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The textbook mentions curriculum trends and changes as it relates to physical education. Listed below are those changes compared with the current SHAPE National Standards: • The textbook states that, “physical education teaches students to add physical activity to their daily lives and exposes them to content and learning experiences that develop the skills and desire to be active for life” While comparing the textbook statement to the National Standards, standards 2 and 3 recognize the need for students to exhibit knowledge of various physical activity skills that will drive and motivate students to lead active lives. Standard 2 specifically addresses students applying knowledge and tactics related to movement skills. SHAPE America echoes …show more content…
The other standards fail to mention anything about students improving muscular strength and endurance, flexibility, and cardiovascular endurance in reference to setting and accomplishing goals. • Lastly, the textbook states that “A high-quality physical-education program parallels whole-child education. While the main focus is on physical development (psychomotor), it also addresses the knowledge (cognitive) and social (affective) aspects of the child” Standards 1, 2, 3, 4, and 5 all focus on the textbooks suggested curriculum change. Standards 4 and 5 both focus on the social aspect of the student and states that the physically literate individual exhibits responsible social behavior and recognized the value of physical activity for self-expression and social interaction. Standards 2 and 3 focus on the student having knowledge of the skills and concepts, while the first standard focuses on the student being competent physically (motor skills and movement patterns). To further support this theory SHAPE America (2013) states, “the goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical …show more content…
Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Standard 7- Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. Found in the Louisiana Physical Education Standards, “Louisiana State Physical Education Standards are based on the National Physical Education Standards developed by the National Association for Sport and Physical Education (currently known as SHAPE America Standards)” The SHAPE National Standards are well aligned with the Louisiana Physical Education Standards. There is a clear comparison between standards, for example SHAPE standard 3 and Louisiana standard 4 both represent the same thing, for students to achieve and maintain a health-enhancing level of physical fitness. While thoroughly reading through standards and expectations for grade levels K-5 there were no gaps identified. Use the self-assessment found at http://www.globaled.org/fianlcopy.pdf to find out how your school measures up in the different global education areas. Report what you
"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
The Australian curriculum assessment and reporting authority (ACARA) contains high morals for valuing movement in the health and physical curriculum. Valuing movement is the third of the five propositions to deliver this commitment in the ACARA curriculum. Learning objectives have been situated to increase the participation of children in physical activity. It is to encourage ongoing participation throughout one’s life. Valuing movement focuses on students developing movement skills with confidence and competence. The Australian curriculum and reporting authorities, (2013) allows opportunities for students to enhance a range of social and personal skills, through chal...
Webster’s Dictionary defines physical as “concerned or preoccupied with the body and its’ needs” and defines activity as “the state or quality of producing or involving movement.” I agree with Mr. Webster’s definitions. I see physical activity as doing some kind of movement in order to assist in improving or maintaining a body’s level of health. By maintaining or improving that level of health, physical activity also plays a big role in a person’s “quality of life”. How happy or complete a person feels many times depends upon, how their body looks, how they are feeling inside, or how fit they feel. This is where I see the physical educator stepping into the picture. As a physical education teacher, you need to be able to instill the meaning and importance of being physically active. In her book, Lumpkin defines physical education as “a process through which an individual obtains optimal physical, mental, and social skills and fitness through physical activity”. Not only do teachers need to impress upon the students the effects activity can have on their lives physically, but also mentally, and socially.
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.
Curriculums for physical education vary for every grade level. Standards are guidelines for teachers, schools, parents, and even students who use them as a tool which also varies from every grade level. The standards that teachers must follow when creating unit plans help spell out what students are expected to achieve and learn in each subject including physical education. One of the vital standards for physical education is the first standard: Personal Health and Fitness. Across the board standards help make it clear for everyone regardless of the subject, what teachers should be teaching and what students should actually be learning.
These practices will be introduced by Mr. Chelf to ensure that teachers are successful in following through with them. Supplementary physical activity can be created during class time through workstations that require students to move around the classroom, outdoor labs, games, and utilizing the outdoor classroom. These different activities will allow students to gain the benefits from moderate exercise (Simon). This is because doing something, as little as walking or standing, is better than sitting around in class all day, which seems to be the norm at North High School. One teacher, Cindy Jones, went the extra mile to include learning and physical education in her classes.
The standards are the reasons behind every class lesson, movie viewing, and even fieldtrip. Unless the teacher can provide an acceptable educated reason behind a lesson that fits state standards, they are unable to do anything. There are hundreds of standards organized by each grade level and teachers in each county are given standards they must abide by. The standards are accessible to anyone and they stay the same each year; therefore, books that did not sell one year can roll over to the
Sport Pedagogy: The Connection Between Education and Sports Brandon Dalton Kinesiology 1301 Texas Tech University Abstract Sport pedagogy is a subdiscipline of kinesiology. It is commonly seen as the connection between sports and education. It is a relatively new discipline; having only been developed around 1960 and adopted within the U.S. around the 1990’s. It was slow to catch traction within educational institutions, but is now a globally accepted academic discipline within the field of kinesiology.
Physical education must be mandatory for students all over the world. It provides many conveniences for children later in life. Sports in school encourage kids to play more outside of school and from there, their health increases. Unquestionably, physical education improves kids’
eight to ten) should be applauded for this, but frowned upon for not enforcing it on senior high school students (grades 11 and 12). Physical Education is defined as “the process of education that develops the human body, specifically fitness and movement skills” (Baker, 1990, p. 14). This teaches students valuable skills that would be applicable to life, present and future. Students also learn how to work and interact with others to pursue goals in a way which academic subjects, such as mathematics and science, may not provide. Physical Education should be a requirement for all British Columbia high school students because it provides physical skills necessary for effective social functioning, offers educational value and teaches healthy habits reducing health risks.
Lesson Plan 1 Standards: 5-2.4 Identify the five components of health-related physical fitness and describe activities that correspond to each component....
Over the past decades our culture has changes dramatically. To which our nation was once a physically active nation. Yet now it seems that society discourages physical activity. The human race has been dependent on automobiles, discouraging people to walk or bike, increasing the chance of a poor life-style. Yet there are many factors that affect the achievement and maintenance of a healthy life. Young people are growing into a diverse society, which is characterized by rapid change, inactive work and leisure practices that influence unhealthy behaviors. By incorporating physical activity into peoples daily routine will increase their chances of being healthier, reducing certain diseases and learning how to avoid injuries. Physical education helps students improve their knowledge about health issues and practices that will lead to a more enjoyable life. Students playing and working in a team together develop social skills, teamwork, achieving goals, and development of self-esteem. Overall physical education provides the potential for a better life style.
“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
Physical education takes place in the school curriculum which is timetabled and taught to all school pupils. This involves a range of different skills, learning basic movements