HPHE 1500 Dr. Ayers

1. Chapter 11: Physical Education Programs and Professions HPHE 1500Dr. Ayers

2. Introduction Does physical education take place only in schools? Where else does it occur? Parks & Rec. Dept.’s? Summer Camps? YMCA? Outward Bound? Community Programs? Boys & Girls Club?

3. How does school physical education fit within the perspective of life-span physical education? Why is the school setting so vital for quality physical education ? Role of schools? Access? Cost?

4. Exemplary Physical Education Programs A Comprehensive Health-Related Elementary-School Model What are its key components, features, and characteristics? How is choice provided to students?

5. A High School Healthy Lifestyles Program (Illinois) What are its key components, features, and characteristics? What makes it “comprehensive?”

6. Upper Elementary School Sport Education Program (Ohio) What are its key components, features, and characteristics? How is it different from “typical” physical education?

7. A District-wide Healthy-Lifestyles Curriculum (Washington) What makes it feel like a health club approach? How is technology being incorporated?

8. A Middle School Combining PSRM with activities (California) How is the program sequenced in terms of its focus and goals? How does the program increase the chance that students will gain skill competence?

9. An Elementary School Adventure program (Ohio) How are team sports introduced early in the year? When and where do students get practice in the higher risk and adventure activities?

10. A High School Fitness Emphasis (Mass.) What requirements does the program have for students across the years? What did the staff (have to) do to build the program?

11. SPARK - A Research-based National Elementary School Program (California) How was the program disseminated? What has the research on this program shown?

12. An Early Elementary School Movement Program(Ohio) What instructional strategy is prominently employed? How are students’ cognitive involvement encouraged?

13. “New Physical Education” – Middle School (Illinois) How are the goals, facilities, equipment, content, and assessment linked? What was done to promote and sustain this “new quality physical education?” What is the overarching goal of the PE4Life Program

14. A High School Program Linked with the Community (Washington) What type of linkages were created? What sport organizations were approached? What are some added benefits of this approach?

15. A State Level Wellness Curriculum for High Schools (Kansas) What three areas of content are targeted? How are they addressed across time?

16. A Virtual High School Physical Education Program (Florida) What choices are offered to students? How do instructors ensure that students fulfill their activity requirements?

17. A State Approach to Revitalizing High School Physical Education The North Carolina Experiment (PEPSE): • “Inside out” reform effort to reform HS • physical education programs across state. • Focus on curricular revision and assessment. • Sport Education was model of choice.

18. Physical Education Teachers as Directors of Physical Activity www.aahperd.org/naspe/professionaldevelopment/dpa/index.cfm 2004: Federal Child Nutrition Act renewed. • Requires development of school wellness • policies, and a school wellness council in each • district • DPA’s responsibility: physical education • program and PA promotion around campus • Maintain recess, increase PA during recess, and • promote use of classroom-based PA breaks

19. What Makes These Programs Work? Common features: • Strong leadership among teachers to develop and • sustain efforts • Strong programs have a specific focus (or theme) • High level of excitement among students . . . • “They like what’s going on” • Most teachers had no coaching responsibilities

20. Technology in Physical Education Types of uses? Pedometers PE Central Website HR Monitors Program Websites Assessment of teaching Use of web-based news groups E-mail, chat rooms, Listservs, blogs PELINKS4U Software programs

21. The Physical Education Teacher • What do they do . . . Beyond teaching classes? • Plan lessons, units, yearly plans; • Manage people (beyond just students); • Collaborate; • Engage in “professional development”; • Counsel students; • Represent their school, and their profession. They are professionals . . .

22. . . . A Day In the Life of a Physical Educator Scouting next opponent Supervise locker-room Meet w. parent Attend faculty meetings Plan Team practices Teach lessons Lead Team practice Plan lessons Counsel student Duty Lunch

23. Teaching . . . A Team Effort • Teams of teachers in high-performing programs: • Clear communication • Strong Department leader • Supportive School Administrators • High Expectations • Clear roles • Enthusiasm

24. Becoming A Physical Education Teacher • Certification is governed by states • . . . They set standards & requirements • Teacher preparation occurs mostly at • universities

25. Differences Among States • Type/level of certification • Number of teaching specialties • Amount of field experiences (i.e., school-based) Thus, where you receive certification affects how, what , and where you may teach. . .

26. National Standards for Beginning Teachers • Align with NASPE’s National K-12 Content Standards • States generally have adopted the beginning teacher • standards • Highest credential possible: NBPTS BoardCertification

27. National Standards for Beginning Teachers www.aahperd.org/naspe/standards/nationalStandards/PETEstandards.cfm • Scientific & Theoretical Knowledge • Skill & Fitness Based Competence • Planning & Implementation • Instructional Delivery & Management • Impact on Student Learning • Professionalism

28. Certification for Adapted Physical Education • APENS mandates physical education services for students with disabilities • 1995: Nat. Consortium for Physical • Education and Recreation for Individuals • with Disabilities (NCPERID) develops APENS • with certification exam • To take the APENS exam, you need to have: • A Bachelor’s Degree in Physical Education • A valid teaching certificate • 200 hours of experience teaching APE • Completed a 3 cr. Hr. course in APE

29. Building A Vision for the Future • What must be in place for physical education’s • overarching goal to be reached?: • Inviting, success-oriented, fun instructional climate • Knowledgeable & caring teachers who are committed to reaching goals • Programs that reach beyond lessons • Physical Education viewed as truly a K-12 program

30. Discussion Questions What staff and facilities would an elementary school with 400 students require to implement a daily physical education program? What would a high school with 1000 students require?

31. Discussion Questions Which exemplary program did you like most? Why? Which did you like least? Why?

32. Discussion Questions Are there programs in your region that you think are exemplary? Which of the characteristics described in the chapter, if any, do they manifest?

33. Discussion Questions Do you know people who are now teacher-coaches? Are their professional lives like those of the teachers described in this chapter? What roles do they occupy?

34. Discussion Questions What certification is available in your state? If you are certified in your state, where else does that certification allow you to teach?

35. Discussion Questions How does your teacher preparation program compare with the NASPE standards for beginning teachers?