A Contemporary Mission for Physical Education

1. A Contemporary Mission forPhysical Education Foundations of HR Fitness: Based on the work of Pate, R.R., & Hohn, R.C. (Eds.) (1994). Health and fitness through physical education. Champaign, IL: Human Kinetics.

2. Physical Education Paradox I • Positive elements for the profession • Physical education is an established component of the U.S. school system. • American “Fitness Revolution” of the 1970’s and 1980’s has lead to increased adult interest and participation in physical activity, public support for increased physical activity and fitness programming. • Summary Statement: • “When viewed comprehensively and from a national perspective, physical education in the United States represents an enormous societal investment of school time, space, and personnel” (Pate & Hohn, 1994).

3. Physical Education Paradox II • Negative elements for the profession • Insufficient time & space allocated for school physical education programs (Siedentop, Mand, & Taggart, 1986). • Use of poorly prepared & disinterested classroom teachers to deliver physical education in schools (NASPE, 1993; Siedentop, 1990). • Erosion of state requirements for physical education (NASPE, 1993). • Summary Statement: • “Such trends indicate that, when confronted with financial restrictions and public concerns about academic achievement, school administrators often respond by transferring resources away from physical education to other school programs” (Pate & Hohn, 1994).

4. Analysis of the Problem • “We propose that societal support for school physical education has decreased despite an overall increase in support for activity and fitness programs, because it is society’s perception that physical education has not ‘delivered the goods.’ We suspect that society’s attitude toward physical education is fundamentally ambivalent” (Pate & Hohn, 1994). • Tax-paying adults acknowledge the importance of children’s physical activity, physical fitness, & motor skill acquisition, but remain unconvinced of physical education’s potential contribution in these areas. • What factors have contributed to the public’s ambivalence towards physical education?

5. Problematic Issues in PE • Personal experiences • Pain & embarrassment • Boredom & triviality • Irrelevance • Muddled mission of PE • Motor skill acquisition • Physical fitness • Cognition learning • Social development • Cultural awareness • Academic performance • Lifelong physical activity

6. Contemporary Mission ofPhysical Education • “In our view, physical education will not come to be or be seen as a successful enterprise until it tracks out meaningful, realistic goals and then documents their attainment” (Pate & Hohn, 1994). • The aim or mission of the physical education profession must meet certain criteria. The aim must be: • Important • Realistic • Understandable • Professionally accepted

7. OBESITY TRENDS

8. The Development of Youth Fitness Education &The Physical Best Program A Brief History

9. 1954 • Dr. Hans Kraus study • Results indicated: • Only 42% of American children passed the assessment, while • 92% of European school children passed the assessment

10. 1956 • President Eisenhower was shocked by the scores from the Kraus study! • Thus, Eisenhower established the President’s Council on Youth Fitness.

11. 1957 The AAHPER Youth Fitness Test: Pull-ups/flexed arm hang Sit-ups Shuttle run Standing broad jump 50-yard dash Softball throw for distance 600-yard walk/run Fitness-related tests (not h-r)

12. The AAHPERD Fitness Test Batteries Skill-Related 1958 - 1980 • Health-Related Added single-leg balance Dropped standing broad jump Flexed arm hang Replaced pull-ups with push-ups Sit-ups 600-yard walk/run

13. 1980 • AAHPERD redefined FITNESS (shifted focus to health, not skill) • The Health-Related Fitness Test was created and replaced all fitness tests

14. 1980 - 1989 The AAHPERD Health-Related Fitness • Aerobic Capacity (1-mile walk/run) • Muscular strength & endurance (60-sec sit-ups, pull-ups, flexed arm hang, modified pull-ups) • Flexibility (sit-n-reach) • Body composition (skinfold measurements)

15. 1987 The Cooper Institute for Aerobics Research introduced

16. What is unique about: • Health-related • Criterion referenced Background info on F’GRAM standards available at: www.cooperinst.org

17. 1987 - 1989 • In 1989 PB test became criterion referenced • The Physical Best Educational Program: • Developed by educators to enhance the existing physical education curriculum and supplement daily lesson plans.

18. 1993Partnership For Common Goals • Physical Best program of AAHPERD educational arm • FITNESSGRAM program of The Cooper Institute assessment piece

19. 1998 - Present

20. Primary Resources Today:

21. PHILOSOPHY Physical Best & FITNESSGRAM

22. Philosophy…for Educators • BY Physical Educators / FOR Physical Educators • To help students “DO & UNDERSTAND”

23. Philosophy…for Educators • Health-Oriented • Healthful level of physical fitness • Regular physical activity

24. Philosophy…for Educators • Educational • Linked to national standards • Teaches students how and why • Educational progression

25. The Stairway to Lifetime FitnessC.B. Corbin and R.P. Pangrazi, 1989 Participate in Regular Exercise • Personal Exercise Patterns • Evaluate Own Fitness Levels • Problem Solve/Decision Making Achieve Physical Fitness

26. Philosophy… for Students • Enjoyable • Realistic • Fair

27. Benefits to Educators • Supports Standards • Infuse into an existing curriculum • Ready made & appropriate activities

28. Benefits to Students • Teaching knowledge & values • Enjoyable Participation • All students can be successful

29. INDIVIDUALIZED Students compete only with themselves! Results/printouts Intrinsic motivation Benefits to Students

30. Educating all children – to achieve their Physical Best An Important Message!