PE 280 APPROPRIATE AND INAPPROPRIATE PHYSICAL EDUCATION PRACTICES

1. PE 280APPROPRIATE AND INAPPROPRIATE PHYSICAL EDUCATION PRACTICES

2. PE Curriculum has an obvious scope and sequence It is based on goals and objectives that are appropriate for all children such as Games Educational Gymnastics Skill themes Rhythms & Dance PE Curriculum lacks developed goals and objectives It is based on teacher’s interests, preferences, and back ground rather than children such as large group games CURRICULUM

3. Children are provided with frequent and meaningful age-appropriate practice It develops a functional understanding of movement concepts (Body awareness, space awareness, effort, and relationship Children participate in a limited number of games and activities Opportunity for individual children to develop basic concepts and motor skills is restricted MOVEMENT CONCEPTS & MOTOR SKILLS

4. PE builds competence and confidence for children to perform wide variety of motor skills MOVEMENT CONCEPTS & MOTOR SKILLS (Cont.)

5. PE teachers provide experiences that encourage children to question many concepts Art Music Mathematics Children gain a wide multicultural view of the world Children do not receive opportunities to integrate their physical education with other classroom experiences COGNITIVE DEVELOPMENT

6. PE teachers design and teach activities to improve children’ social and cooperative skills PE teachers help children to experience satisfaction and joy from physical activity PE teachers ignore opportunities to help children understand the emotions they feel as a result of participation in physical activity AFFECTIVE DEVELOPMENT

7. Children participate in activities that are designed to help them understand and value of physical fitness and a healthy lifestyle Children are required to participate in fitness activities But children are not helped to understand the reasons why FITNESS

8. Ongoingfitness assessment is used for helping children to understand, improve and, maintain physical health and well being Results are shared privately with children and their parents to develop fitness knowledge Physical fitness tests are given once or twice a year Because they are required by a school districts and or state department Children are required to complete tests without understanding PHYSICAL FITNESS TESTS

9. Appropriate exercises are taught for the specific purpose of improving the skill, coordination, and fitness Children perform calisthenics with no specific purpose such jumping jacks CALISTHENICS

10. Fitness activities are used to help children increase personal physical fitness levels This is provided in a supportive, motivating and progressive environment to promote lifetime fitness attitudes Fitness is used by teachers as a punishment for children’s misbehavior Such as running laps, push ups FITNESS AS A PUNISHMENT

11. Teacher decisions are based on ongoing individual assessments not a single test score Children are evaluated on the basis of fitness test scores or a single physical skill test ASSESSMENT

12. Children participate in their regularly scheduled PE class Because it is recognized as an important part of their overall education Children are removed from PE classes to participate in classroom activities Or as a punishment for not completing assignments or for misbehavior in the classroom INVOLVEMENT

13. Al children are involved in activities continuously Classes are designed to meet a child’s need for active participation in all learning experiences Activity time is limited because children are waiting in lines Children are organized into large groups Children are eliminated with no chance to re-enter activities ACTIVE PARTICIPATION

14. The PE curriculum includes a variety of rhythmical, expressive and dance experiences The PE curriculum includes NO rhythmical, expressive, or cultural dance experiences for children DANCE & RHYTHMS

15. Children are required to sequentially develop skills appropriate to their ability in non-competitive environments Such as balancing, rolling, jumping, landing, and weight transfer All students are required perform same routines on and off apparatus This is regardless of their skill level, confidence, and body composition GYMNASTICS

16. Games are selected, designed sequenced, and modified by teachers or children To maximize the learning and enjoyment of children Games are taught with no obvious purpose or goal rather than to keep children “busy, happy, and good” GAMES

17. Teachers or children modify official rules, equipment of adult sports To match the varying abilities of children Official adult rules of team sports govern the activities This results in low rates of success and lack of enjoyment RULES GOVERNING GAME PLAY

18. Teams are formed in ways that preserve the dignity and self-respect of every child Children form teams cooperatively or randomly Teams are formed by captains Teams are formed by pitting “boys again the girls” FORMING TEAMS

19. Both boys and girls are equally encouraged, supported ,and socialized toward successful achievement in all activities Girls are encouraged to participate in activities that stress traditionally feminine roles Boys are more often provided with leadership roles in PE classes GENDER DIRECTED ACTIVITIES

20. Children participate in team games with formation oftwo or three per teamto increase numerouspractice opportunity Children participate in full-sided games NUMBER OF CHILDREN ON TEAM

21. Activities emphasize self improvement, participation, and cooperationinstead of winning and loosing Children are required to participate in activities that label children as “winners” and “losers” COMPETITION

22. PE classes contain the same number of children as the classrooms Such as 25 children per class Two or more classrooms are combined Such as 100 children in a gym CLASS SIZE

23. Children are given the opportunity to practice skills at high rates of success adjusted for their individual skill levels All children are expected to perform to the same standards With no allowance for individual abilities and interests SUCCESS RATE

24. Children are given the opportunity to participate daily PE activities throughout the year Length of the class is appropriate for the developmental level of the children Children do not receive daily, instructional PE DAYS PER WEEK/LENGTH OF CLASS TIME

25. Children have adequate space to move freely and safely PE classes are regularly held in school hallway or in classroom FACILITIES

26. Enough equipment is available Each child benefits from maximum participation Equipment is matched to the size, skill level, and confidence of the children An insufficient amount of equipment is available Adult size equipment is used EQUIPMENT

27. PE classes are planned and organized to provide children with opportunities To acquire the physical, emotional, and social benefits of PE Free play or Recess is used as a substitute for daily, organized PE lessons PE & RECESS

28. Field days is designed so that every child is a full participant and derives a feeling of satisfaction from physical activity There is intense team, group, or individual competition with winners and losers clearly identified FIELD DAYS