HOMER A. TACUBANZA, MPES, Ed.D. Professorial Lecturer Essential Components of Quality Programs Organized around content standards. Student-centered and developmentally appropriate. Physical activity and motor skill development form the core of the program Teaches management skills and self- discipline Promotes inclusion of all students Focuses on process over product Promotes lifetime personal health and wellness Teaches cooperation and responsibility and promotes sensitivity to diversity National Standards for Physical Education Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Demonstrates understanding of movement concepts, principles and tactics as they apply to the learning and performance of physical activities. Participates regularly in physical activity. Achieves and maintains a health enhancing level of physical fitness . Exhibits responsible personal and social behavior that respects self and others in physical activity. Values physical activity for health , enjoyment, challenge, self-expression and or social interaction. Outcomes Justify the need for a quality physical education program in schools based on the health benefits it can offer students. Cite the NASPE national standards for physical education. List program objectives and recognize the distinctive contributions of physical education. Describe the educational reasons for including physical education as part of the elementary school curriculum. Define physical education and it’s role in the school experience. Explain how various pedagogical influences have changed the course of the school physical education programs. Identify essential components of quality physical education program. Describe how various societal influences and federal mandates have influenced elementary school physical education. What is Physical Education? Physical education means many things to many people. Physical education professionals often describe it as essential subject matter dedicated to learning physical skills and promoting lifetime physical activity. The Evolution of School of Physical Education Various concerns, historical events, and pedagogical influences have significantly affected school physical education program. Often programs are created in response to events publicized by press and other interested parties. Certainly professionals and curriculum must change. The German and Swedish Influence The German system favored a gymnastics approach, which required a lot of equipment and special teachers. The Swedish system incorporated an exercise program into activity presentations. The Emphasis of Game and Sports Training Programs designed for soldiers during World War I emphasized games and sports and proved more effective than calisthenics. School programs using games and sports for physical development soon followed. John Dewey, professor of philosophy at Columbia university, profoundly influenced educational theory in the mid 20th century. Programs stressing sports and games appeared mostly in secondary schools. During the WW II, research proved the efficacy of physical fitness development, hospital reconditioning program and other innovative approach. Higher quality education programs might have been expected after the war, but little positive effect trickled down to elementary school programs. National Concern About Physical Fitness A renewed emphasis on fitness occurred in the 1950s, after the publication of comparative studies (based on the Kraus- Webster tests) of fitness levels of U.S. and European children. Kraus and Hirschland (1954) compared the strength and flexibility of 4000 New York-area school children with a comparable sample of central European children. The study result to the creation of Presidents Council of Physical Fitness and Sports that aims to promote physical fitness among children and citizens of all ages. The people who participate in regular physical activity can maintain an ongoing physical activity regimen. Pedagogical Influences Teachers and professionals, who identify a need for a different instructional methods and physical education programs, are often motivated by dissatisfaction with the status quo and a desire to make physical education a more necessary part of the school curriculum . Movement Education Originated in England and was incorporated in U.S. programs in the late 1960’s. Movement education methodology featured problem solving exploration, thus shifting some of the responsibility for learning to the children Adopting movement education led to the rejection of physical-fitness-oriented activities , especially calisthenics, which were labeled training not education. Perceptual-motor programs The focus of perceptual-motor programs was to remedy learning difficulties attributed to a breakdown in perceptual- motor development. Theorist held that children progressed in an orderly way Through growth and developmental stages from head to foot (cephalocaudally) and from the center of the body (proximodistally). Conceptual Learning Conceptual understanding (i.e. applying abstract ideas drawn from experience) plays an important part in physical education. In process of movement, children learn to distinguish between near and far, strong and weak, light and heavy, high and low. Physical education gives children the opportunity to understand and experiment with such movement concepts. Value and Attitude Development (Affective Domain Learning) Discipline problems also rank as major problems. as a result, there’s a growing pressure in schools to teach values, responsibility skills, and moral education. Values, feelings, beliefs and judgments have received more attention in schools in the physical education classes in particular. Federal Mandates Occasionally , legislation is passed that affects physical education curriculum and instruction. The following legislative mandates in particular continue to influence physical education educations throughout the U.S. Title IX. Equal Opportunity for the Sexes The legal ramifications of title IX have forced schools to provide equal access to physical education activities for boys and girls. Title IX also tries to eliminate sexism and sex-role typing. Human needs and opportunities must prevail over traditional stereotypes of masculinity and femininity. PL94-142: Equal Rights for Students with Disabilities Mandates that all children have the right to a free public education and that they must be educated in the least restrictive educational environment possible. Mainstreaming is the term used for the practice of placing children with disabilities into classrooms with able children. Child Nutrition and WIC Reauthorization act of 2004 Physical education programs must focus o improving student’s health status , particularly their eating habits and physical activity. CONTEMPORARY SOCIAL INFLUENCES A Nationwide Concern for Health and Wellness Eating wisely, controlling weight, dealing with tensions, getting enough sleep, improving posture, keeping in shape, and dealing with future challenges all affect wellness. Human wellness is most effectively presented when classroom teachers and physical education specialists work together. A Demand for “Back to Basics” Schools Responding to a perceived decline in academic performance, basic schools stress discipline and cognitive learning PE programs must demonstrate that they are instructional and of high quality, and that they can contribute uniquely to school curriculum. Healthy People: A National Focus on Physical Activity To increase the years of healthy life To eliminate health disparities Goals • Promote heath behaviors • Protecting Health • Increasing access to quality health care • Strengthening community prevention Essential Components of a Quality PE Program Guided by NASPE content standards Student-centered and developmentally appropriate Physical activity and motor skills form the core of the program Teaches management skills and promotes self disciplined. Promotes inclusion of ALL students Essential Components of a Quality PE Program Emphasizes learning correctly rather than the outcomes Promotes lifetime personal wellness. Teaches responsibility and cooperation and promotes diversity. THE CURRENT STATUS OF PHYSICAL EDUCATION The Need of Physical Education Program The Content of PE NASPE content standards for PE Reflection and Review How and Why Identify how various trends and policies have impacted physical education programs. How does physical education fit into school’ curriculum? How can nationwide focus on health, wellness and physical activity influence children’s lives? How do the NASPE national standards help teachers? References and Suggestions Arizona Department of Health services. (2004) play promoting lifetime activity for youth. Phoenix, AZ: Author. Bar-or, O.(1995). Health benefits of physical activity during childhood and adolescence. Physical Activity and Fitness Research Digest,2(4), 1-6. Sporting Goods Manufacturers Association . (2000, may/june). Fitness and Newsletter Websites American Alliance for health, physical education, recreation, and dance www.aapherd.org American Heart Association www.americanheart.org Centers for Disease Control and Prevention www.cdc.org Public Law 94-142 http//www2.ed.gov/about/offices/list/osers/i dea35/history/index_pg10.html. THANK YOU!!!