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History modern day physical education
Brief history of physical education
History modern day physical education
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During the 1950s the PE program was based on traditional programs which included movement exploration, rhythm and dance, games, sports skills, sports activities, stunts, tumbling, and swimming. The structure in PE changed dramatically with the increase interest in PE and more emphasis where put into place for schools to implement positive PE programs. By 1963, eight states required students to participate in PE programs daily. However, by 1965, a slowdown occurred in which schools wanted students to focus more on academic subjects more so than PE programs. In 1972 the Elementary School Physical Education Commission and the Task Force on Children’s Dance co-sponsored the National Conference on Professional Preparation of the Elementary
Alvin was born during the Great Depression to two working class parents in Rogers, Texas. His father abandoned the family when Alvin was a mere six months old, leaving him and his mother with the struggle of fending for themselves. The inability for Alvin’s mother to find work led to their move to California in 1942, where Alvin was introduced by a classmate to the most influential person that would be the foundation for his future successful career in modern dance, Lester Horton (DeFrantz 1). Alvin was captivated by Lester’s work, which focuses on building a strong body, and made the executive decision to start his dance training in 1949 when he was eighteen years old. Because Lester Horton’s dance company embraced diversity, and accepted dancers of all ethnicities and backgrounds, Alvin was given the opportunity to do something great with his
Looseleaf, V. (2009, May 15). Eleanor Powell | Dance Teacher magazine | Practical. Nurturing. Motivating. The voice of dance educators. Retrieved April 26, 2014, from http://www.dance-teacher.com/2009/05/eleanor-powell/
Hellmich, Nanci. "Report: More PE, Activity Programs Needed in Schools." USA Today. Gannett, 23 May 2013. 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
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.
The Twin Cedars Community School District Board of Directors should decide in favor of funding a school dance team. Twin Cedars, a small country based school of approximately 500 students K-12, has never had the benefit of having a dance team. Two years ago, three Twin Cedars students got together with their dance instructor, Shannon Smith, an alumnist of Twin Cedars, and suggested that the school should have a dance team. Smith volunteered her time to coach and choreograph for a new dance team. Smith took this idea to the principal of Twin Cedars, Mike Helle. Helle agreed to allow Smith to start a dance team that could practice at school, but refused to fund the program as an extracurricular activity. This meant that if there was to be a dance team, all funds would have to be raised by the dance team members alone and Smith would have to volunteer all of her time and effort without being paid. Despite these two points Smith agreed to start the dance team.
... social dance. Many people in today’s society enjoy social; dancing. Chapter eleven dance concert, properly planning and establishing a dance concert is of the utmost importance. The partnership with the lighting designer usually takes priority over all other factors. One of the most important issues concerning customers has to do with mobility. The dancer must be able to move comfortably in the costume. The task of producing a dance concert is an overwhelming and tiring one. Chapter twelve dance in education and career in dance, many dance educators present the argument that teaching and learning dance as an art form is obviously absent from the American student education. There has always been and always will be people who have a love, desire, and passion to instruct and learn the art of dance, will ensure an important place for dance in higher education.
While a student in the dance program at Detroit High School for the Fine and Performing A...
Ballroom dancing in New York gives underprivileged children the opportunity to be exposed to the arts, which is usually a program that is cut from low-income schools. This program is a part of a fine arts curriculum with a focus on movement/dancing. A fine art curriculum approach integrates the different aspect of the arts to enhance the learning experiences of the students (Agrelo, 2005; “Dancing Classrooms- Mission”, 2015; Gorski
Ballet is a beautiful and romantic type of performance art. It originated in the Italian court systems in the 15th century (Jonas). Since its origination, ballet has undergone many changes and gained worldwide recognition. Filled with elaborate costumes, cheering audiences, lights, weightless movements and beauty; ballet is admired by many. On the magical stage ballerinas can become whoever they wan to be, and perform in a world of fantasy. For these reasons, children, especially little girls, all over the world dream of becoming ballerinas when they grow up. However, becoming a professional ballerina is an extremely difficult accomplishment, in which few will achieve (Kelso 1). The world of ballet may seem to be filled with glitz and glamor but, behind the curtain there is an entirely different story. There are extreme demands and pressures put on these young dancers to be very thin and nearly perfect. Some of which include body and weight demands, competition, and social pressures. These constant pressures can lead to a negative body-image and even debilitating eating disorders (Price and Pettijohn).
Sports Education is a curriculum and instruction model designed for delivery in physical education programs at the upper elementary, middle school, and high school levels. In Sports Education there are so many ways to get all of your students involved instead of just one way in a typical physical education class.
These subjects are more important than PE and time the two periods given to PE would be better used if distributed to these subjects.As well as PE, we spent up to 3 hours a week at training and another 3 hours on Saturday for competition. Can you imagine students' academic performances if we were to spent 6 hours a week doing homework or study? And it is not only the actual time you are at training that counts, because often, after training you are tired and cannot be bothered to do homework or study, again dragging down our academic results.If sport was optional, then the people participating in the teams would be the people that wanted to be there, the people who wanted to play and win. But instead, there are people in the teams who are not interested in the sport, not interested in winning and are only there because they have to be. These people drag down the team and ruin the sport for those that want to be there.
Some activity clubs we provide include, dancing, running, jump roping, basketball and soccer clubs, just to name a few. These clubs encourage kids to stay active. Our PE program also sends out monthly newsletters to the parents that give them ways to help their child live a healthy lifestyle. The National Association for Sport and Physical Education states, “Regular physical activity improves functional status and limits disability during the middle and later adult years. Physical activity contributes to quality of life, psychological health, and the ability to meet physical work demands. Physical education can serve as a vehicle for helping students to develop the knowledge, attitudes, motor skills, behavioral skills, and confidence needed to adopt and maintain physically active lifestyles. The outcomes of a quality physical education program include the development of students’ physical competence, health-related fitness, self-esteem, and overall enjoyment of physical activity. These outcomes enable students to make informed decisions and choices about leading a physically active lifestyle. In early years children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in their movement ability. Evidence suggests that the level of participation, the degree of skill, and the number of activities mastered as a child directly influences the extent to which children will continue to participate in physical activity as an
‘Beyond 2012 – outstanding physical education for all’ makes recommendations for schools and the Department for Education to secure the quality of PE in schools and draws out improvements made to PE and sport over the last four years. The Department of Education are looking on making improvements which have generated from the London Games in 2012. They are hoping to make a new strategy for PESS to help pupils become more engaged in sporting activities in their school curriculum. The Government are advising class teachers to raise their expectations by setting more challenging and competitive PE lessons, so pupils increase their performance to a higher level. Also, to engage them in regular and high intensity activities for the full period they have been given in their timetable. As previous studies have shown, when schools were visited, teachers set activities that were too easy for children which led to boredom and lack of motivation and had no planned extra curriculum activities for the pupils. However, schools with the best PE provision had excellent PE lessons with extra curriculum hours set up for them. In 2014, there was a funding of £360,000 to train primary teachers to specialise in PE. This was to ensure children developed ‘a sporting habit for life’. Children's minister Edward Timpson said: "We have announced extra funding to create a second intake of specialist primary PE
Wall, Jennifer. Children and Movement, Physical Education in the Elemantary School. Dubuque, IA.: William C. Brown Company, 1990.