Physical Education is integral to the comprehensive education of every child. Quality programs meet a student’s developmental needs and improve physical fitness and academic performance. Georgia’s Performance Standards for Physical Education are based on the National Physical Education Standards developed by the National Association for Sport and Physical Education (NASPE). These standards reflect skills a physically educated student should know. The standards do not define a specific curriculum but provide guidance for a sequential, developmentally appropriate curriculum (Physical Education Standards). Statewide implementation of these standards began during the 2010-2011 school year. However there have been obstacles in carrying out full compliance. While Georgia seems to be implementing standards adequately for some students (specifically elementary students), middle school and high school have little state mandate. Georgia policy requires 30 minutes of activity a day or 90 hours of health and physical education throughout the elementary school year. However, there is no mandate for middle school students, the only requirement is that physical education classes are to be made available (National Association of State Boards of Education, 2013) Consequently in high school the one unit credit required for graduation can be substituted with participation in ROTC (Do Ga. kids get enough physcial education?, 2013). Furthermore, the Fitnessgram, which has been implemented to follow the progress of physical activity and fitness in Georgia, only tests students enrolled in a physical education classes and taught by a certified physical education teacher (McGuire, 2012). Potentially the policy and test leaves out a significant... ... middle of paper ... ..._schools/hs/state.php?state=Georgia# Kohl, H., & Cook, H. D. (2013). Educating the student body: Taking physcial actvity and physcial education to school. National Research Council. Washington: National Academies Press. McGuire, T. (2012, October). Georgia department of education annual fitness assessment report. Retrieved from GaDOE: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/Georgia%20Annual%20Fitness%20Assessment%20Report%202012.pdf Physical education standards. (n.d.). Retrieved December 5, 2013, from Georgia Standards: https://www.georgiastandards.org/standards/GPS%20Support%20Docs/Physical_Education_Standards_4-30-09.pdf Suggs, C. (2013, November 6). Cutting class to make end meet. Retrieved from Georgia Budget and Policy Institue: http://gbpi.org/wp-content/uploads/2013/11/Cutting-Class-to-Make-Ends-Meet.pdf
"Physical Education." NASBE Center for Safe and Healthy Schools. National Association of State Boards of Education, n.d. Web. 17 Apr. 2014.
... physical education (J. Sproule, Ed.). Retrieved February 25, 2014, from Sage Journal website: http://epe.sagepub.com/content/11/3/257.short#cited-by
Swanson, Mark et al. Perspectives on Physical Activity and Exercise among Appalachian Youth. Journal of Physical Activity and Health, 10, 42-47 (2013).
other hand, obesity accounts for about 13 percent of children in the United States, which is why physical education programs should be one of the last things to go. They also help students release the stress they have built up through out the day and teach them the ...
This essay highlights the new nation wide curriculum values movement in physical education classes and the propositions it has to maintain and support engagement and development. Through effecting teaching strategies such as Mosston’s spectrum and identifying a holistic approach to valuing movement in the curriculum. Teachers can work towards creating supporting learning environments to cater for all students, and promote total student engagement.
Williams mentions Tug of War, Capture the Flag, and Climb the Rope games, and he proves that the games do not satisfy the criteria for appropriate physical education teaching practices. The author also criticizes the practice of taking attendance while students sit in lines, viewing it as a waste of precious instructional time.
L., W. R. (1997, Sept 26). Youth Fitness. Retrieved Jan 10, 2011, from CQ Researcher7 841-864: http://library.cqpress.com/cqresearcher/
In 2005, baseline data were collected for all students in the study. The intervention was conducted from 2006 to 2008. At the end of 2008, follow up measurements were taken. All students in the intervention were ages nine through 13 but only student’s ages 11-13 were used at the follow up assessment due to previous exposure to the program. The intervention was designed and implemented by the School Student Health Council. To oversee The Student Health Council an intervention coordinator was employed to facilitate the program. The intervention provided students with the opportunity to create physical fitness activities, build quality relationships, and develop a strength-training program for other students.
Movement is one of the most highly debated topics among teachers today, as every individual has his/her own opinions in their teaching philosophy. Teachers must get around barriers caused by the high priorities of standardized testing and low effort to include movement in their classroom; therefore, it puts too much stress on the general education teachers. There are insufficient amounts of space to complete activities requiring movement when in a classroom; therefore, the teachers are incapable of safely navigating students around the room. Some students will refuse to participate in different physical activities, causing frustration when teachers are trying to plan full class activities, and this takes away from academic instruction. It is often that educators exclude these physical activities from the classroom due to stress that is put on the schools to perform higher academically; however, studies show exercise may be a large factor in the student’s performance. There are so many ways to incorporate movement into the lessons that increase the students’ academic achievements while motivating them. As space is limited in the classroom, during the warmer months, teachers can use the outdoors as an engaging experience to refresh the students’ minds and prepare them for new lessons. Physical activities can also be used to reinforce information that was previously taught during lessons to increase the student’s knowledge of the topic. Opinions vary from one person to another, but there is only one way to find the effects that exercise has on the student’s abilities. Physical activity should be incorporated into the classroom because it promotes cognition and academic achievement, improves student behavior and attitud...
Physical activity enhances children’s quantitative development within middle childhood, supporting growth toward healthy strong people, physically and psychology. Middle childhood is documented as being between the ages of six to ten years old. A lack of physical activity affects children across all areas of development; it is not restricted within the domain of physical development. Discussed within are the expectations of motor development within middle childhood, the benefits of physical activity and the consequences of prolonged inactivity. Along with how a student’s physical development facilitates or restricts development in other areas and how the learning environment can accommodate and support the physical needs of students.
Opposition of mandatory Physical Education in high schools believe that if a student has not developed a desire for voluntary physical exercise by the time he or she reaches high school , he or she may not ever (Eberhardt). It is true that individuals should not be forced into something they don’t want to participate in, but if these students don’t get any exercise outside of school, where will they receive an appropriate amount of fitness? Paul Eberhardt, athletic director, intramural director and head coach of the McNair Marlins basketball team in Richmond, B.C., believes “that students don’t care about participating in P.E. anymore and we have to educate students on the benefits of Physical Education”. In the 1994-1995 school year there were 1,133 students enrolled at McNair High School but there were only four P.E. classes available, which meant approximately 120 students attended in these classes. The remaining 1013 grade eleven and twelve students had no Physical Education at all. This is an astonishing figure. “Many students participate in sports and recreation activities outside of school, but most of them get hardly any exercise at all.
Corbin, C. (2013), Concepts of Physical Fitness: Active Lifestyles for Wellness, McGraw-Hill Higher Education Publishing
Lesson Plan 1 Standards: 5-2.4 Identify the five components of health-related physical fitness and describe activities that correspond to each component....
“Physical education plays a critical role in educating the whole student. Research supports the importance of movement in educating both mind and body. Physical education contributes directly to development of physical competence and fitness. It also helps students to make informed choices and understand the value of leading a physically active lifestyle. The benefits of physical education can affect both academic learning and physical activity patterns of students. The healthy, physically active student is more likely to be academically motivated, alert, and successful. … Throughout the school years, quality physical education can promote social, cooperative and problem solving competencies. Quality physical education programs in our
Obesity rates in North America are appallingly high; all states in the USA report over a fifth of the adult population being obese and over a third in some Southern states (Louisiana, Mississippi, and Alabama) (The State of Obesity, 2016). Eighty percent of adults from the USA do not meet the government’s minimum recommendations for physical activity. The government health guidelines state that adults should aim for at least 150 minutes of moderate-intensity exercise weekly (health.gov, 2008). Obesity can lead to diabetes, cardiovascular problems, low self-esteem, and other health issues. Physical activity has physiological health benefits (muscle growth, cardiovascular health, and more), and psychological benefits (escalated energy, reduced stress, and higher self-confidence) (Association for Applied Sports Psychology, 2016). Unfortunately, over a quarter of American high school students are overweight or obese (The State of Obesity, 2016), and this will set a standard for them for the rest of their life. Campaigns promoting exercise and outdoor exercise should target youth and should put additional work into the Southern states, which are statistically the