.’ These objectives are “intellectual and thinking

related” (Rink, 2014). Cognition refers to the knowledge that students should gain

from the program such as how to apply zone defense or develop joint flexibility.
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• Standard 3: “The physically literate individual demonstrates the knowledge and

skills to achieve and maintain a health-enhancing level of physical activity and

fitness.” In 3rd-4th grade physical education, students should recognize the

importance of warm-up and cool down relative to vigorous physical activity. The

‘Psychomotor objective’ best fits this national standard because, as stated before,

it refers to the fundamental motor skills and complex skills that are required for

sports. It also includes fitness outcomes such as arm strength or cardiorespiratory

endurance as a result of exercise.

• Standard 4: “The physically literate individual exhibits responsible personal and

social behavior that respects self and others.” A 4th-5th grader, for example,

should praise the movement performance of others - both more skilled and less

skilled. The learning domain objective that best fits this national standard is the

‘Affective objective.’ This objective encompasses feelings, attitudes, values and

social behaviors. It is important for helping students to become “thinking, caring

and sharing individuals” who “work productively with a partner” and demonstrate

fair play and positive self-regard (Rink, 2014).

• Standard 5: “The physically literate individual recognizes the value of physical

activity for health, enjoyment, challenge, self-expression and/or social

interaction.” An physical education example that would incorporate self-

expression could be a lesson on creating a dance routine and performing it with

other students. The ‘Affective objective’ also fits this national standard because it
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focuses on teaching students how to value fitness and to crave that physical

activity on a regular basis.

To assist the planning process, a method known as SWOT studies the internal and

external environments of a company, through the identification and analysis of the strengths and

weaknesses of the organization, and the opportunities and threats to which it is exposed. Part of

the purpose of SWOT analysis is to also assertively identify factors that influence the functioning

of the organization providing very useful information in the strategic planning process” (HEFLO,

2017). An example of a SWOT analysis for the purchase of new sports equipment for the

physical education department is listed under the Appendix.

According to Effective Teaching Skills for Model-Based Instruction, “teachers who are

better prepared before class use class time and other resources more efficiently, increase

appropriate student engagement, and promote higher levels of students learning.” The most

essential plan is the one devised for preventative management in order to increase appropriate

student behavior and engagement in class (Metzler, 2011). An accountability plan helps to

outline rules, consequences, and rewards for the class. For example, an accountability plan for

my 10th grade physical education class may include rules such as “come to class on time, be

engaged, be prepared, be considerate, and be safe.” Consequences for not following the rules

may include a verbal warning, a lap around the track, sitting out of the “Funky Friday” activity,

contacting parents and notifying principals, and lastly, out-of-school suspension. Rewards for

good behavior include proper acknowledgement, class “Leader of the Day,” P.E. raffle tickets for

end of the year prizes, and music during the activity on “Funky Fridays.”
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Organizing (Programming)
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Organizing includes developing a formal structure and determining the needs of the

group. Organization is an important function of management as a physical education teacher

because recreational activities require a large amount of organization and coordination in

order to run smoothly with all students participating. Knowing your responsibilities as a

physical education teacher is vital to staying organized. According to The Role and

Responsibilities of the Physical Education Teacher in the School Physical Activity Program,

there are four main responsibilities:

• Provide the most physical activity time within the class period.

1. Plan practice opportunities that are structured for maximum participation

2. Structure the class so that learning occurs while students are being physically

active.

• Teach skills and activities that transfer into physical activity and contribute to healthy

living outside of class.

• Motivate children to be active.

1. Provide positive feedback and give praise for participation.

2. Lead by example and make physical activity a priority in my life.

• Play a leadership role in the development of the school physical activity program.

1. Organize school-wide physical activity events.

2. Promote opportunities for physical activity in the community.

As an administrator of physical education, there are steps to take for a proper program

development. According to Sawyer’s chapter on Programming for Success, you must first

determine the objectives. Then, you must analyze the objectives in terms of the program and the
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activities. Providing program guides and assessing the program based on predetermined

outcomes are the final steps. Steps for a successful evaluation include reflecting on

organizational philosophies, identifying key roles, assessing evaluation needs, developing an

evaluation plan, implementing the plan and finally, revising the plan.

As an example, I developed a program for physical education development and facility

management. It includes the high school facility and rotation schedule for each physical activity

unit. For each facility, there are three unique activities that can be played, ranging from team

sports, aquatic, individual or dual activities.The program can be found in the Appendix.
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Controlling
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Controlling, another example of management, is established through accountability,

monitoring, assessment and evaluation. I am responsible, as a physical education teacher, for

identifying what is working or not working and making changes to the structure of the class

accordingly.

Risk management, a component of controlling, is the “process of identification, analysis

and acceptance or mitigation of uncertainty in investment decisions” (Kenton, 2019). In other

words, risk management is planning for and taking action to reduce legal liability. I plan to

ensure a positive and safe working environment by always supervising my students during

activities and addressing behavior that could cause injury. I will take action to limit harm by

having constant communication with the students, providing clear instructions for how to

perform each activity.

To “control” means to set up standards based on a school’s objectives and then take

action if problems arise that counter these standards. Legal liability is part of the control function

of management because it encompasses the “responsibility that someone has for their actions.”

The control function of management is never complete. Problems will always arise and decisions

will be made using corrective action. As a future physical educator, I must be able to identify,

anticipate and plan for risks.

Two important legal liability factors that are most likely to affect physical education

teachers are negligence and supervision. As a teacher, I must be very careful to establish

standards that effectively safeguard my students. This means providing activities under properly

planned lessons that have been clearly communicated. Also, it is crucial that the facilities and
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equipment are safe to use. If a student should require aid, it is important that I am trained and

available to provide the necessary help.

Responsible Fiscal Management is the practice of running an organization competently,

economically and within its budget. Fiscal management is a key component to the control

function. Budgets must be designed, expenses and revenues must be analyzed and projected, and

decisions must be made to make the best use of the funds (Langley, 2003). Athletic directors and/

or physical education teachers will prepare an annual budget covering supplies, repair of

equipment, fees, travel, dues, grants, awards, and other expenses. An example of a fiscal

management chart, following a zero-based budget approach, is included in the Appendix.

Recently, I had the opportunity to announce a new campaign to reduce adult and

childhood obesity and to increase physical activity. I also announced the new hire for the city’s

new “Corporate Christian Fitness Center.” Staffing includes training and professional

development and choosing the right person for the job. Leading a large groups of students may

require assistant teachers or coaches at times. In the future, it will be my job to direct the staff to

fill the spots that fit their niche so that they can carry out the task to the best of their abilities.

The link to the California Health Initiative campaign can be found here: https://youtu.be/

6XDLJW8MsTw
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Conclusion

An organization and administration career guide is helpful for establishing effective

leadership in a physical education program. The guide includes effective leadership tactics,

ethical decision making tips, successful planning and programming methods, profitable fiscal

management strategies and efficient risk management and legal liability information. All of these

functions contribute to the overall success of an organization.

The job of a physical education teacher is to equip students with the tools to maintain a

healthy and physically active lifestyle. Responsibilities include teaching basic motor skills, social

and personal skills related to physical activities and being part of a team. In order to successfully

lead a class of students toward these goals, it is extremely important that the physical education

department and administration follow the five management functions outlined in this guide:

planning, organizing, staffing, leading/directing, and controlling. Without ethically-developed

leaders, trained in the organization and management of physical education, it will not be possible

to run a successful program.

Appropriate leadership and management is fundamental to a physical education program.

As as coach or a physical educator, you are the leader of the “team” and have the largest

influence on the participants. As I aspire to become a physical education teacher, I hope to

embody the traits of a good leader so that I can create a successful and positive learning

environment for my students.

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Resources

HEFLO. (2017, March 8). The Purpose of SWOT Analysis: All You Need to Know.

Retrieved from https://www.heflo.com/blog/swot/purpose-of-swot-analysis/

Kenton, W. (2019, May 15). Risk Management. Retrieved from

https://www.investopedia.com/terms/r/riskmanagement.asp

Langley, H. (2003). Chapter 10. Retrieved from https://calbaptist.blackboard.com/bbcswebdav/

pid-2708589-dt-content rid-32827623_1/courses/2016-FA-E1-KIN423-BE/Langley

%20Hawkins_2003_Ch10.pdf

Merriam-Webster. (n.d.). Ethics. Retrieved from

https://www.merriamwebster.com/dictionary/ethics

Metzler, M.W. (2011). Instructional models for physical education. Scottsdale, AZ:

Holcomb Hathaway

National Association for Sport and Physical Education (NASPE). (2008). National Standards &

Guidelines for Physical Education Teacher Education. Reston, VA:

National Association for Sport and Physical Education.

New International Version. Holy Bible. Bible Gateway,

www.biblegateway.com/versions/New-International-Version-NIV-Bible/

Rink, Judith. (2014). Teaching Physical Education: An Orientation. Understanding the

Teaching-Learning Process, 1-15.

Rink, Judith. (2009). The Process of Designing the Curriculum. Designing Physical

Education Curriculum for a Physically Active Lifestyle, 35-57.

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Rink, J., Hall, T., & Williams, L. (n.d.). The Role and Responsibilities of the Physical

Education Teacher in the School Physical Activity Program. Retrieved from https://

education-teacher-in-the-school-physical-activity-program

Sawyer, T., & Judge, L. (2012). The management of fitness, physical activity, recreation and

sport. Urbana, IL: Sagamore Publishing.

SHAPE America (n.d.). National PE Standards. Retrieved May 17, 2019, from

https://www.shapeamerica.org/standards/pe/

Siedentop, D. (2007). Introduction to physical education, fitness and sport. (6th ed.).

New York: McGraw-Hill.

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Appendix

Fiscal Management Chart

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High School Facility and Rotation Schedule

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SWOT Analysis: Purchasing New Equipment