CH 1 - The Main Purpose of Physical Education

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CH 1 - The Main Purpose of Physical Education

• How is the profession of physical education
  perceived by
• The general public?
• Other educators?
• The news media?
• The students we will teach?

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How do we repair the damage?

• What will you do to change things?

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What should be the main purpose of physical
education?

• The main purpose physical education should be to
  guide students in the process of becoming
  physically active for the rest of their lives.
• What is the source of this idea? P.E. has 5
  guiding lights

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1 - NASPE Standards

• Provides content standards and sample benchmarks.
• Outlines the attributes of the physically
  educated person.
• Emphasizes acquiring the skills and knowledge
  needed to become active for life.

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2 Center for Disease Control - CDC

• Emphasizes activity and enjoyment over
  competition.
• Encourages competence in many motor and
  behavioral skills.
• Says do NOT use exercise as punishment.
• Uses NASPEs national standards.
• Says to keep students active during physical
  education.
• WHY does CDC care about P.E.?

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3-Healthy People 2010

• Healthy People 2010 focuses on three objectives
  for physical education
• Increased number of schools requiring daily PE.
• Increased number of students taking PE.
• Increased activity time in PE.
• End Goal More active youth!!

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4-ACSM (American College of Sports Medicine)
Position Statement

• Physical Education should
• Emphasize development and maintenance of lifelong
  exercise habits and provide instruction on how to
  attain and maintain physical fitness.
• Focus on education and behavior change leading to
  physical activity outside of class, and
• Emphasize recreational and fun aspects of
  exercise.

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5- AHA (American Heart Association) Strategic Plan

• Physical Education should
• Be required in grades K-2,
• Promote lifestyle physical activities,
• Provide information on appropriate physical
  activity,

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5- AHA Strategic Plan (Cont.)

• Integrate fitness testing into PE programs,
• Encourage extra-curricular activities,
• Use schools as community centers, and
• Deliver culturally and linguistically appropriate
  public messages to improve physical activity
  programs.

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What do these 5 groups tell us?

• All have similar goals a more active population
• Lead physical education to a new focus to help
  people become active for the rest of their lives.

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GET ACTIVE FOR LIFE!

• Many factors influence activity levels in youth.
• These factors should also guide physical
  education.

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GET ACTIVE FOR LIFE Factors

• G goal setting
• E enjoyment
• T TV and video games

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GET ACTIVE FOR LIFE Factors (Cont.)

• A attitude
• C confidence in abilities
• T time and other perceived barriers
• I inclement weather
• V various perceived benefits
• E educated about how to be active

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GET ACTIVE FOR LIFE Factors (Cont.)

• F family and peer influences
• O older becoming less active as you age
• R recreational programs lacking
• L lack of safe spaces in neighborhood
• I intrinsic motivation
• F facility and equipment access
• E economic status, culture, and gender

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Diamond Conceptual Framework

• Based on
• Our guiding lights and
• GET ACTIVE FOR LIFE factors
• The Diamond Conceptual Framework represents a
  clear purpose for physical education
• To help students become active for the rest of
  their lives.

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• What is the purpose of physical education?
• Who are our 5 guiding lights?

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Diamond Conceptual Framework for Physical
Education
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What does this mean for Secondary Physical
Education

• Communication between each level (elementary,
  middle, high school) is essential.
• Students must first be able to build a foundation
  and then develop competency in many activities
  before they choose a few in which they develop
  proficiency.

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What does this mean for Secondary Physical
Education

• To reach this goal, choice programs must be
  developed in high schools.
• We know we cant teach every student to play
  every instrument in the band. Why do we think we
  can teach every child to play every sport?
  (Corbin, 2002, page 138).